As we return to in-person teaching, the desire for retaining the benefits of inclusive online practice has created a rise in hybrid/hyflex sessions. Hybrid teaching provides a different type of space which decolonises the classroom, enabling traditionally othered students to
Top ten tips for encouraging good online etiquette with your students and supporting the needs of all learners across the cohort.
Curriculum Transformation provides an exciting opportunity for you to design and deliver your courses with the needs of your future students in mind.
The University is committed to ensuring that our student body, irrespective of background, has a high-quality learning and teaching environment in which to thrive.
Considering the role of learning and teaching in student attainment and outcomes links to all of our curriculum principles, notably support the needs of all learners and articulate a course-wide approach to learning.
This workshop will allow departments to determine what is considered ‘central’ in their learning and teaching environment, giving the opportunity for diverse voices and experiences to be explored in their courses, whether in design or delivery.
This workshop will help departments explore why students of particular identities or demographics may be performing differently, and examine some of the underpinning factors within learning and teaching for these disparities.
Developing intercultural understanding in our curriculum design and delivery links to our curriculum principles, explicitly supporting the needs of all learners and citizenship and sustainability, considering how our curriculum might empower students in the roles they will play during their lives as global citizens.
This workshop will explore factors of transition that contribute to student engagement with HE, navigate key findings from research about student belonging and transition and give participants a tangible framework for transition work within their curriculum.
Our first Curriculum Transitions event took place in August 2019. A panel of secondary school teachers representing A-level biology, chemistry, physics, psychology, and maths, and BTEC applied sciences and health and social care, were joined by staff from across the