Areas for Enhancement

Centre for Interdisciplinary Methodologies (CIM) recognises that timely feedback is essential for student learning and progression. In response to challenges caused by increasing workload pressures, the department is actively reviewing its marking workflows and exploring innovative strategies to streamline assessment processes. These efforts aim to reduce turnaround times while maintaining the quality and depth of feedback, ensuring students receive the support they need to succeed.

For further information, please contact Professor Cagatay Turkay, Head of Department.

School of Creative Arts, Performance and Visual Cultures (SCAPVC) has made progress in improving feedback timeliness and continues to communicate transparently with students about any delays. Ongoing enhancements aim to maintain this positive trajectory.

For further information, please contact Professor Stuart Hampton-Reeves, Head of Department.

In addition to timeliness, Centre for Interdisciplinary Methodologies (CIM) is focusing on standardising assessment practices to ensure consistency and fairness across modules.

For further information, please contact Professor Cagatay Turkay, Head of Department.

To improve clarity and consistency in marking, Life Sciences has introduced rubrics at the undergraduate level and is aligning assessment strategies across programmes.

For further information, please contact Samantha Wilson-Thain, Director of Student Experience.

School of Modern Languages and Cultures (SMLC) is revising and consolidating its marking criteria with input from student representatives to ensure transparency and alignment across assessments.

For further information, please contact Professor Elisabeth Herrmann and Dr Joanne Lee, Co-Heads of School.

Computer Science is exploring innovative assessment formats, such as viva voce-style evaluations, to better reflect real-world skills and enhance student preparedness.

For further information, please contact Professor Yulia Timofeeva, Head of Department.

Mathematics is considering alternative teaching and assessment methods to reduce student overload while maintaining academic rigour and engagement.

For further information, please contact Professor Samir Siksek, Director of Teaching.

Life Sciences is implementing an Inclusive Education Enhancement Plan to support the design of more accessible and equitable assessments.

For further information, please contact Samantha Wilson-Thain, Director of Student Experience.

School of Education, Learning and Communication Sciences (SELCS) is conducting an audit of assessment practices to identify and implement inclusive and innovative approaches that meet diverse student needs.

For further information, please contact Professor Fiona Copland, Head of School.

The Sociology Department acknowledges the vital role of existing institutional frameworks and resources in shaping the responsible use of Artificial Intelligence (AI) within higher education. While these structures provide essential support, staff have highlighted a pressing need for clearer, more accessible guidance tailored to both educators and students. In particular, there is growing demand for comprehensive policies that clarify AI’s role in assessments and academic work more broadly.

To address this, we are committed to refining our approach, ensuring that all members of our academic community feel equipped to navigate AI’s evolving influence. Through collaboration and open dialogue, we aim to provide practical recommendations, uphold academic integrity, and foster an environment where AI enhances learning without undermining critical thinking and originality.

For further details or to contribute to this initiative, please contact Professor Ulf Liebe, Head of Department.

In response to the evolving role of Artificial Intelligence (AI) in education, the Life Sciences department has introduced a bespoke AI policy designed to provide clear and structured guidance for both staff and students. Central to this initiative is a traffic-light framework, ensuring that AI tools are used effectively and ethically in academic assessments. By implementing this policy, we aim to foster innovation while safeguarding critical thinking, originality, and ethical academic practices.

For further information, please contact Samantha Wilson-Thain, Director of Student Experience.

WMG is undertaking a comprehensive review and enhancement of its assessment processes to ensure greater clarity, consistency, and academic integrity. This includes updates to policy and guidance, the introduction of an innovative Assessment Festival, and expanded training and development opportunities for staff. New approaches to moderation and approval have been implemented, with module boards now scheduled to align with delivery timelines. To address issues proactively, module huddles—flexible, responsive meetings—can be convened either before or after boards, depending on when concerns arise. These huddles range from quick email exchanges to in-person discussions, depending on the complexity of the issue. Moderators are increasingly empowered to raise concerns early, and external examiners are consulted only when necessary, as most queries are resolved during the internal moderation process prior to the release of marks.

For further information, please contact Amy Collins – Head of Academic Services.

The Economics Department is developing strategies to address declining attendance after the initial weeks of term, aiming to sustain student engagement throughout the academic year.

For further information, please contact Professor Ben Lockwood, Head of Department.

The School of Engineering is exploring new approaches to maintain consistent student attendance and participation beyond week five of term.

For further information, please contact Professor Georgia Kremmyda, Head of Teaching.

Chemistry is enhancing efforts to foster inclusive practices and a stronger sense of belonging, particularly in response to challenges posed by multi-site teaching.

For further information, please contact Professor Pat Unwin, Head of Department.

School of Creative Arts, Performance and Visual Cultures (SCAPVC) is strengthening feedback mechanisms to ensure students feel heard and see how their input informs departmental decisions.

For further information, please contact Professor Stuart Hampton-Reeves, Head of Department.

Computer Science continues to promote student voice through initiatives like Café Chill and DCS Patch Notes, which share updates based on student feedback.

For further information, please contact Professor Till Bretschneider, Deputy Head of Department, Teaching.

Cross Faculty Studies (CFS) is undertaking curriculum reviews and school-level discussions to shape future programmes and pedagogies that reflect evolving academic and industry needs.

For further information, please contact Dr Jane Webb, Head of Department.

The Politics Department is reviewing its PGT portfolio to ensure it remains efficient, attractive, and aligned with student expectations.

For further information, please contact Dr Madeleine Fagan, Director of Postgraduate Research Studies.

Cross Faculty Studies (CFS) is exploring inter- and transdisciplinary approaches and their implications for student learning and curriculum design.

For further information, please contact Dr Jane Webb, Head of Department.

Institute for Advanced Teaching and Learning (IATL) continues to lead in enterprise-infused learning, with modules that encourage students to develop real-world outputs such as games, enhancing creativity and employability.

For further information, please contact Professor Elena Riva, Head of Department.

The Computer Science department is continuing its shift toward a programme-level assessment strategy to ensure coherence and alignment across modules.

For further information, please contact Professor Till Bretschneider (Deputy Head of Department, Teaching)

Life Sciences is implementing a programme-level assessment strategy that includes standardised briefs and co-taught modules to enhance consistency and integration.

For further information, please contact Professor Miriam Gifford, Head of School.

Chemistry is placing greater emphasis on wellbeing provision and is reviewing its personal tutoring system to better support student needs.

For further information, please contact Professor Pat Unwin, Head of Department.

Centre for the Study of the Renaissance (CSR) is working to strengthen its collaboration with the university’s Wellbeing team to provide more integrated and responsive support.

For further information, please contact Professor Teresa Grant, Head of Department.

The Classics department is prioritising staff training on reasonable adjustments to better support students with disabilities and diverse learning needs.

For further information, please contact Professor David Fearn, Head of Department.

With approximately 50% of students requiring reasonable adjustments, the History Department is enhancing its support structures to ensure inclusivity and accessibility.

For further information, please contact Dr Lydia Plath, Head of Teaching and Learning.

An internal review of personal tutoring is underway in Chemistry, aiming to align academic and wellbeing support more effectively.

For further information, please contact Professor Pat Unwin, Head of Department.

English and Comparative Literacy Studies (ECLS) is working to harmonise the personal tutor experience across the department to ensure consistent and effective student support.

For further information, please contact Dr Myka Tucker-Abramson, Deputy Head (Teaching & Learning).

The English and Comparative Literary Studies department recognises the critical role of self-certifications in supporting students, particularly those without official diagnoses. However, inconsistencies in deadlines have created challenges for staff, impacting marking timelines and overall assessment management.

Ongoing discussions are exploring extensions and reasonable adjustments, aiming to balance academic integrity with student needs. Given the importance of self-certifications, students have emphasised the necessity of avoiding assumptions about their usage, ensuring they remain a supportive mechanism rather than a barrier.

To enhance clarity and consistency, we advocate for the establishment of a university-wide policy on mitigating circumstances and self-certifications. This initiative would streamline processes, improve communication, and create a fairer system for students and staff alike.

For further information, please contact Dr Myka Tucker-Abramson, Deputy Head (Teaching & Learning).

The Classics department is addressing challenges in recruiting students to its PGT programmes and is exploring strategies to enhance appeal and accessibility.

For further information, please contact Professor David Fearn, Head of Department.

Life Sciences is reviewing its PGT offerings, with some programmes under consideration for discontinuation due to low recruitment. The department is exploring revitalisation strategies.

For further information, please contact Professor Miriam Gifford, Head of School.

Chemistry is enhancing career support for PGT students, ensuring they are well-prepared for diverse career paths through tailored guidance and resources.

For further information, please contact Professor Pat Unwin, Head of Department.

Warwick Business School (WBS) is helping students better understand and articulate their transferable skills, supporting their transition into the workforce with confidence.

For further information, please contact Lisa Burton, Director of Academic Services.

The Economics Department is seeking to enhance its marketing efforts to attract a broader and more diverse student body across its programmes.

For further information, please contact Professor Ben Lockwood, Head of Department.

Warwick Foundation Studies (WFS) is expanding its marketing initiatives to raise the profile of its programmes and reach new audiences, both locally and internationally.

For further information, please contact Ruth Roberts, Student Experience and Progression Manager.