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...
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...
For its second round of Engagement Week events in February, the TIPS Community’s posed this question to the teaching community at Leeds: How can we make breakout rooms successful: what tips and tricks are there to keep learners engaged and create a positive experience? We focused on exploring learners' experiences of breakout spaces and held...
This blog post presents a short action research project at the University of Leeds School of Law that seeks to shed some light on postgraduate taught (PGT) international students’ views on academic offences and their approaches to academic integrity to inform future policies and prevention strategies.
