Executive Summary

This project undertook to redesign the syllabus and teaching methods for the core module for 1st Years in the Dept of Classics and Ancient History, CX110 Roman Culture and Society, embedding academic key skills and research skills into the syllabus in an integrated fashion. It supported firstyear students in their transition from school learners to academic researchers, and enhanced the inclusiveness of the module both by supporting students from all educational backgrounds in gaining the skills needed for Honours-level study and by using technology-enhanced learning so that students with anxiety or learning disabilities could participate as active learners without having to speak out directly in front of their peers. It was led by Alison Cooley (module leader), in collaboration with David Swan (PGR student/ teaching assistant), Catriona Matthews (Academic Services Development Manager) and Chris Vernon (Subject Librarian). In addition, the project progressed alongside the Professional Development Portfolio devised by Kathryn Woods (Faculty DSEP).

There were two main strands to the project: 1) designing new ways of embedding generic academic study skills and subject-specific research skills into the teaching of the module; experimenting with technology-enhanced learning techniques in order to improve inclusiveness and to allow for the module’s Moodle page to accommodate resources for an extended classroom 2) giving students the opportunity to visit, engage with, and evaluate a major international exhibition at the Ashmolean Museum, Oxford, so that students gained experience both in analyzing material and visual objects from the Roman world in a museum setting and in reflecting upon methods of public engagement for research. This also involved collaborative teamwork in writing a review of the exhibition for publication.

Fifty-two 1st-year ug students from the Dept of Classics & Ancient History were enrolled in CX110, of whom four were students from WP backgrounds, and sixteen were registered with disabilities. No joint honours students opted for the module this year.