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A Level Above? Progression to Undergraduate Studies in Philosophy

A Level Above? Progression to Undergraduate Studies in Philosophy. 2-3 July 2009 St Anne’s College, University of Oxford. Welcome. A few introductory words about… The venue – housekeeping matters The organisers – the role of the Subject Centre This conference – background and aims.

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A Level Above? Progression to Undergraduate Studies in Philosophy

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  1. A Level Above? Progression to Undergraduate Studies in Philosophy 2-3 July 2009 St Anne’s College, University of Oxford

  2. Welcome • A few introductory words about… • The venue – housekeeping matters • The organisers – the role of the Subject Centre • This conference – background and aims

  3. Welcome to St Anne’s College • A few housekeeping matters • College facilities and accommodation • Health and safety • Introducing the conference team • Danielle Lamb • George MacDonald Ross • Clare Saunders

  4. Introduction to the Subject Centre • The Subject Centre for Philosophical and Religious Studies • Supporting teachers and learners in Philosophical and Religious Studies in higher education in the UK • We work with and for academics and students, to provide subject specific support for the learning and teaching of: • Philosophy • History and Philosophy of Science, Technology and Medicine • Theology • Religious Studies

  5. Subject Centre for PRS: who are we? • The Subject Centre for Philosophical and Religious Studies (PRS) is part of a UK network of 24 Subject Centres, each of which provides subject-specific support to their own disciplines • The Subject Centre (SC) network is part of the Higher Education Academy: http://www.heacademy.ac.uk/ • Subject Centre staff are PRS academics with a range of research and teaching experience

  6. … and what do we do? • Facilitate the sharing of expertise, via events (e.g.)… • Spoon-feeding or Critical Thinking? A Level / Higher to First Year Progression in Religious Studies and Theology (3-4 July 2008, Oxford) • Annual workshop for aspiring academics • Meeting the Challenges: The Humanities and Employability, Entrepreneurship and Employer Engagement (23 October 2009, London) • Discipline-specific colloquia (e.g. history and philosophy of science; aesthetics; sociology of religion) • Departmental workshops and contributions to other subject conferences

  7. What we do (continued)… • Publications (e.g.) • Journal – Discourse: Learning and Teaching in Philosophical and Religious Studies • Learning and teaching guides • Employability guides – Where Next? Unlocking the Potential of your [Philosophy / Theology or Religious Studies] Degree • Faith Guides for Higher Education • Approaches to Ethics in Higher Education: Teaching Ethics Across the Curriculum • Doing Philosophy: A Practical Guide for Students (2008) • … and our website: http://prs.heacademy.ac.uk

  8. … and what else do we do? • Provide funding for pedagogic research and development projects • Support new developments and initiatives, e.g. • Education for sustainable development • Islamic Studies • Enhancing learning through technology • Provide a ‘voice’ for PRS disciplines in policy developments affecting UK higher education, e.g. • 14-19 Diploma in Humanities and Social Sciences • HM Government (Leitch) review of long-term skills needs

  9. Background to this conference • Part of a wider programme of Subject Centre work to support students’ transition to, and progression in, HE: • Research into transition and progression in Theology and Religious Studies (TRS) (Pyne, 2008) • 2008 conference: Spoon-Feeding or Critical Thinking? • A series of funded projects (2008-9): • Helping to Bridge the Gap? (Bowman and Matravers, Open University – two linked projects in Philosophy and TRS) • Developing Active and Autonomous Learning among Philosophy Students (Crome, Farrar and O’Connor, Manchester Metropolitan University) • Wot U @ Uni 4? (Lippitt and Larvor, University of Hertfordshire) • For more details, visit: http://prs.heacademy.ac.uk/projects/progression

  10. Conference aims and objectives • To consider ways to enhance students’ progression in philosophical education • In particular, the transition from school or further education to undergraduate level study of Philosophy in the UK • Bringing together academics, school teachers, exam boards and policy-makers • Providing a forum for sharing ideas and good practices

  11. Enjoy the conference! • Speakers and delegates with rich and varied expertise • Teaching experience from primary school to PhD • Reflecting on all stages and aspects of students’ philosophical education • Curriculum design and classroom practices • Assessment policies and practices • Student (and staff) choices – recruitment and retention

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