Dr Carli Rowell at the Sussex Teaching Festival In this case study, Dr Carli Rowell, Senior Lecturer in Sociology at Sussex, shares her experience of co-creating a Sociology module with first-generation, working-class students. What I did I worked with first-generation,…
Blog Archives
Centering the student voice in module content and design
Tagged with: belonging, curriculum design, Inclusive and student-centred, student voice
Posted in Case Studies
Posted in Case Studies
Embedding writing into seminars as a deliberate and supportive practice
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.
Tagged with: Cohesive and connected, curriculum design, Inclusive and student-centred
Posted in Blog
Posted in Blog
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
Posted in Blog
Posted in Blog
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
Posted in Blog
Posted in Blog
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,…
Now is the time to end awarding gaps in UK universities
Mark Clark (Senior Lecturer in Management) Since 2015, Mark has been based at the University of Sussex as a Senior lecturer in the Business School within the Management department. During this time, he has achieved Senior Fellowship of the Higher…
Re-imagining approaches to supporting students’ learning from feedback – the hidden curriculum, care-based pedagogies and learning communities
The culmination of the assessment cycle at the end of what has been a particularly challenging year offers an opportunity (once we have caught our breaths!) to revisit our understanding of how we can best support our students to learn…
The ‘Law’ Critique and Question Reading and Writing Group: a space to connect ‘with’ rather than ‘for’ students
Guest post by Verona Ní Drisceoil (Senior Lecturer in Law, Sussex Law School) and year 1 students Ayodele Idowu-Bello, Tyrone Logue, Plum Philips, Judith Ohen and Miles Ratcliffe. Verona Ní Drisceoil is a Senior Lecturer in Law (Education and Scholarship) at…
How the pandemic covertly made teaching, learning and assessment more inclusive
Dan is an Academic Developer in Technology Enhanced Learning here at the University of Sussex. Inclusion, accessibility and digital capabilities are his areas of interest. Intro There is little doubt the pandemic has been overwhelmingly challenging for most, but there…
Reflections on different engagement techniques whilst teaching online
Guest post by Seun Osituyo Student engagement is a very useful part of our job as tutors, as it helps us check that learning has taken place (Butcher, Davies and Highton, 2006). But what exactly do I mean by student…