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.
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.
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.
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.
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.
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.
Pip Kyle explores a psychologically informed approach to supporting students to present and critically engage with research on leadership and harm. The case study relates to an international cohort of postgraduate students studying on an MSc in Management programme, Developing Leadership Perspectives module, committed to enhancing their leadership development and practice.
By being open and consistent about how AI supports learning materials, an MBA accounting module built trust, encouraged responsible use, and improved engagement with flipped resources— without making transparency feel like a lecture.
Dr Amy Proctor describes how a new module was developed in SNES which embedded continuous reflection in taught sessions and through a reflective essay assessment.
Dr Matt Bawn convened a cross institutional workshop on GenAI and assessment and developed inclusive AI aware approaches that strengthen student critical thinking, transparency, and digital literacy through research informed practice.