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.
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 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.
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.
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 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 Amy Proctor and Michelle Black reflect on how they embedded interdisciplinary problem-based learning into the design of a new module in SNES to help students explore sustainability challenges, develop a broad understanding of the SDGs and develop collaborative experiences and essential skills for future careers.
Discover how Katie Wray, Senior Lecturer in Engineering, collaborated with colleagues from LTDS and FMS TEL to pioneer an innovative reflective portfolio approach that was used with first-year undergraduate engineering students.
As part of a doctoral research study, Dr Lucy Hatt, a Senior Lecturer in NUBS, conducted concept mapping workshops across all years of an undergraduate entrepreneurship programme. This case study explains how the workshops enabled the evaluation of students’ understanding of entrepreneurship and discusses the benefits of concept mapping as a tool to help students and educators visualise the development of conceptual understanding.