FACE Conference 2003:  Poster Sessions

Wednesday 2 July from 16:45 - 17:45 and Thursday 3 July from 1615-1715

The GOALS Team from the University of Glasgow and Marjolaine St-Pierre will be in attendance at their posters in the Conservatory to discuss their work with delegates.

The GOALS Top-Up Programme and the University of Glasgow Student Network

Fiona Black, Scott Sherry and Dickon Copsey

On the 14 th   and 21 st March, 2003, 300 S5 and S6 school students, 40 Top-Up Programme tutors and 30 Student Network helpers came together at the University of Glasgow to participate in a series of educational activities, ranging from arts- and science-based seminars and tutorials, to IT research instruction, and library resourcing. This campus visit represented the culmination of the 14 week GOALS Top-Up Programme. Working with 44 schools within the West of Scotland, Top-Up offers secondary school students the opportunity to reflect upon the nature of higher education and practise the key critical skills which will be demanded of them if they are to become successful learners in a post-secondary educational setting.

Employing the metaphor of the active learning community (Tinto, 2002), this poster explores the success of the campus visits in providing transformational learning experiences for prospective, current and post higher education learners, as together they embark upon a shared and often unpredictable voyage towards confronting and demystifying the values, norms and learning contexts of higher education.

Blake, N, Smith P. and Standish, P. (1998) The Universities We Need . London: Kogan Page.

Tinto, V. (2002) Taking Student Learning Seriously . Keynote Address Presented at the Southwest Regional Learning Communities Conference. Syracuse University.

http://www.mcli.dist.maricopa.edu/events/lcc02/presents/tinto.html

Marjolaine St-Pierre,

University of Quebec in Outaouis

The development of a model of training in educational management and impact on the training of the principals of Quebec schools.

Registered in the heart of all the teaching and administrative concerns caused by the educational Reform of 1997, a program of higher studies specialising in school administration developed within the network of the Universities of Quebec under the set of themes of the partnership University-Milieu. This new model of training based on collaboration and consensus, required an extremely different approach of which many ambiguities, epistemological as well as teaching, have appeared since its establishment. Indeed, the partners working with the actualization of the Reform are the academic world, the directors of school establishment, the general directors of school commissions, the ministry for education and the trade associations. A new dynamic of training arises from this heterogeneity of actors having to act in collaboration. There is therefore some urgency to dissolve the borders between the places of training, the places of practice and the training participants in order to contribute to a theory-practical harmonization of the bonds.