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.

We have made an executive decision as a department to actively select tutor and lab groups in a measured and appropriate manner that can provide an even distribution of international students. This has been a decision made by the Chemistry department committee as an active attempt to improve intercultural and international integration. This will require selecting students work groups prior to the start of each year and making sure that there is the opportunity for student engagement with different cultures and ethnicities within the learning environment. We hope this can negate the propensity for ‘cliques’ of international students to form, which is a natural reaction to studying abroad. However, we feel that the best engagement with the student experience and with the course is by embedding individuals within diverse settings.

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.

As a whole, our 2nd year cohort have encountered consistent difficulty with a particular assignment in my module. This is largely accounted for by assignment timing (after the Christmas vacation and an early January exam) and poor time management by students- however, this results in less-than-optimal coursework for students (in terms of format and summative/formative objectives) and a potential wellbeing for both staff and students. By reviewing assignment objectives, constraining the time demand of the assignment, but not compromising its ability to differentiate and challenge students, we have created a more resource-efficient/wellbeing-consistent assessment for both staff and students.

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.

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.

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.