Anyone involved in teaching at the University can share their examples of practice, click below to learn how to submit an article to the TIPS Blog.
Decolonising the curriculum is an important and increasingly prevalent aspect in our role as educators. It is our duty to ensure we present a diverse and global account of academic content, teaching methods, and assessment. This blog post introduces an approach to how we might authentically and genuinely diversify our teaching delivery and methods of assessments by working alongside students on a project that designed an essay question and accompanying workshop.
Our University commonly describes itself as ‘international’. While internationalisation can be reflected in research endeavours and staffing demographics, recognition of diversity should move beyond surface-level considerations toward how students’ diverse backgrounds interact with and emerge in learning spaces. We therefore launched the project ‘Embracing Linguistic and Cultural Diversity in Teaching’. What did you do? Why...
Critical thinking skills are a central component of teaching and learning in higher education institutions, and utilising the skills and experience debating can be an engaging way to develop these skills in our students. What did you do? Why did you do it? Critical thinking skills are a central component of teaching and learning in...
NB: This article was first published in 2020 on Casebook@Leeds. Overview This case study presents the findings of an action research project conducted in Autumn 2019 aiming to examine the extent to which employability-enhancing skills are signposted to students in final year translation modules at Leeds. Findings revealed some examples of best practice which can...
A TIPS blog article looking at an alternative presentation approach to decrease anxiety and increase inclusivity.
Against the backdrop presented by sector wide concerns around students’ mental health and well-being (Remskar et al, 2022), it is important to recognise how dissertation modules for independent learning could appear daunting for some students. They may not have previously experienced this mode of teaching and learning, and/or may lack the skills, experience, knowledge, motivation,...
What did you do, why did you do it? We introduced self-assessment as an element of formative assessment, following Boud's observation that this practice "gives a message to students that such activities are considered an important aspect of learning and that it is worth spending valuable time on them,"(Boud, 1995, p.40). This innovation was made...
In our work with mature, part time and Foundation Year students at the Lifelong Learning Centre, we aim to make our assessments as authentic as possible. This: recognises the valuable life, community and professional knowledges/experiences our students bringing into their academic study enables students to make connections between their university learning and their current and...
Minerva is extensively used to facilitate innovative teaching practices but there has been less attention to the quality. Evidenced by numerous positive feedback from students, the blog shows how a module builder could enhance their Minerva page by considering students’ perspectives, the interconnectivity among different learning materials and some pedagogies. What did you do and...
Within a wider institutional context where academics are asked to reduce points of summative assessment within modules, embedding formative assessment opportunities tailored to the needs of students gains importance. Students have reported increased levels of anxiety when the whole mark for a module hinges on a single point of assessment. The school is therefore making...
