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.

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.

A one minute video is created using PowerPoint with attention to colour, text, animation, and music. This video is shared with students to update them on new resources available on Moodle as well as upcoming teaching sessions. The intention of the video is to provide important information in a lively way, therefore working as an alternative to email. The videos are also personalised to include featured messages to encourage our students.

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.

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.

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.

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.