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.

Dr Bryan Brazeau has a background in various cultural and linguistic academic settings, which has helped him devise this concept and subsequent pedagogical practise. The idea seeks to encourage learning across ‘neighbourhoods’ or linguistic boundaries. In an academic setting, this looks at tapping and utilising the existing pool of linguistic and cultural variation within the classroom on a given topic. Interdisciplinarity is at the heart of this practice tied with the idea of linguistic hospitality, coined by Paul Ricoeur, the notion of welcoming foreign cultures and languages into one’s own. This practice is very much in the embryonic stages, but presents the opportunity to take a different perspective on language in western education while merging the borders of subject-based teaching.

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.

Students writing an essay on a negotiated topic are required to have the topic agreed by the module leader before the end of term, and to provide a draft essay structure and an indicative list of sources. In order to ensure there are no last-minute crises, I use this approach to ensure that a) students have a good source base for topics that can be very varied (and perhaps not covered in detail in the module and/or the module reading list), and b) aware of the extent of the topic as set by the essay question.

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.

The Student Devised Assessment (SDA) offers students a personalised chance to display their critical engagement with the themes and theories of modules and to take a considered approach as to how they might practically apply what they have learned in a medium of their choosing.

Feeling good is how we feel physically, mentally and emotionally. Everyone will have times where they do not feel good. You may feel physically poorly, or mentally and emotionally drained and struggling. There will be times when you may not feel good or function well and at these times, it is important to have a toolkit that you can use to help yourself and to make positive changes. The more you practice these skills, the more you will understand what works best for you. Subsequently it is important to promote these strategies and focal points to colleagues and students.