Chris Stocking (Assistant Professor in English Language Teaching), Jo Osborne (Lecturer in English for Academic Study), Natacha Akaliza and Erlinda Joseph (Intercultural Student Ambassadors) Introduction Many international students arrive at Sussex already carrying extensive intercultural expertise. Much of this has been developed previously by navigating different or unfamiliar contexts, learning to make sense…
Blog Archives
Inclusive teaching practices: a toolkit for narrowing ethnicity awarding gaps
Cath Senker: Assistant Professor in Academic Skills Introduction As teachers, we hope to make our teaching as inclusive as possible for the wide range of students in our classes, in terms of both curriculum and pedagogy. How can we do…
Supporting every student into, through and beyond Sussex
Dr Jason Price Associate Dean (Education and Students), Faculty of Media Arts and Humanities A shared responsibility Every student arrives at Sussex in transition. For some, this means moving away from home and entering higher education for the first time. For others,…
Play your cards right: Re-thinking how students start university
Professor Wendy Garnham (Professor of Psychology) When it came to sharing my findings on transition with our Foundation Year team, I decided against the usual parade of bar charts. Instead we played “Play Your Cards Right”. I’d reveal one challenge our students…
Tagged with: Inclusive and student-centred, Teaching and student engagement
Posted in Blog, Uncategorised
Posted in Blog, Uncategorised
Developing student self-assessment, reflection and confidence through progressive assessment design
Jon Powell (Assistant Professor in Engineering) What I did I teach a Foundation Year Engineering module called Mechanics and Properties of Matter, a laboratory-based module that introduces students to experimental work and technical report writing. When I took over the module…
Tagged with: Applied and relevant, Cohesive and connected, Inclusive and student-centred
Posted in Blog
Posted in Blog
Faculty Education Dialogue: Assessment of Participation – Possibilities and Challenges
Assessment of participation remains one of the more complex and contested areas of higher education practice. While universities increasingly emphasise active learning, belonging, and student engagement, questions persist around what participation actually means, how it can be assessed fairly, and…
Spotlight on AI in Education: June 2026
Welcome to June 2026’s Spotlight on AI in Education bulletin. With how fast things are moving, this will help you cut through the noise and catch what’s important. The bulletin highlights on-the-ground practice, institutional perspectives and trends in generative AI use across the sector and beyond. We…
Tagged with: Artificial intelligence (AI), digital skills, interactive teaching, learning design
Posted in Blog, Newsletter, Uncategorised
Posted in Blog, Newsletter, Uncategorised
Spotlight on AI in Education: April & May 2026
Welcome to April and May’s 2026’s Spotlight on AI in Education bulletin. With how fast things are moving, this will help you cut through the noise and catch what’s important. The bulletin highlights on-the-ground practice, institutional perspectives, and trends in…
Tagged with: Artificial intelligence (AI), digital skills, interactive teaching, learning design
Posted in Blog, Newsletter
Posted in Blog, Newsletter
Upcoming education-focused opportunities: teaching, learning, scholarship and pedagogic research
Here is a range of opportunities from across the sector to share educationfocused practice, present work, and publish. Some opportunities require payment and travel, while others are free, and we hope this selection highlights the excellent range of options available…
Scaffolded self-assessment in foundation-year lab reports: Building evaluative judgement one section at a time.
Jon Powell (Assistant Professor in Engineering) Every autumn, around thirty foundation-year students in our department write five laboratory reports in sequence. For years the pattern was the same — a careful Report 1, careful written feedback, a Report 2 that looked almost…
Tagged with: Assessment and Feedback, belonging, Inclusive and student-centred, Sciences
Posted in Blog
Posted in Blog