Dr Verona Ni Drisceoil explains how and why you should build in opportunities for deliberate writing practice in seminars, or even in the lecture theatre.
Blog Archives
Embedding writing into seminars as a deliberate and supportive practice
Tagged with: Cohesive and connected, curriculum design, Inclusive and student-centred
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Developing academic literacies in the era of artificial intelligence – part 2
This post follows on from an earlier post: developing academic literacies – part 1 If ‘write an essay’ is an instruction to students that follows a period of input on a particular topic, then students using artificial intelligence to…
Tagged with: Artificial intelligence (AI), Assessment and Feedback, curriculum design, Inclusive and student-centred
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Developing academic literacies – part one
Embedding study skills, it is argued, helps students make the important link between the conventions of academic writing, the contested nature of knowledge, and the way writers use theory and evidence to argue. What to do about study skills? What…
Tagged with: Cohesive and connected, curriculum design, Employability, Inclusive and student-centred
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Ripping up the rule book: doing scholarship in arts and humanities ways
On Wednesday the 19th April the School of Media Arts and Humanities (MAH), in collaboration with Educational Enhancement (EE), hosted an event celebrating the scholarship of teaching and learning (SoTL) from arts and humanities perspectives. The symposium established a space…
Sylvia Crowe: unearthing the woman who landscaped our learning
By Sarah Watson Most people at the University of Sussex haven’t heard of Sylvia Crowe. Her legacy at the University is strong, but generally silent, existing in the spine of trees that cut across the centre of campus, the cloisters,…
Bridging the gap in perceived usefulness of educational technologies between students and lecturers
Dr Xuan Huy Nguyen (Lecturer in Marketing: University of Sussex Business School) Introduction Educational technologies play a critical role in enhancing lecturers’ teaching and students’ learning experiences in higher education. As a result, educational technologies have attracted attention from many…
They told us what they want, so now what?: Reflections on the participatory design of a Business Law and Practice module – part 1
Jeanette Ashton and Kieran Durcan Introduction and pedagogical context This blog reflects on the process of working with students to develop a new Business Law and Practice module (BLP) for Sussex Law School, one of two options for law students…
Learning through the landscape
By Dr John Parry (Senior Lecturer: Education) and Dr Sarah Watson (Academic Developer) The University of Sussex was founded, both literally and intellectually, on its downland surroundings. Basil Spence, the University architect, wanted the campus to ‘grow out of the…
“What’s really lacking from the academic curriculum is that practical skill which you can take forward in your legal career.” Embedding employability skills: a student perspective
By Jeanette Ashton and Paven Basuita References Bathmaker, AM, Ingram, N and Waller, R (2013) ‘Higher education, social class and the mobilisation of capitals: recognising and playing the game’ British Journal of Sociology of Education, 34, (5/6): 723-743 https://doi.org/10.1080/01425692.2013.816041 Department…
The need to rethink our approach to formative assessment in Higher Education
Dr Verona Ní Drisceoil is a Senior Lecturer in Law at the University of Sussex. She is also a Senior Fellow of the Higher Education Academy (SFHEA). Her current research focuses on transition pedagogy, inequality in education and assessment for learning. …