Embedding Industry Experience for All from the Outset: First-Year Translation Studies Teaching and Learning
Dr Karina Berger, Dr Ruth Cruickshank, Katie Docwra, Dr Miguel Garcia, Dr Lidia Meras, Prof Hannah Thompson, Department of Languages, Literatures & Cultures
Drawing on pedagogical research, cultural and linguistic expertise and extensive professional experience in the Language Service Provider Industry (LSPI), the team designed and delivered core and language-specific first-year Translation Studies modules which give students understanding of different LSPI career paths whilst developing transferable professional skills from the outset. Read more here
Narrowing the BAME award gap within the School of Business and Management
Tom Wainwright, Sunnie Yu Zheng, Thanda Mhlanga, Chris Howorth, Justin O’Brien, School of Business and Management
This BAME award gap narrowing portfolio of inclusivity teaching innovations was developed and deployed by a diverse team of academics, with a clear commitment to move other voices to the centre of curriculum development and delivery. Read more here
Inclusivity in Greek and Latin language and literature: teaching and course design
Peter Olive, Department of Classics
A focus on inclusivity for one group of students (such as those with dyslexia) invariably benefits the whole class. A strategy for minimising cognitive load I took in 2018-19, for instance, led me to seek teaching methods that involve multiple means of expression. Read more here
How to Write Brilliant Essays
Dr Ursula Hackett, Department of Politics, International Relations and Philosophy
How to Write Brilliant Essays is a large collection of free original online resourcestohelp ambitious students reach beyond formulaic, middling-grade essays to approach a first-class standard. Read more here
EN1106 Shakespeare: Study and Writing skills for transition to University
Dr Deana Rankin & team from Department of English
By embedding a range of skill-based learning tasks in the compulsory first year Shakespeare course to underpin the transition to independent and peer-led university study, we aim to enable students of all abilities, origins and cultural backgrounds to identify their individual intellectual interest in the works of a key canonical author and have the means confidently to articulate them. Read more here
A scalable approach to personalised learning
Mr Jasper Lyons, Mr Nuno Barreiro & Dr Carlos Matos, Department of Computer Science
We present an inclusive approach to teaching that provides real-time progress monitoring, enabling students from large and diverse cohorts to progress at their own pace, and allowing the adaption of taught material to each one’s needs and expectations. Read more here
Critical curricula: Diversifying sites and sources
Dr Anna Jackman, Department of Geography
Building upon established campaigns to decolonise the curriculum both within and beyond the discipline of geography, the ‘Diversifying sites and sources’ initiative provides a collaborative space for students to both contribute to, and extract from, a database of materials both authored by non-Western scholars and focusing on non-Western sites. Read more here
Hitting the Mark: Joint Media Arts/Drama, Theatre and Dance Courses
Will Shüler and team, Departments of Drama, Theatre and Dance and Media Arts
Since 2016/17, the departments of Media Arts and Drama and Theatre Studies have developed innovative collaborations where students work on film projects which function as both formative and summative assessments. Read more here
Embedding UDL principles in French degree course design
Professor Hannah Thompson, SMLLC
Hannah gives a detailed overview of how she has embedded universal design for learning (UDL) principles into her courses. Watch the video here
Teaching in the 21st Century: Embedding student learning in technology
Dr Eilidh Cage, Department of Psychology
I have embedded the course 'Developmental Psychology' in technology in order to make it engaging and accessible for all learners: an audience voting system using “Mentimeter”; post-lecture short answer questions on Moodle; and “Flipboards” to encourage widening of knowledge. Read more here
Student-led Concept Adaptation
Dr Paul Haynes, School of Management
On the Consumption, Markets and Culture course, students collectively build and operationalise a new marketing and consumption theory…Read more here
Gamification in Intermediate Latin
Dr Liz Gloyn, Department of Classics
Gamification was embedded throughout the course through a series of insignia challenges. Students wininsignia by completing each task, thus rewarding effort rather than mastery, and creating a low-stakes environment in which students can assess their own learning…
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Combining theory with practice in Responsible Entrepreneurship
Dr Anica Zeyen, School of Management
The aim of the course ‘Responsible Entrepreneurship’ is to inspire students to be part of the changes we need to protect our environment and society with the help of their management and business skills…
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Using WordPress Digital Assignments and a Twitter Course Account
Dr JP Kelly, Department of Media Arts
This case study outlines the various ways in which I have embedded digital resources such as Twitter and WordPress into a number of courses that I teach as well as outlining some of their key pedagogical benefits…
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Studying Classical Antiquity
Dr. Richard Hawley (module leader), Dr. Nick Lowe, Dr. Efi Spentzou, Dr. Liz Gloyn, Dr. Zena Kamash: all Dept. of Classics
In 2011-12 the Classics Dept. reviewed its overall curriculum and decided for the first time to integrate skills training explicitly into first year UG study...
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Flipping the Bioscience classroom: online lectures and in-class problem solving
Dr James McEvoy, School of Biological Sciences
Here, James describes a new approach to teaching the Principles of Molecular Bioscience course, an approach that has emphasized problem-solving and understanding, and one that seems to have better prepared the weakest students for the exam...
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Teaching 1 + 3 with instant essay feedback tutorials using grademark
Dr Ruth Livesey and Dr Jessica Hindes, Department of English
Teaching 1 + 3 offered every student the opportunity to double the standard two hours a week of contact time if they chose and provided a variety of teaching practices suited to different learning preferences.
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