The Study Buddy programme provides a dedicated space for students to work. In this space (physical and digital) students know that they can access dedicated academic support from a member of staff and a community of students who wish to work alone together. The programme allows students to dedicate a portion of their time to their studies and receive community support throughout. The physical space also guarantees students a quiet environment, guaranteed desk space, access to technology and free tea and coffee throughout the day.

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.

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.

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.

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.

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.