Welcome to the Education at Sussex Newsletter. Your update to support the student experience at the University. Welcome to the Education at Sussex Newsletter Our newsletter aims to support everyone’s work in education by bringing together the latest updates, opportunities,…
Blog Archives
Holding Space: Principles for Critically Reflective Intercultural Learning
Chris Stocking (Assistant Professor in English Language Teaching) & Jo Osborne (Lecturer in English for Academic Study) Over the past few years, while working on the design of intercultural modules and non-traditional spaces of intercultural learning, we kept running into…
Developing AI-literate graduates through a values-led, institution-wide approach
As Head of Educational Enhancement at the University of Sussex, I’ve been involved in many of the conversations that have shaped our response to generative AI. Working with colleagues across the University, students and sector networks, I’ve seen first-hand both…
Tagged with: Applied and relevant, Inclusive and student-centred
Posted in Blog, responses to AI, students as partners
Posted in Blog, responses to AI, students as partners
Student Experience and Outcome Plans: Why SEOPs Matter
Student Experience and Outcome Plans (SEOPs) are fundamental to understanding our students’ academic experience at Sussex, and the outcomes of this experience. They enable us to make meaningful interventions to improve these experiences and outcomes at the subject, Faculty and…
Tagged with: Applied and relevant, Cohesive and connected, Inclusive and student-centred
Posted in News
Posted in News
Intercultural Reflection Series 25/26
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…
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…