Skip to main content

TIPS Blog

The TIPS Blog is a collection of short articles written by colleagues, sharing examples of their teaching practice. Each article outlines a teaching intervention, explains the design rationale, evaluates impact and suggests how these could be used and adapted by others.

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.

Share your practice - Submission guidance

 

Post Categories: Student Experience | Tools for Teaching | Developing Others | Design for Delivery

Search results for “”

Results 1 to 10 of 57

Impact of Industrial Visit Activities in Enhancing Chemical Engineering Student Education

Date
Category

Practical skills are relevant in chemical engineering education to gain employability skills. This is conventionally achieved through on campus laboratory work rather than industrial visit activities. Second year chemical engineering students carried out on-site visit activities at an industrial process plant in the spring of 2023.   What did you do? Why did you do it?...

Decolonising the Curriculum via Student Co-Creation

Date
Category

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.  

The Case for Embracing Linguistic and Cultural Diversity in Teaching and Learning

Date
Category

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...

Developing Critical Thinking Skills Through Semi- Structured Debate

Date
Category

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...

Undergraduate Translation Modules and Student Employability

Date
Category

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...

Writing Retreats: Encouraging students to develop the skills needed to succeed

Date
Category

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,...

Developing self-assessment as inclusive practice in the School of Design

Date
Category

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...

Authentic assessments in the Lifelong Learning Centre: enabling students to use assessment to produce resources they can use in their professional lives

Date
Category

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...

Effective Management of the Minerva Page for Modules

Date
Category

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...