university of edinburgh presentation template

• Schools & departments

Presentations and posters

Guidance and tips for effective oral and visual presentations.

Academic presentations

Presenting your work allows you to demonstrate your knowledge and familiarity of your subject. Presentations can vary from being formal, like a mini lecture, to more informal, such as summarising a paper in a tutorial. You may have a specialist audience made up of your peers, lecturers or research practitioners or a wider audience at a conference or event. Sometimes you will be asked questions.  Academic presentations maybe a talk with slides or a poster presentation, and they may be assessed. Presentations may be individual or collaborative group work.

A good presentation will communicate your main points to an audience clearly, concisely and logically. Your audience doesn’t know what it is you are trying to say, so you need to guide them through your argument.

There are a few key points that you should consider with any sort of presenting:

• What is the format? Is it a poster, a talk with visual material or a video?
• What is the purpose? Is it to summarise a topic; report the results of an experiment; justify your research approach?
• Who is your audience? Are they from your tutorial group, course or is it a wider audience?
• What content needs to be included? Do you need to cover everything, just one topic or a particular aspect? How much detail is expected?
• How should it be organised? This is often the trickiest part of designing a presentation and can take a few attempts.

Planning a presentation

Different people take different approaches to presentations. Some may start by doing some reading and research, others prefer to draft an outline structure first. 

To make an effective start, check your course materials for the format you need to use (e.g. handbooks and Learn pages for style guidelines). If it is an oral presentation, how long do you have?  If it will be assessed, have a look at the marking criteria so you know how you will be marked. (If you do not use the required formatting you may be penalised.) Do you need to allow time for questions?

One way to think about the content and draft a rough structure of your presentation is to divide it into a beginning, middle and end.

• The beginning: How are you going to set the scene for your audience and set out what they can expect to gain from your presentation? This section should highlight the key topic(s) and give any necessary background. How much background depends on your audience, for example your peers might need less of an introduction to a topic than other audiences. Is there a central question and is it clear? If using slides, can it be added as a header on subsequent slides so that it is always clear what you are discussing?
• The middle: How are you going tell the story of your work? This section should guide your audience through your argument, leading them to your key point(s). Remember to include any necessary evidence in support. You might also want to include or refer to relevant methods and materials.
• The end: What is your conclusion or summary? This section should briefly recap what has been covered in the presentation and give the audience the final take-home message(s). Think about the one thing you want someone to remember from your talk or poster. It is usually also good practice to include a reference or bibliography slide listing your sources.

Alternatively, you could start at the end and think about the one point you want your audience to take away from your presentation. Then you can work backwards to decide what needs to go in the other sections to build your argument.

Presentation planner worksheet (pdf)

Presentation planner worksheet (Word docx)

Presentation planner (Word rtf)

Using the right language can really help your audience follow your argument and also helps to manage their expectations.

Guiding your audience (pdf)  

Guiding your audience (Word rtf)

Oral presentations – practise, practise, practise!

Giving a talk can be daunting. If you have a spoken presentation to give, with or without slides, make sure you have time to rehearse it several times.

Firstly, this is really good at helping you overcome any nerves as you’ll know exactly what you are going to say. It will build your confidence.

Secondly, saying something aloud is an effective way to check for sense, structure and flow. If it is difficult to say, or doesn’t sound right, then the audience may find it difficult to follow what you are trying to say.

Finally, practising helps you know how long your presentation will take. If your presentation is being assessed, you may be penalised for going over time as that would be unfair to other presenters (it is like going over your word count).  

If you can, find out what resources and equipment you will have when you present. It is usually expected that presenters will wear or use a microphone so that everyone can hear. But you will still need to remember to project your voice and speak clearly. Also think about how you are going to use your visual material.

IS Creating accessible materials - PowerPoint presentations

IS LinkedIn Learning - online skills development

Making a video

There is no need to use expensive specialist equipment to make a recorded presentation. The Media Hopper Create platform allows film makers to create, store, share and publish their media content easily. You can create presentations using the Desktop Recorder on a PC or Mac.

All University of Edinburgh students are provided with an account on the Media Hopper service allowing you to record and upload media to your personal space and publish to channels. 

You can also use your mobile phone or tablet to make a video presentation. The DIY Film School is an online course covering the basics of shooting video on a mobile device, filming outdoors and indoors and how to get the best audio. Some materials from LinkedIn Learning are relevant to the DIY Film School and include editing advice.

IS Media Hopper Create

IS DIY Film School online course

IS LinkedIn Learning and the DIY Film School

Poster presentations

A poster is a way of visually conveying information about your work. It is meant to be a taster or overview highlighting your key points or findings, not an in-depth explanation and discussion. Your poster should communicate your point(s) effectively without you being there to explain it.

The trickiest thing with poster presentations can be the limited space and words you have. You will need to think critically about what it is important to present.

If the poster is assessed, or is for an event such as a conference, there may be a size and format which you need to follow (e.g. A1 portrait or A0 landscape). Your title should be clear.  Aim to make your poster as accessible as possible by considering the type size and font, colours and layout. It is usually good practice to include your name and email address so people know who you are and how to contact you.

Information Services (IS) have a range of resources including help on using software such as PowerPoint to make a poster and guides to printing one.

IS uCreate user guides and advice on poster printing

Standing up and talking can be intimidating; so can being filmed. Anxiety and stress can get in the way of performing effectively. 

The Student Counselling Service offer advice and workshops on a variety of topics. They have produced a helpful e-booklet about stress, why we need it and how to manage our stress levels to strike the right balance. 

Student Counselling service

Self-help online courses and workbooks on anxiety, stress and mental wellbeing

Stress: A short guide for students (pdf booklet)

Information Services (IS) provides access to a range of support and training for software provided by the University. This includes training and advice on LinkedIn Learning.

IS Digital skills and training

IS LinkedIn Learning

IS Microsoft Office 365 suite

Prezi is a popular alternative to PowerPoint but is often inaccessible to disabled people. Therefore, it is recommended that Prezi is not used for academic presentations. However, if you have to use Prezi, there are some steps you can take to improve your presentation.

IS PREZI and accessibility issues

If you are presenting at an external event, it may be appropriate to use University branding.

University brand guidelines and logos (Communications and Marketing)

• Schools & departments

We manage the University's brand and the implementation and evolution of the brand guidelines.

Our team can provide policy guidelines, advice and help with any branding and visual identity use.

Advertising support

We offer templates for advertising and presentations. We also provide advice on the University's preferred partner for media buying.

Deepthi de Silva-Williams

Head of brand.

Communications and Marketing

Email:  [email protected]

Senior Management

Niall bradley, deputy director, marketing.

Email:  [email protected]

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Powerpoint Templates and Google slides for University Of Edinburgh

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Schools & departments

Poster presentation and guidelines

Making a good poster and preparing properly will give you confidence when presenting  at meetings

Guidelines For an Effective Poster Presentation

An effective poster is not just a research paper stuck to a board. Here is how to make yours stand out.  A great poster works on several levels: it is a source of information, a conversation starter, an advertisement and a summary of your work. It is not a research paper and must therefore use different approach in getting the message across.

A poster should: Focus on a single message; Let graphs and images tell the story; Keep the sequence well-ordered and obvious. Many posters suffer from easy-to-fix problems such as the objective(s) and main point(s) being hard to find, poor organisation and poor graphics. Plan your poster!

Leave yourself enough time : Plan you poster ahead of time – Don’t assume your co-authors will drop what they are doing to check your poster, or that the Graphics Printers will be twiddling their thumbs with nothing to do. Assume everyone else is a busy as you are, and plan accordingly.

Poster Layout

What size and orientation does it need to be? Follow the size guidelines for the conference; don’t let your poster be the one that doesn’t fit the board properly (this will attract the wrong kind of attention!).  Use the layout as a guide to your poster.

• In English, people read from top-to-bottom and left-to-right and you should arrange your poster to reflect this by putting information into columns.
• Your poster should have a good visual balance of figures and text, separated by space. Balance occurs when images and text are reflected (at least approximately) across a central horizontal, vertical, or diagonal axis.
• Create titles (use bold and italics) to indicate the important parts of your poster and, if it helps, use organizational cues such as numbers, letters or arrows to guide the viewer.
• Don’t be constrained by the scientific paper format of introduction, methods, results and discussion. Sections can often be merged.
• Do include a conclusions section at the bottom of the poster. This should be in a separate panel and use the minimum of words.

Text : Your main title should be visible from 4-5 m away, so should be at least 5cm tall. The main body of text should be at least 24 point and headings should be at least 36 point. Use a sans serif font (such as Arial) as these are much easier to read. It can be effective to use a different typeface for headings and subheadings.   Helpful hint: If you print your poster on a standard sheet of paper, you should be able to read all of it - including text in figures - comfortably. If you can't, your text is too small.

Logos : Remember to advertise your Institution! Always include the University of Edinburgh logo. Also include your Research Centre logo and the Edinburgh Neuroscience logo if you can. Use high quality images – poor quality, low resolution, images will make your poster look poor quality too.

The university of Edinburgh logos can be downloaded here

Edinburgh Neuroscience logos can be downloaded here

Poster Content

What's my message?   Everything you put on your poster relates to a carefully crafted message. You must be able to state your main point(s) and conclusion(s) clearly and succinctly.  All visuals and text should relate to those points and conclusions.  Simple messages are more memorable.  Details distract from the main point, and can be supplied in person as needed.

Title and Headings : Keep your title as simple as possible; short and snappy will attract more attention than a long title full of acronyms.  Use headings to convey the message; viewers in a hurry may not need to read any further. Have a hierarchy – a bigger font for an important point.

Graphs : Keep it simple – avoid 3D graphs unless you are displaying 3 dimensional data. Don’t put too much information on the same graph and remember to use a large-enough text size on your axis labels. Provide a title for your graph.

Results and Conclusions : Your abstract was submitted for the Abstracts Book or Website, it does not belong on your poster. Use graphs and illustrations to expand on your abstract and use the smallest number of words you can get away with – aim for 300-500 words maximum on the whole poster and don’t use more that 50 words in any one text element. Only include references that are essential.

Presenting Your Poster

So, you’ve made a fabulous poster, what now? This is the starting point for discussions with other researchers and your chance to make your work memorable, so.....

Be prepared : Make sure you're at your poster during the assigned presentation time.  Use your poster as a visual aid – don’t read it. Prepare a 30sec, 2 min and 5 min tour of your poster. During the tour tell your viewers:

• the context of your problem and why it is important (Introduction),
• your objective
• and what you did (Objective & Methods)
• what you discovered (Results)
• what the answer means in terms of the context (Discussion)

You can, if you want, bring A4 print-outs of your poster for handing out to interested viewers.

If you follow these guidelines and you can present your poster with confidence - good luck!

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• Methodology
• Project Lifecycle
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A standard set of templates will be used throughout a project's lifecycle.   These can be found here:

Project Brief - the idea

• Document from business owner/ sponsor that sets out initial expectations of project along with key dates and deliverables  and indicative budget
• Gives authority to the assigned Project Manager to start scoping and planning the project
• Aim is to ensure that what the Project Sponsor gives to the PM is fully understood (not ambiguous!) and these requirements are agreed prior to any investigation occurring.
• Allows PM to review at post project review stage what was delivered against what was originally requested
• OWNER - Project Sponsor

Project Initiation Document (PID) - Why are we doing it?

Authorisation - Provides the overall justification to commence:

• Control - Provides the basis of control (i.e. baseline)
• Ongoing Viability - Ensures ongoing viability to be conducted against original assumptions
• Dynamic document  - Changes as project progress
• Agreed and owned by Project Sponsor
• Agreed with all Project Stakeholders

It should detail the following:

• Benefits - why are we doing it
• Objectives - what are trying to achieve (SMART)
• Critical Success Factors (Enablers)
• High Level Deliverables (Stage & Gate)
• Review the different Options

Project Plan - How are we going to do it?

The Project Plan:

• Converts PID into a Project
• Provides the base set of documents against which the project management team can assess progress, control change and ensure the ongoing viability of the project
• OWNER - Project Manager
• What is the project aiming to achieve?
• Why is the project being done?
• When is the project scheduled?
• How is the project going to be executed?
• Where is the project going to be done?
• Who is going to be working on the project?
• How much money has been allocated to the project?

Project Highlight Report

Regular status report:

• Aim is to be a summary report that easily shows the status of project, current issues, risks and changes and status of work packages.
• This report will feed into an overall Department Project Report which will be distributed to the Project Team and Board and available for all to view in Project Folder

Project Close Report

Lessons learned document that reviews entire project:

• Review original Project Brief, PID, Project Plans and logs and compare what was implemented against what was originally requested.
• Aim to receive an unbiased account from the Project team on how well the project ran, what went well, what went wrong and where things can be improved.
• This will then feed into an overall post project review presentation which will be given to the project board prior to completion of the project.
• User Acceptance Test Document that details the different system and business testing scenarios that will be done during the final stages of the project
• Aim is to ensure that all functions documented are thoroughly tested and that there is no impact onto other functions prior to go-live.
• Go-live will only occur with full testing and agreement from testers and team with final authority given from Project Manager
• OWNER - Project Team Member

Gantt Chart - the schedule

• Detailed Gantt Chart that records all the work packages, duration and resources assigned to the project during its lifecycle
• Gantt chart must be baselined once the project has been initiated to allow post-project analysis
• Aim is to give a graphical representation of all the tasks, dependencies and resources that will allow easy tracking and updating of project

Functional Requirements

• Detailed document that defines the features that System/ product must do.
• Filters into Project Plan and Test Plan
• Aim is to accurately define the scope and prevent changes to the project once implemented
• Not mandatory but highly recommended
• OWNER - Project Team member
• Unique Identity Number
• Spreadsheet or SPS List that summarises the issues, their analysis, actions and status
• Aim is to regularly track issues and increase visibility of all open issues/ actions/ changes and risks
• Spreadsheet or SPS List that records all project risks, their contingencies, containments  impact, likelihood, owner, status and costs
• Aim is to highlight risks to the Project Board and team and ensure that sufficient investigation and analysis has been done to minimise the impact of the risk onto the project
• Should be reviewed regularly both by the Project Team and the Project Board
• Spreadsheet or SPS List detailing all changes that have been requested during the course of the project.
• Details the change, impact, cost and current status
• Aim is to track changes and ensure that changes are managed

Work Package

• Document that defines the work that is required to be completed by team to produce products for the project.
• All Work Packages are to be registered by the PMO
• Owned by Team Manager who will liaise with Project Manager to define the start and end dates
• All tasks on work package will be delegated by Team Manager to their team.

  It will contain the following:   

• Requirements
• Pre-requisites
• Deliverables
• Dependencies
• Change to working practice
• Start and End dates
• Report a bug
• Privacy Policy

Edinburgh Napier University is a registered Scottish charity. Registration number SC018373

University of Edinburgh

Jan 03, 2013

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University of Edinburgh. Alexandra Baker, College of Humanities and Social Science. University of Edinburgh. Founded in 1583 Ancient university Located in Scotland’s capital city 24,500 students 6,000 international students Over 140 different nationalities 8,000 faculty & staff .

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University of Edinburgh Alexandra Baker, College of Humanities and Social Science

University of Edinburgh Founded in 1583 Ancient university Located in Scotland’s capital city 24,500 students 6,000 international students Over 140 different nationalities 8,000 faculty & staff

University of Edinburgh World University Rankings Ranked 23rd in the World 5th in Europe 5th in the United Kingdom Only Scottish University in World’s Top 70 5th in the UK for research 1st in Scotland for research

University of Edinburgh Member of the Russell Group – the UK’s Ivy League Member of Universitas 21 Member of League of European Research Universities (LERU) Scotland’s first Fair Trade University 2-time winner of Queen’s Anniversary Prize

University of Edinburgh Alumni Gordon Brown Prime Minister David Hume Philosophy Charles Darwin Medicine Joseph Lister Antiseptic Surgery Sir Arthur Conan Doyle Literature Sir Walter Scott Literature Robert Louis Stevenson Literature JK Rowling Literature John Witherspoon Divinity Alexander Graham Bell Physics

University of Edinburgh College of Humanities and Social Science College of Science and Engineering College of Medicine and Veterinary Medicine 21 Schools All are research-active

University of Edinburgh College of Humanities and Social Science School of Law School of Social and Political Studies School of Divinity School of Arts, Culture and Environment School of Philosophy, Psychology and Language Sciences Management School and Economics School of History, Classics and Archaeology School of Health in Social Science The Moray House School of Education

University of Edinburgh College of Science and Engineering School of Biological Sciences School of Informatics School of Mathematics School of Geosciences School of Chemistry School of Engineering and Electronics School of Physics Edinburgh-Stanford Link Dolly the Sheep & Roslin Institute

University of Edinburgh College of Medicine and Veterinary Medicine School of Biomedical Sciences School of Clinical Sciences and Community Health School of Molecular and Clinical Medicine Royal School of Veterinary Studies Undergraduate degrees in Medicine & Veterinary Medicine AVMA-accredited Veterinary programme

University of Edinburgh Learning facilities & support 17 libraries Special collections Europe’s 3rd largest academic library UK’s largest campus computer network National Library of Scotland National Galleries of Scotland Director of Studies Study skills workshops Disability Office

University of Edinburgh Student Life 200+ student societies 60+ athletic clubs UK’s largest student theatre company 5* rated sports facilities Outdoor centre in Perthshire International Students’ Centre 60,000 students in Edinburgh

University of Edinburgh A-Z student societies Aberdeen FC Supporters Club (EU) African & Arabic Dance Society African & Caribbean Society Agricultural Society Air Squadron Amnesty International Anime and Animation Society Archaeology Society Architecture Sans Frontier Society Art Society Asian Friends Backgammon Society Badger Society Baha'i Society Ballroom Dance Society BBQ SocietyBeatles Appreciation Society Benelux Big Green Sustainability Initiative BioSoc Bisexual Lesbian or Gay BLOGS Boris Johnson Appreciation Society Boycott Coca-Cola Brass Band Bridge Club Buddhist BUNAC Capoeira Society Engineers Without Borders Edinburgh English Language Society English Literature Society Entrepreneurial Society Escogriffes Eurasian Society Exped Fair Trade Café Fifty Things To Do Before You Leave Edinburgh Film Society Flamenco Folk Song Society Fonelisco Orphanage Project Society Football Supporters Association Footlights Frequently Asked Questions Society Fresh Air (Student Radio) Games Society GEAS (Roleplaying) Geography Society Geolsoc German Society Society Green Party Guild of Changeringers Hands Off Venezuela Hellenic Society Highland Society History Society Hong Kong International Society iCUE Indie International Soiree Society Islamic Society Catholic Students' Union Celtic Supporters Club Chamber Choir Chamber Orchestra Cheerleading Society 'The Vixens' Chemical Engineering Society Chemical Society Chess Club Childrens Holiday Venture Chill Out Society Chinese Cultural Society Chinese Students' Association Choc Soc Christian Action & Thought Christian Union Civil Engineers Classics Society Cognitive Science Society Comedy Appreciation Society Composers' Orchestra CompSoc & Artificial Intelligence Conservative & Unionist Association Create Society Debates Committee Diagnostic Society Dirty Weekenders (Conservationists) Drumming Society Duke of Edinburgh Award Ecological Society Economics Edinburgh Action Edinburgh Alpha For Students Edinburgh Global Partnerships Edinburgh Television Production Society

University of Edinburgh A-Z student societies Isle of Man Society Italian Society Japanese Jazz Orchestra Jewish Society Juggling Society Korean Society Labour Club Law Society Liberal Democrats Light Sabre Duelling Society Macintosh Users' Society Malaysian Students Marrow Society Mathematics & Statistics Mature Law Students' Society Mature Students' Society Mechanical Engineering Mediterranean Gastronomic MedSIN-UK Mexicanos En Edimburgo Middle Eastern Society Model United Nations Modern Dance Society Movie Production Society Music Society Musical Medics Society New College Society New Scotland Country Dance Singers (EU) SIS:The Skills Society Social Work Society South Asian Society Spanish and Latino Society Standing Ovation Stop Aids String Orchestra Student Action For Refugees (STAR) Student Nationalist Association Student Newspaper Students Supporting Street Kids (SSSK) Studio Opera Swahili Club Swing Dance Society Tai Chi Chuan Taiwanese Society Tango Tennent's Lager Appreciation Society Theatre Company (Bedlam) Theatre Paradok Tibet Society Trading & Investment Club United Nations Youth Student Assoc. United World Colleges University Officers Training Corps Untapped Talent Veterinary Zoological Wargames Water of Life Web Development Welsh Society Nightline Nomad Nursing Society Oddsoc (Scandinavian Studies) Oxvol (Oxfam Volunteers) Palestine Solidarity Society Para Los Ninos People & Planet Persian Society Philosophy Society Physics Society Piffle Society Poker Society Politics Society Portuguese & Brazilian Society Potterrow Society Pro-Life Society Psychology Society Red Cross Reeling Club Renaissance Singers Revelation Rock Gospel Choir Rhubarb Right To Education Society Russian Society Savoy Opera Group Science Fiction & Fantasy Scottish Ethnology Society Scottish Romanian Language Link (SCROLL) Scottish Socialist Students' Society Sign Society Singapore Students

University of Edinburgh Hot Air Balloon ClubIce Hockey ClubJudo ClubJu Jitsu ClubKarate Club (Shotokan)Karate Club (Shukokai)Kendo ClubKickboxing ClubKorfball ClubLacrosse Club FLacrosse Club MMotor Sport ClubMountaineering ClubNetball ClubOrienteering ClubPolo Club Riding ClubRifle ClubRoller Hockey ClubRugby Club (Male) Rugby Club (Female) Rugby Fives Sailing Club Sports Clubs Aikido Club American Football ClubArchery ClubAssociation Football Club MAssociation Football Club WAthletics ClubBadminton ClubBasketball ClubBoat ClubBoxing ClubCanoe ClubCricket ClubCurling ClubCycling ClubExmoor Pony Trekking S.Fencing ClubGaelic Football Club Gliding ClubGolf ClubHare & HoundsHillwalking ClubHockey Club (Men’s) Hockey Club (Women’s) Shinty ClubSkydiving ClubSnowsports ClubSquash ClubSub Aqua ClubSwimming & Water Polo ClubTable Tennis ClubTaekwondo ClubTennis ClubTrampoline ClubTriathlon ClubUltimate Frisbee ClubVolleyball ClubWeightlifting ClubWindsurfing & Surfing Club

University of Edinburgh Housing Guaranteed housing Centrally-located Full meal plan or self-catered options 95% single rooms Internet access 24-hour residential wardens Virtual tours and online application at www.accom.ed.ac.uk

University of Edinburgh 6,000 International Students study at Edinburgh

University of Edinburgh International Students Support for 6,000 international students from over 140 countries Pre-Arrival advice and guidance Airport Welcome Orientation programme Visa and Immigration advice Social events programme International Student Centre

University of Edinburgh #1 Best place to live & work in the UK

University of Edinburgh “Edinburgh is what Paris ought to be…” Voted Best UK City to live in 2007

University of Edinburgh Edinburgh - Scotland’s Capital City Population 550,000 UNESCO World City of Literature United Nations Heritage Site 10 International Festivals World’s largest art festival Scotland’s national parliament Excellent transportation connections

University of Edinburgh Voted Best UK City to live in 2007

University of Edinburgh UK’s most prosperous city outside London

University of Edinburgh Voted Best UK City to live in 2007 Edinburgh – Birthplace of Harry Potter and World City of Literature

University of Edinburgh Beyond Edinburgh Easy access to the coast and hills Explore Scotland – organised tours with the International Student Centre Explore the UK Explore Europe

University of Edinburgh Office for Study Abroad, 335-0353

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• Preferences

The University of Edinburgh - PowerPoint PPT Presentation

The University of Edinburgh

Title: the university of edinburgh subject: presentation template white theme author: steven ross description: beta version feedback welcome: steven.ross_at_ed.ac.uk – powerpoint ppt presentation.

• The Student
• Experience Project
• Mark Wilkinson
• September 2013
• Success criteria
• The strands
• Why do we need a Student Experience Project?
• Three major factors driving this
• Strategic goal of world leading student experience
• Responding to student feedback on their experience
• Responding to recommendations from internal/external review
• The Student Experience Project aims to deliver a better understanding of the student experience to pilot and implement developments to services and activities and to enrich the experience of all students of the University
• This will be achieved by adopting collaborative and partnership focussed methods
• Higher levels of student satisfaction
• Indicated by qualitative and quantitative research with students
• External surveys such as the NSS, also Times Higher Educations Student Experience Survey
• Internal surveys undertaken by the Student Survey Unit eg ESES, New Student survey
• Focus Group findings
• Delivery of high level KPIs from 2012-16 Strategic plan
• Strategic goal Excellence in education
• Strategic theme Outstanding student experience
• Enhanced Selection
• Pre-arrival and Induction
• Student Information Points
• Student Communication
• Peer Support
• Online and Innovation in Student Services
• Programme and Course Information Management Project (PCIM)
• Emergency Response
• Student Surveys
• School Councils
• Healthy University
• Aim To develop and pilot the use of enhanced admissions selection criteria that value diversity, and reflect the skills, attributes and knowledge required to succeed at Edinburgh. To develop tools to effectively communicate these expectations and the nature of our programmes to prospective students before they apply.
• Chair of Task Group Rebecca Gaukroger, Head of Admissions
• Project staff Gillian Simmons, Senior Policy and Project Officer Alyssa Newman, Admissions Project Officer
• Aim To co-ordinate and enhance pre-arrival and induction support, enabling our diverse student population to successfully transition to university life and study.
• Chair of TG Ruth Stewart, Head of Academic Administration, College of Medicine and Vet Medicine
• Project staff
• Jenni Murray and Kristen Hunger, Induction Co-ordinators
• Abby Shovlin, Academic Induction Planner
• Key Achievements
• Enhanced Academic Fair
• Improved New Students web site
• Greater co-ordination of Induction/Freshers Week 2013
• Aim To develop, implement and deliver an information service for students, and for the many staff who also have a role in supporting them
• Status 2 face-to-face SIPs (Kings Buildings Main Library), social media, email text services set up. Stage two evaluation/planning process now underway awareness raising campaign underway benchmarking activities planned
• Project staff Student Information Points Manager SIP team x6 Alun Evans, Jemma Allan, Amy Challacombe, Anna Guy, Lewis Scroggie, Summer Wight
• Building from scratch and delivering a new student service in under 2 months
• Dissemination of a new University wide publicity campaign to promote awareness
• Increasing integration with other key information providers
• Aim To foster a sense of belonging within the student body and support students to develop strong inter-personal, communication and professional skills . To provide an opportunity for Schools/academics to receive real-time feedback from students on multiple aspects of their student experience
• Status year two of development Project staff Katie Scott - Peer Support Co-ordinator Mimi Watts Project Officer
• peer support embedded now across all Schools
• 200 student peers trained
• 40 projects in place from Sep 2013
• contributing to the HEA Students as Partners Summit
• presented on their work at the International Enhancement Themes Conference 2013
• Aim To consider and develop effective student communication practices to enrich the student experience and ensure that students are aware of, and can engage with, student support enhancements
• Status Audit completed (including research with students meetings with Schools). Communications Strategy developed covering digital traditional channels Task Group completed
• Lucy Lamb and Kate Glencross, Student Communications Officers
• Innovative Learning Week campaign
• Student Surveys campaign
• New Student News web site and newsletters
• On the Same Page campaign - http//www.ed.ac.uk/st aff-students/students/same-page
• Aim To develop, deploy and enhance web-based student support mechanisms and tools to foster and enhance collaboration, partnership and integrated working between the support services and Colleges/Schools
• Status analysis of free text comments from ISB, PTES and PRES audit of University online support resources and provision pilot use of the Big White Wall.
• Chair of TG Shelagh Green, Director, Careers Service
• Project staff a post of Student Support Developer is being taken forward for recruitment.
• Aim To consider how we store, manage and use academic information to enhance the student experience by providing accurate, consistent and useable information to support academic choice.
• Status This project strand is completing the scoping and initiation phase and will shortly seek approval for implementation from Learning and Teaching Curriculum and Student Progression Committee
• Chair of TG Professor Ian Pirie
• Project staff Nichola Kett, Assistant Head and Project Manager, has been seconded to this role in Academic Registry.
• Aim To reflect on current support for students in emergency and crisis situations to develop recommendations and consider the implications of these for implementation.
• Status Report and recommendations in draft form Task Group drawing to a close and recommendations will be fed back to the project Steering Group.
• Chair of TG Bruce Nelson, College Registrar, College of Science and Engineering
• Aim To promote student involvement in learning and teaching, and academic community in schools.
• Status Project initiation phase new for 2013/14. Sponsored by EUSA as lead stakeholder. Project Co-ordinator in place by end of September to lead on this work. Two part time students also being recruited as part of this project.
• Aim To create a learning environment and organisational culture that enhances the health, well-being, and sustainability of its community and enables our students to achieve their full potential
• Status Project initiation phase new for 2013/14. Sponsored by Centre for Sports and Exercise and the Healthy Body, Healthy Mind group. Project Co-ordinator being recruited to lead on this work.
• Create a strategy to drive the HBHM / healthy university concept, by connecting with existing units, harmonising the current players who deliver existing good practice, engaging with partners
• Identify what we need to do - produce an action plan to deliver the very first healthy university in Scotland
• Feed into the Universitys Strategic Plan themes of Outstanding Student Experience and Quality People
• Aim To develop a comprehensive and co-ordinated approach to surveying the student experience to develop our understanding of the student experience and communicate this to the University stakeholders
• Status Task Group stage concluded and new Student Surveys Advisory Group being established (reporting to the Senate Quality Assurance Committee) Student Survey Unit established.
• Chair of TG Dr Tina Harrison, Assistant Principal Academic Standards Quality Assurance
• Project staff Lisa Scattergood, Student Surveys Coordinator
• Delivering a more co-ordinated approach to key University wide surveys NSS, PTES, PRES and ESES
• Piloting course evaluation surveys with Schools
• Some project staff embedded in teams such as the Web Project team (IS) Communications and Marketing Student Admissions Academic Registry and others in central SEP team based at 15 Buccleuch Place
• The scale of the University
• Avoiding duplication of work undertaken elsewhere
• Effective communication with all stakeholders
• Demonstrating an evidence based approach to enhancement
• Key breaking through organisational silos and working closely with relevant stakeholders across the University

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• Schools & departments

Gibbs' Reflective Cycle

One of the most famous cyclical models of reflection leading you through six stages exploring an experience: description, feelings, evaluation, analysis, conclusion and action plan.

Gibbs' Reflective Cycle was developed by Graham Gibbs in 1988 to give structure to learning from experiences.  It offers a framework for examining experiences, and given its cyclic nature lends itself particularly well to repeated experiences, allowing you to learn and plan from things that either went well or didn’t go well. It covers 6 stages:

• Description of the experience
• Feelings and thoughts about the experience
• Evaluation of the experience, both good and bad
• Analysis to make sense of the situation
• Conclusion about what you learned and what you could have done differently
• Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate.

Below is further information on:

• The model – each stage is given a fuller description, guiding questions to ask yourself and an example of how this might look in a reflection
• Different depths of reflection – an example of reflecting more briefly using this model

This is just one model of reflection. Test it out and see how it works for you. If you find that only a few of the questions are helpful for you, focus on those. However, by thinking about each stage you are more likely to engage critically with your learning experience.

This model is a good way to work through an experience. This can be either a stand-alone experience or a situation you go through frequently, for example meetings with a team you have to collaborate with. Gibbs originally advocated its use in repeated situations, but the stages and principles apply equally well for single experiences too. If done with a stand-alone experience, the action plan may become more general and look at how you can apply your conclusions in the future.

For each of the stages of the model a number of helpful questions are outlined below. You don’t have to answer all of them but they can guide you about what sort of things make sense to include in that stage. You might have other prompts that work better for you.

Description

Here you have a chance to describe the situation in detail. The main points to include here concern what happened. Your feelings and conclusions will come later.

Helpful questions:

• What happened?
• When and where did it happen?
• Who was present?
• What did you and the other people do?
• What was the outcome of the situation?
• Why were you there?
• What did you want to happen?

Example of 'Description'

Here you can explore any feelings or thoughts that you had during the experience and how they may have impacted the experience.

• What were you feeling during the situation?
• What were you feeling before and after the situation?
• What do you think other people were feeling about the situation?
• What do you think other people feel about the situation now?
• What were you thinking during the situation?
• What do you think about the situation now?

Example of 'Feelings'

Here you have a chance to evaluate what worked and what didn’t work in the situation. Try to be as objective and honest as possible. To get the most out of your reflection focus on both the positive and the negative aspects of the situation, even if it was primarily one or the other.

• What was good and bad about the experience?
• What went well?
• What didn’t go so well?
• What did you and other people contribute to the situation (positively or negatively)?

Example of 'Evaluation'

The analysis step is where you have a chance to make sense of what happened. Up until now you have focused on details around what happened in the situation. Now you have a chance to extract meaning from it. You want to target the different aspects that went well or poorly and ask yourself why. If you are looking to include academic literature, this is the natural place to include it.

• Why did things go well?
• Why didn’t it go well?
• What sense can I make of the situation?
• What knowledge – my own or others (for example academic literature) can help me understand the situation?

Example of 'Analysis'

Conclusions.

In this section you can make conclusions about what happened. This is where you summarise your learning and highlight what changes to your actions could improve the outcome in the future. It should be a natural response to the previous sections.

• What did I learn from this situation?
• How could this have been a more positive situation for everyone involved?
• What skills do I need to develop for me to handle a situation like this better?
• What else could I have done?

Example of a 'Conclusion'

Action plan.

At this step you plan for what you would do differently in a similar or related situation in the future. It can also be extremely helpful to think about how you will help yourself to act differently – such that you don’t only plan what you will do differently, but also how you will make sure it happens. Sometimes just the realisation is enough, but other times reminders might be helpful.

• If I had to do the same thing again, what would I do differently?
• How will I develop the required skills I need?
• How can I make sure that I can act differently next time?

Example of 'Action Plan'

Different depths of reflection.

Depending on the context you are doing the reflection in, you might want use different levels of details. Here is the same scenario, which was used in the example above, however it is presented much more briefly.

Adapted from

Gibbs G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.