This pedagogy encourages students to give feedback on each other's assignments to help with critical analysis skills and peer-to-peer learning.

The Study Buddy programme provides a dedicated space for students to work. In this space (physical and digital) students know that they can access dedicated academic support from a member of staff and a community of students who wish to work alone together. The programme allows students to dedicate a portion of their time to their studies and receive community support throughout. The physical space also guarantees students a quiet environment, guaranteed desk space, access to technology and free tea and coffee throughout the day.

A mentoring scheme within a faculty, department or module is an excellent way of promoting integration and can help facilitate transition periods for students starting university or advancing to a higher year. This scheme can be either compulsory or optional. It will tend to span across years so should primarily be an optional pedagogy. However, providing the platform for (especially 1st year) students to access the experience and knowledge of older student in their department is a highly valuable initiative. This is easily done through the course society but can also be achieved via an email or online sign-up medium.

Various techniques that can help with the initial stages of lectures or seminars to 'break the ice' and improve classroom culture using activities relating to the course or just integration exercises.

Module choice is a very personal process. Students select modules based on a variety of factors, including their own prior learning, the assessment methods of the modules and the personality of the tutor. In some cases, module choice does not go to plan. Face to face consultation for module change enables students to talk through their concerns and address these concerns at a more strategic level.

This page has a variety of different teaching strategies that include: co-creation exercises with students and case-study examples relating to course content; strategies that implore students to hypothetically contextualise themselves within their course content; lastly, peer assessments as a way to promote social cohesion and diversify student's perspective.

To improve the student induction experience and prepare students for their academic studies through the development of pre-arrival e-learning resources. Also enhances student engagement before arrival at university. Details on this can be found here.

This pedagogy happens in a traditional large lecture theatre space to around 50-100 students. Students are asked to arrive at 5 minutes past the hour, I have typically a few minutes between finishing logging into the computer and preparing my notes and the target arrival time. To create a welcoming atmosphere, whilst simultaneously bridging the gap between the previous lecture and this one, I will field questions to the students and encourage them to answer by offering small sweets and chocolates as prizes! The students have told me directly that they love this component of the lecture and they feel it ‘breaks the ice’ and simultaneously switches their minds to the topic in hand.