The carousel invites half the participants to form a standing circle facing outwards with their backs to each other. The other half form a circle around the first group and face inwards so that you have two circles of pairs facing each other. A question for discussion is offered and each pair discusses the question for 2 minutes before a bell sounds and there is a pause to check in (body and mind). The outer circle rotate to the right so that a new pair is formed. At this point the question can remain the same or change for a new focus of discussion. This rotation can continue until all students in each circle have had the opportunity to speak with each student in the outer circle.

Students develop Multiple Choice Questions as part of a formative assessment process, a percentage of which contribute to their summative assessment. This fosters respect, reciprocity and shared responsibility and provides understanding of the development of their assessment as well as investment in a collaborative partnership approach to their assessment.

At the end of the introductory day the new group is consulted to see whether they would like to be included in the formation of a WhatsApp (or other social media type platform) group. The purpose of this group will be for the group to support each other in between taught elements of the programme. It might be a place where the students can informally discuss the teaching content and assignments. We also suggest that it can be used as a platform for setting up a buddy system for assignments where the students pair up to proof read each other’s work prior to submission (eg: checking referencing and typos, critiquing etc) It is also suggested that it is an opportunity to practice the attitudinal qualities of mindfulness in particular compassion for all members of the group.

In the Chemistry department, every student in their 1st year has compulsory intercultural training as part of their core modules.

Policy Briefings and Pitch assessments are “authentic tasks” that offer value beyond instrumental gains, and expand student reward, motivation and welfare. The model offers “assessment for learning” around a specific issue of personal interest, while demonstrating both substantive subject knowledge and relevant process skills: of rigorous research, transparent scholarly, engaging and persuasive presentation. Students receiving appropriate marks can revise work following summative feedback; where quality thresholds are met, Briefings can be published online. This immediately valorises assessment and creates evidence for employability. Briefings can be substituted for other disciplinary relevant artefacts.

Two separate examples for how staff can better engage with students during one-on-one meetings, often in the personal tutor system. For example, student pathway preparation or how best to engage with students when they organise a meeting.

To carry out group presentations via submitted video instead of in front of the class. This allows students who are more introverted to feel comfortable presenting their ideas at their own pace and time.

Wellbeing journaling empowers students to create their own proactive plans and techniques to manage their wellbeing through stressful periods at University and beyond. By identifying a module where students make regular records, and embedded wellbeing journaling into this record keeping it makes it natural for students to make wellbeing a regular part of their schedule and makes them accountable for taking action on it. Regular supervision helps with accountability and encouragement to act and reflect.