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Professional conversations as authentic oral assessment in career development modules
This case study explores the design and use of Professional Conversations as an authentic oral assessment within credit-bearing career development modules, supporting reflective, work-related learning, and employability. Our challenge / opportunity Our 20-credit, year-long career development modules are structured around work-related learning, with a focus on personal and professional development, self-awareness, reflective practice, and skills Read more about Professional conversations as authentic oral assessment in career development modules[…]
Real-world enterprise challenges in Psychology
Dr Patrick RosenKranz discusses how the School of Psychology designed enterprise challenges with charities to help students apply psychological literacy to real community issues, develop employability skills, and see how their subject knowledge can make a difference beyond professional psychology careers.
Embedding overseas research mobility into the curriculum
Dr Carys Watts explains how embedding short overseas research projects into the curriculum gives bioscience students a structured, supported and equitable way to experience international research without committing to a full semester or year abroad.
CultuRACE: Embedding Cultural Competence Across the Curriculum
CultuRACE is a longitudinal, embedded pedagogical framework that uses playful, experiential, and reflective approaches to support culturally responsive practice, enabling students to engage safely and progressively with culture, power, bias, and professional responsibility.
Using a Peer-based Reflective Supervision Model to Support Learning
Jennifer Dodds-Vigouroux explains using a reflective learning framework supports students to develop self-awareness, critical thinking and problem-solving skills and provides a strategy for continuous learning and development. Implementing a peer-based reflective model enables students to learn more effectively.
Small ways to introduce reflection – Part 2
Dr Alison Graham describes how challenges with unprofessional conduct are turned into growth through guided reflection in the PARTNERS supported-entry route Assessed Summer School.
Small ways to introduce reflection – Part 1
Dr Alison Graham discusses how reflecting on a new learning experience gives PARTNERS supported-entry route applicants a meaningful opportunity to develop insight and readiness for Stage 1.
Elevating employability through reflection
With no single placement output to assess, bioscience students used reflection to evidence learning and personal development during a 35 hour work placement undertaken as part of an employability skills module.
Professional Dialogue for Fellowship applications provides an accessible and inclusive assessment option
Dr Rebecca Gill discusses how Professional Dialogue for Fellowship applications offers an alternative to a written application, enabling participants to demonstrate their evidence for Fellowship recognition in a mode that best suits their preferences and needs.
Adopting Inspera for the first time: my experience
A personal reflection from Dr Elise Pegg, Senior Lecturer in the School of Engineering, on her experience of introducing digital exams into a module in the MSc in Biomedical Engineering using Inspera, the University’s digital exam platform.