In this case study, Sarah Sawyer, Professor of Philosophy at the University of Sussex and former Head of Department, talks about the process, drivers and impacts of introducing a student led consultancy project into a year one, semester one module.…
Blog Archives
Embedding student consultancy projects in first year of Philosophy degrees
Tagged with: Applied and relevant, Assessment and Feedback, authentic assessment, Employability
Posted in Assessment and Feedback, Case Studies, Employability
Posted in Assessment and Feedback, Case Studies, Employability
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
Student peer-to-peer teaching via assessed seminar presentations
In this case study, Martin Yeomans, Professor of Experimental Psychology shares his approach to using develop students’ skills and confidence in presenting, while also getting them to teach to, and learn from, their peers via a series of assessed seminar…
Tagged with: Applied and relevant, Assessment and Feedback, oracy in the curriculum, Sciences
Posted in Case Studies, Uncategorised
Posted in Case Studies, Uncategorised
Using blog posts to assess critical engagement with theory in psychology
Matthew Easterbrook is a social psychologist interested in social class, socioeconomic status, and inequality. His research aims to use social psychology to increase our understanding of, and ability to reduce, educational, economic, and political inequalities. What I did Since 2014,…
How can a process approach to assessment help address the impacts of AI?
by Dr Sarah Watson and Kamila Bateman, Academic Developers in Educational Enhancement A process approach in teaching is not a new concept. It was first introduced by Stenhouse in 1975 as an alternative to the product model. It concentrates on…
Tagged with: Artificial intelligence (AI), Assessment and Feedback, Cohesive and connected, Digital and data futures
Posted in Blog
Posted in Blog
Sustainability and simulations: Using simulations to engage first-year Business students
Alison Bailey is an Associate Professor in Management at the University of Sussex Business School and is the convenor of the Introduction to Business and Management (IBM) a large core module taken by nearly every first-year business student in their…
Tagged with: Assessment and Feedback, authentic assessment, Business, Inclusive and student-centred, Teaching and student engagement
Posted in Case Studies
Posted in Case Studies
Join us on the 26th November to explore the role of oracy in higher education
By turning our attention in a serious way to how we use and think about our voices and ears, we can help students develop their communicative resources as thinkers, listeners, and speaking citizens. (Holmes-Henderson and Wright (2025) Sussex colleagues, join…
Tagged with: Assessment and Feedback, Cohesive and connected, curriculum design, Employability
Posted in Blog, News
Posted in Blog, News
Bridging distances: How Buddycheck supports global collaboration
Helen Todd is a Learning Technologist within the Educational Enhancement team and works to develop and support the Online Distance Learning courses at the University of Sussex. What I did I first came across Buddycheck through a colleague, and I…
Tagged with: Assessment and Feedback, Digital and data futures, Inclusive and student-centred
Posted in Case Studies
Posted in Case Studies
What I have learnt from grading students on their participation
Paven Basuita (Assistant Professor in Law) leads the University of Sussex’s Family Law Clinic. In a former life, she worked as a family law solicitor. These days, Paven’s passions lie in teaching and supporting students to achieve their goals. Her…
Tagged with: Assessment and Feedback, authentic assessment, Inclusive and student-centred
Posted in Articles
Posted in Articles
Developing chemistry student employability through assessment design
Mark Bagley is a Professor of Organic Chemistry in the School of Life Sciences. Mark delivers many of the taught modules in Synthetic Organic Chemistry as part of the Chemistry degree programmes offered by the University and leads a vibrant…
Tagged with: Applied and relevant, Artificial intelligence (AI), Assessment and Feedback, Employability, Sciences
Posted in Case Studies
Posted in Case Studies