We are inviting submissions for the two-day Foundation Year Network Annual Conference, hosted by the University of Sussex on the 10th and 11th July 2019.
Much recent research in transitional pedagogies has sought to critique the ‘deficit model’ of learning which begins from the assumption that students lack certain skills, proficiencies, knowledge, and/or cultural capital, and that the task of educators is to remedy that deficit.Read more ›
Submit a workshop, research paper, PechaKucha presentation, poster or roundtable for LTSE 2019
Learning, Teaching & Student Experience (LTSE) is the UK’s leading conference on business and management education. The collegiate atmosphere makes it an ideal opportunity for learning, idea-sharing, personal development and networking.
We are now accepting submissions for the 2019 conference and encourage all members of the Chartered ABS to get involved. Read more ›
What do you do when you detect 16% of your cohort engaged in academic misconduct? Besides a lot of paperwork and administration (250 hours worth), I was surprised by students’ reasons for cheating – and it was mostly driven by a lack of understanding of how to study with integrity. Students cheat for many complicated reasons, and often rationalise away the act of cheating with the misconception that it is a victimless crime. Thus began my search to try and find a way to help my students understand what academic integrity meant and how to avoid misconduct. Read more ›
Teaching Fellow in Teaching, Learning and Assessment in Higher Education
Department of Education
University of Sussex
During the ten years I’ve been teaching at Sussex, I’ve taught in some pretty varied contexts. Freshly-built lecture theatres and porta-cabin classrooms that tremble as people walk past. Seminar rooms full of light and up-to-date AV equipment and rooms where the projector screen comes down across the only whiteboard in the room. Rooms where I’ve had space to be inventive and spaces where the number of students we can accommodate according to the room listings has been ambitious to say the least. Read more ›
Let me say at the outset that in many disciplines, there are few problems caused by assessed essays – they may not even be used at all. Before 1791 when it is said that the University of Cambridge introduced the first unseen written examinations to Britain, assessment used to be mostly oral, with face-to-face questioning of students about what they knew and didn’t know. There are many advantages of oral assessment – not least the ability to use ‘probing’ questions to delve deeper into what students can do. Questions such as the following can give us far deeper information about the student’s knowledge status:
Why do you think this is the strongest reason?
What else could cause this?
What do you think is the main weakness of Blogg’s theorem?
By Pete Sparkes, Learning Technologist liaison for the Business School
Each year, the Library and Technology Enhanced Learning coordinate ‘Digital Discovery Week’, a programme of events themed around innovation and technology. The week provides opportunity to discuss, learn and explore the different contexts, practices and effects associated with emerging technologies and how we engage with them as researchers, teachers and students.
How can we prepare students for careers which may not exist yet and a world which is changing so rapidly that no one can predict what it will look like? What tools and strategies can help to empower learners as independent researchers and creators of content in their own right? Read more ›
“One day, you will be old enough to start reading fairytales again.” (C.S. Lewis dedication of, ‘The Chronicles of Narnia’). Given that many texts we ask our students to read are very distant from the vivid world Lewis created, how can we understand more about our students’ academic reading practices so that we can more effectively support them as they progress through their university studies? Read more ›