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2022/23 Internal Projects

Please find below a summary of the internal projects that are funded for 2022/23. Case Studies on all projects will follow shortly.

In the meantime, for further information on a project, you can follow the links provided below or please do contact the Project Lead(s) directly.

Please also visit WIHEA's Case Studies and Past Project Catalogue for details of all other WIHEA-funded projects.

Virtual Reality for Small Group Facilitators: Understanding Experience of Minoritised Groups

Co-led by Leda Mirbahai (WMS-HMS) and Dr Kate Owen (WMS- MBChB)

The project aims to use sound pedagogical principles to deliver a virtual reality experiential learning experience for staff which will drive improvement in small group facilitation. This will be directed towards improving the experience of students from minoritized groups, in keeping with the university EDI strategy and contributing to tacking the awarding gap.

Warwick Sustainability Challenge (WSUsC)

Co-led by Lory Barile (Economics) and Bo Kelestyn (WBS)

The main objective of this project is to keep the WSUsC alive and to continue raising the reputation of Warwick as a leading institution to enhance best practices to transition to net zero, as well as a thought leader in the application of design thinking.

Student-led Curriculum Design in Joint Degrees

Co-led by Benjamin Ferguson (Philosophy) and Laura Gelhaus (PAIS)

This project develops a model of student-staff co-creation of an interdisciplinary modular curriculum for joint degrees. It includes students in the development of their own joint degree programmes, thereby enhancing their student experience. By including a broad range of stakeholders from different Social Science departments, the project will yield a truly interdisciplinary curriculum, led by existing excellence in disciplinary and interdisciplinary research.

Informing Pedagogy: Understanding and Acting on International Students' Learning Strategies

Co-led by Anna Tranter (Foundation Studies) and Miriam Schwiening (CAL)

An underlying principle of the project is that students’ existing study strategies, normally developed in their home countries, are central to shaping the pedagogical space of internationalisation of the curriculum. The project will give students a voice to share their skills with fellow students and staff, and influence teaching and learning strategies.

The Language of the Marginalized

Co-led by Kat Halliday (Library) and Sara Abdel Ghany (PAIS)

The Festival project aims to attract writers, artists and thinkers based in and beyond Warwick and offer a platform for constructive cross-disciplinary discussions, where language and the arts play the crucial role of (re-)signifying difference and solidarity.

How Can Digital Media Enhance Students' Mastery of Troublesome Knowledge?

Co-led by Edwina Jones (WMG) and Will Haywood (Centre for Teacher Education)

This project will examine the affordances of digital media in supporting students' investigation of troublesome knowledge. This project will demonstrate how digital media can cross thresholds to connect students with people, ideas and experiences to enhance their learning.

Learner Experience Design Symposium and Toolkit

Co-led by Lory Barile (Economics), Jess Humphreys (Academic Development Centre), and Bo Kelestyn (WBS)

Warwick has been at the forefront of developing and testing methodologies for the use of design thinking in various contexts and has a significant amount of insight and resources that are ready to be disseminated. In order to do this effectively, this project/pilot aims to formalise those insights and resources into a toolkit that consists of a training programme for HE staff and students and test them and iterate them in order to further scale their dissemination and impact in the sector.

Building Values-Based Learning and Pedagogy in Sports Coaching

Co-led by Amy Stickels (Warwick Foundation Studies) and Youn Affejee (WMG)

This project aims to create a coaching training course, online resource bank and community of practice for SU sports societies’ executive members that coach to support and build their confidence, knowledge and skills in their coaching role. This will ultimately lead to SU sports club members being able to learn a new sport in a safer, engaged and more inclusive environment.

The Meaning of Excellence in Learning and Teaching to Students

Co-led by Claudie Fox (Psychology) and Martyn Parker (Statistics)

This project builds on the 2021 WIHEA Masterclass celebrating everyday excellence in teaching and learning. Students will be invited to take part in a series of focus groups to share their perceptions and experiences of what excellence in learning and teaching means to them. Results will enable production of a resource inclusive of student perceptions, themes and examples of excellence, for the evaluation and development of pedagogic practice, awards and building promotion cases.

Internationalising the Curriculum: Globally Inclusive Educational Design

Co-led by Ross Forman (English and Comparative Literary Studies) and Bryan Brazeau (Liberal Arts)

This co-creative project combines rigorous pedagogical research, primary data collection across the region, and careful critical analysis to produce academic and other outputs that aim to transform curricula at Warwick and beyond across all disciplines.

AI for Good: Evaluating and Shaping Opportunities of AI in Education

Co-led by Isabel Fischer (WBS) and Leda Mirbahai (WMS)

This project explores the impact of AI on education. It aims to capture, shape, and disseminate the opportunities for both learner-facing and educator-facing AI, with a view to further understanding both the potential benefits and limitations of this technology in an educational environment.

From Artificial Intelligence to Intelligent Artefacts: exploring the potential of ChatGPT as a learning tool

Co-led by Letizia Gramaglia (WIHEA) and Jo Angouri (Applied Linguistics)

This project explores the role of AI in assessment practices, drawing on a variety of frameworks to support the critical evaluation of AI-generated text.