Image goes here

Curriculum design


 

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 here

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..

Read more here

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...

Read more here


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...

Read more here

 

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

 

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…

Read more here 

 

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…

Read more here

 

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…

Read more here 

 

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...

Read more here 

 

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...

Read more here 

 

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.

Read more here