To support students when reviewing material, presentations are accompanied with an audio recording and transcript. During the pandemic, when video recording became more common, these were also accompanied with a transcript of the presentation. A transcript is important for inclusive and accessible learning as it allows students to read the presentation.

This is a very straightforward and easy practice: stay behind for a few minutes at the end of a lecture in case any students have any questions they’d like to ask individually.

Online Intercultural Exchanges offer a form of computer-mediated learning whereby students from geographically remote classes work together online (in pairs or small groups) on learning tasks developed by teachers or educational facilitators. They allow students to have a meaningful intercultural experience as part of their education, increasing mutual understanding and global citizenship. Besides, our students’ feedback has also shown that this pedagogy has helped them to boost their mental health and wellbeing. This was particularly evident during the Covid-19 lockdown.

Promoting student societies to help build a culture of student collaborative learning.

Students from a wide range of different backgrounds come together once a week to learn and/or practice different languages and partake in activities. This is an example of a session run by the Study Happy Team in the library.

This practice is aimed at using the natural resources that are provided within a classroom. The format of a classroom has a large contribution towards the culture and dynamic of the learning environment. Appropriate management of how staff and students interact in a given educational “place” – composed of physical space and its constructed meaning – is of great importance of both pedagogical efficacy, as well as student and staff wellbeing, including for the management of “social risks” such as professionally inappropriate interactions. Teachers should learn to think actively, though naturally, about how places will be used as they transition from one context to another. Attention should be given to reading the opportunities, limitations and risks that a given physical space and arrangement presents, with pre-emptive planning on how to maximise positive and minimise risk of negative experiences and outcomes. Particular consideration should be given to how power dynamics might playout in a given space, between staff and students, and students with one another. Practically, this pedagogy could be viewed by avoiding negative or unconstructive classroom set-ups.

Providing the choice of different kinds of assessments on different modules to enable students to choose a path that most suits them but also gives them variety. This can additionally involve creating assignments different from the traditional essay or exam. It hopes to relieve stress by spreading assignments throughout the year rather than having them all at the end.

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.