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

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.

Use of polling software such as Vevox to promote engagement. Being able to utilise software that encourages the whole classroom or lecture hall to engage can be an effective way for staff members to gauge progress and participation. But also, students are able to take part in an enjoyable and creative exercise that diverts from the traditional didactic teaching method. Furthermore, it is an inclusive approach that allows students who are less willing to e.g. putting their hand up, to participate, generally in an anonymous fashion.

Encouraging students to contribute to a community glossary on moodle (or any similar website). This pedagogy supports the creation of a community of learning, particularly within the virtual setting.

To be used in lecture classes of around 100-130 students but also with class sizes of 14 students. In two hour sessions, the teacher delivers the first half of the session, pauses and gives the students a choice as to whether they would like to take a break, and for how long, or whether they would like to continue so that they can finish the session early.