Artful Experiments in Atmosphere: Practice-based workshops and Alternative Assessment in GeoHumanities Pedagogy
Dr Sasha Engelmann, Department of Geography
Through practice-based, inclusive workshops foregrounding the sensual, aesthetic and affective dimensions of atmosphere, and an accompanying alternative assessment (“Practice Portfolio”) that challenges students to connect practice with key concepts, this teaching initiative activates situated learning experiences, diversifies learning opportunities, and innovates in the teaching of the geohumanities. Read more here
Rethinking Fast and Slow: Creative Curriculum Design in Response to a Crisis in Psychological Science
Dr Ryan McKay, Department of Psychology
I have turned a global crisis of confidence in the integrity of published psychological research to pedagogic advantage by using it as a springboard for teaching students about the problematic incentive structures that underpin the conduct and dissemination of psychological science – and of science more broadly. Read more here
Stating the Evidence: reviewing evidence for government policy to support student learning and development
Dr Alice Milner, Department of Geography
This initiative is a policy placement scheme for PGR students to produce high-quality evidence reviews to support real-world policy decisions in partnership with the UK Government, and benefit student learning through the development of important career skills. Read more here
Opening the door to the Financial Industry
Dr Pierre-Olivier Fortin, Department of Economics
Pierre describes how he has developed a whole range of activities and offers to “open the doors of the financial industry” for Economics students at Royal Holloway. Read more here
Learning Together: The School of Law at HMP Feltham
Dr Serena Wright, Morwenna Bennallick, Prof. Rosie Meek & Team, School of Law
‘Thinking Criminologically’ brought thirteen of our first-year criminology students into the prison environment on Wednesday afternoons to learn together with eight young people (aged 18-20) at HMP Feltham … Read more here
Simulation-based learning for better feedback and immersive student participation
Dr Endrit Kromidha, School of Management
On my course ‘New Venture Creation’ a range of mobile, computer-based and face-to-face simulations were used to enable students to make decisions and receive feedback in real time…Read more here
Encouraging Self-Reflective Practices in Mathematics
Dr Alastair Kay, Department of Mathematics
In this case study, Alastair describes how he redesigned the course ‘Introduction to Applied Mathematics’ in order to increase student engagement and inclusivity, and encourage self-reflection when writing homework and exam solutions...Read more
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Arts-based Interventions on the MBA
Justin O’Brien, School of Management
The MBA at Royal Holloway benefits from cross-disciplinary projects and team teaching in an innovative format that sees students stretch and grow from a broad range of learning experiences..
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Digital Marketing Course Design
Dr Sarah Glozer, School of Management
Launched in Spring 2015 to 142 students, Digital Marketing is an elective for second year undergraduate students within the School of Management. In order to encourage students to actively co-construct course content, I regularly asked students for feedback and their own ‘crowd-sourced’ examples…Read more here
Demystifying biological chemistry: a competency-based approach
Dr James McEvoy, School of Biological Sciences
The 1st year undergraduate course “Chemistry for Life Scientists” uses a competency-based approach which identifies the chemical skill-set that is necessary for a student pursuing a molecular bioscience degree into the 2nd and 3rd years...
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Security and Social Media: the RHULGeopolitics Blog & Securing the Campus
Team from Department of Geography with affiliations to Politics & International Relations and International Security Group
For the MSc in Geopolitics and Security (taught between Geography and Politics and International Relations), we designed a blog as a space in which to publish some of the students' work. We also convened a joint security mapping workshop of the campus using a fictional G8 summit...
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Teaching Early Music Notation
Dr Helen Deeming and Samantha Blickhan, Department of Music
The course The Notation of Medieval Song was planned around new technologies that required student engagement with multiple learning modes, self-reflection, and peer and tutor feedback. Read more here