{"id":2147,"date":"2026-10-09T14:33:58","date_gmt":"2026-10-09T13:33:58","guid":{"rendered":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/?p=2147"},"modified":"2026-10-10T14:38:32","modified_gmt":"2026-10-10T13:38:32","slug":"issue-two-education-at-sussex-newsletter","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/learning-matters\/2026\/10\/09\/issue-two-education-at-sussex-newsletter\/","title":{"rendered":"Issue Two: Education at Sussex Newsletter"},"content":{"rendered":"\n
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Welcome to the Education at Sussex Newsletter. Your update to support the student experience at the University.<\/p><\/blockquote>\n\n\n\n

Welcome to the Education at Sussex Newsletter<\/strong><\/h2>\n\n\n\n
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Prof Lara McMurtry DPVC (Education and Students)<\/figcaption><\/figure><\/div>\n\n\n\n

Our newsletter aims to support everyone\u2019s work in education by bringing together the latest updates, opportunities, events and examples of inspiring educational practice from across the University. It highlights the ideas and innovations shaping our students\u2019 learning and experience, helping colleagues stay connected, share good practice and build momentum around education. Further education resources for staff at Sussex can be found under the Education<\/a> tab on the Staff Hub, and on the Learning Matters<\/em><\/a> blog.    <\/p>\n\n\n\n

This month\u2019s theme is inclusive education: central to our institutional priorities, essential to the success of all students, and particularly relevant to enhancing the international student experience. Useful resources include the Education and Student Life Strategic Plan<\/a> (for connecting inclusive practice with our education and student experience priorities), Inclusive Sussex<\/a> (for understanding our approach to equality, diversity and inclusion), and information on the forthcoming OfS statement of expectations in relation to disability<\/a> (for preparing to strengthen disabled students\u2019 access, participation and outcomes). <\/p>\n\n\n\n

Useful links:<\/strong> Staff Hub: Education<\/a> | Learning Matters<\/em><\/a> | Newsletter archive<\/a> <\/p>\n\n\n\n

Contents <\/strong> <\/p>\n\n\n\n

  1. Welcome from Professor Zahid Pranjol (Associate Dean (Education & Students) for the Faculty of Science, Engineering and Medicine)<\/a><\/li><\/ol>\n\n\n\n
    1. Resource spotlight<\/a><\/li><\/ol>\n\n\n\n
      1. Updates and events at Sussex<\/a><\/li><\/ol>\n\n\n\n
        1. Career development opportunities<\/a><\/li><\/ol>\n\n\n\n
          1. Scholarship opportunities and events across the sector<\/a><\/li><\/ol>\n\n\n\n

            1. Welcome from Professor Zahid Pranjol: Inclusive educational practice in the sciences<\/strong> <\/h2>\n\n\n\n
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            Professor Zahid Pranjol <\/a>(Associate Dean (Education & Students) for the Faculty of Science, Engineering and Medicine) <\/figcaption><\/figure><\/div>\n\n\n\n

            With teaching now well under way, this issue turns to inclusive education. It runs through almost every conversation I have with colleagues, whether we are discussing assessment, belonging, or the first-year experience. Here is what has shaped my thinking, and where I hope we go next. <\/p>\n\n\n\n

            Much of what I know about inclusion I learned by supporting students to make decisions about how to approach their education. In our biomedical science modules, small groups choose a disease, plan how it would be diagnosed and treated, then decide how to present it: a poster, a short video, a mind map or a slide deck. My chapter<\/a> in Cath Senker\u2019s Inclusive Teaching Practices<\/a> toolkit sets out why that choice matters. When students draw on skills they already have, more of them can show what they know, and three in four told us the projects helped them connect learning across modules. Many groups also become lasting support networks, as our Learning Matters case study on formative group work<\/a> describes. <\/p>\n\n\n\n

            Choice is also central to my work on inclusive STEM curricula. Inclusion is often discussed in terms of reading lists, but assessment is where questions of fairness are sharpest, and letting students decide how they show their learning is one practical way to address that. Content matters too. That means telling fuller stories of science, from Rosalind Franklin\u2019s part in revealing the structure of DNA to Onesimus, whose knowledge of smallpox inoculation reached Boston decades before Jenner. It also means global classrooms, linking our students with peers in India and Africa. As I said on the Learning Matters podcast<\/a>, the aim is to widen the canon of STEM curricula, not erase it. <\/p>\n\n\n\n

            Looking ahead, I would like us to build on this in three ways. First, assessment designed at course level, not module by module, with choice of format (where learning outcomes allow) and tasks that stay authentic alongside generative AI. Second, designing for belonging from day one, through structured peer learning, strong personal tutoring and working with students as partners. Third, a sharper habit of evaluating our education: looking at continuation, awarding and progression data course by course, and testing what we try with the same care we bring to our research. <\/p>\n\n\n\n

            Much of our best practice happens quietly within individual modules. If you are trying something others could learn from, please email AcademicDevelopers@sussex.ac.uk<\/a> to share it in a future issue. <\/p>\n\n\n\n

            2. Resource spotlight  <\/h2>\n\n\n\n

            Inclusive Teaching Practices toolkit<\/a> <\/h3>\n\n\n\n
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            Inclusive Teaching Practices toolkit<\/figcaption><\/figure><\/div>\n\n\n\n

            Don’t miss the new Inclusive Teaching Practices<\/em> <\/a>toolkit, edited by Cath Senker (Assistant Professor in Academic Skills)<\/a>. A valuable source of evidence-informed practice and a celebration of the innovative work already happening across our community, the toolkit draws on excellent practice from colleagues across Sussex. Explore the toolkit to find practical examples and case studies from a range of disciplines, with ideas that can be adapted to your own teaching.\u00a0<\/p>\n\n\n\n

            The launch event for\u00a0Inclusive Teaching Practices\u00a0<\/em>is happening on\u00a0Wednesday\u00a028 October at 1\u20132pm<\/strong>. The event will be held in the Gallery in the Library. Light refreshments will be provided. Please RSVP<\/a> if you wish to attend.<\/p>\n\n\n\n

            Intercultural Reflection Series<\/strong> <\/h3>\n\n\n\n
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            Students engaging with one another during the Intercultural Reflection Series 2025\/6.<\/figcaption><\/figure><\/div>\n\n\n\n

            How can we create learning spaces where students can engage meaningfully with difference, reflect on their own assumptions, and develop a stronger sense of belonging? Two recent Learning Matters <\/em>posts by Chris Stocking<\/a> and Jo Osborne<\/a> explore this question through the Intercultural Reflection Series<\/a> and a new set of eleven principles<\/a> for critically reflective intercultural learning. Grounded in feminist, decolonial and intercultural pedagogies, the principles offer an ethical framework for facilitating dialogue that balances challenge with care, while the student-led Series demonstrates their impact in practice. Colleagues interested in inclusion, intercultural learning and student engagement are encouraged to explore both articles. <\/p>\n\n\n\n

            Recruitment is currently underway for two Intercultural Ambassador positions for the 2026\/7 Intercultural Reflection Series. The programme is planned to run on Wednesday afternoons from Weeks 5-10. Session times and locations are still being confirmed. Details will be shared with faculties once the times and locations are confirmed. <\/p>\n\n\n\n

            The Intercultural Reflection Series<\/a> and a new set of eleven principles<\/a> embody the spirit of the University of Sussex\u2019s 2035 strategy,<\/a> promoting global and civic engagement, human flourishing, and global knowledge equity. They empower students to understand themselves not as passive participants in a global university, but as active contributors to a more equitable, connected, and culturally conscious academic community.   <\/p>\n\n\n\n

            Collaborative Autism Learning, Scholarship and Education<\/strong><\/a> (Coaslesce) <\/h3>\n\n\n\n

            COALESCE is a research and scholarship group in the School of Psychology at the University of Sussex. They bring together autistic people, researchers, educators and community partners to explore how autistic people learn, create, and experience the world. Their work spans research, teaching, co-production and engagement, with a focus on inclusive learning and meaningful collaboration. Find out more about the group and their upcoming events via their webpage.<\/a>  <\/p>\n\n\n\n

            3. Updates and events at Sussex<\/strong> <\/h2>\n\n\n\n

            Professor Michael Okorie awarded prestigious National Teaching Fellowship <\/h3>\n\n\n\n
            \"Photograph
            Professor Michael Okorie collecting his prestigious National Teaching Fellowship<\/figcaption><\/figure><\/div>\n\n\n\n

            Congratulations to Michael Okorie<\/a>, Professor of Clinical Pharmacology & Therapeutics and Head, Department of Medical Education at Brighton and Sussex Medical School (BSMS), who has been awarded a prestigious National Teaching Fellowship from Advance HE. This special award recognises Professor Okorie\u2019s outstanding contribution to student learning and teaching in higher education. Read about it on the Staff Hub<\/a>. <\/p>\n\n\n\n

            Course Convenor Canvas Site and Induction Session<\/strong> <\/h3>\n\n\n\n

            On Wednesday 7 October, we hosted the Course Convenor Induction Session. It was great to see such a positive turnout and level of engagement, and we would like to thank everyone who attended. For colleagues who were unable to join us, we recorded<\/a> the session and all of the information covered is also available on the Course Convenor Canvas site<\/a>. This is a developing resource, and we welcome your feedback on both the induction session and the Canvas site. If you have a couple of minutes to spare, please complete this short feedback form<\/a>. This will help us improve our resources. <\/p>\n\n\n\n

            Teaching in the Forest Food Garden<\/strong> <\/h3>\n\n\n\n

            Did you know that the Forest Food Garden<\/a> can be booked for teaching, research, and community activities? This unique outdoor learning space provides an opportunity to bring teaching and research into a natural environment and is available for colleagues across the University to use. <\/p>\n\n\n\n

            The garden can be booked via the Forest Food Garden Teamup calendar.<\/a> The space is large enough to accommodate more than one group at a time, but if you notice an existing booking, please contact Perpetua Kirby (p.kirby@sussex.ac.uk<\/a>) to discuss availability. If your activity requires gardening equipment or access to waterproof coats and wellies, Perpetua can also arrange access to the garden shed key. <\/p>\n\n\n\n

            For activities that would benefit from a combination of indoor and outdoor teaching, the nearby Northfield Bar<\/a> is also available to book. The space includes a screen for presentations and offers shelter in wet or very sunny weather. To arrange a booking, please contact Ryan Tobin (R.Tobin@sussex.ac.uk<\/a>) or Wayne Spicer (W.Spicer@sussex.ac.uk<\/a>). <\/p>\n\n\n\n

            Whether you’re planning a field-based teaching session, student project work, research activity, or community event, these spaces offer exciting opportunities to diversify learning beyond the traditional classroom. <\/p>\n\n\n\n

            Spotlight on AI<\/strong> <\/h3>\n\n\n\n

            Read the September spotlight on AI in Education<\/a> post for updates on: reflections on developing AI-literate graduates, Microsoft CoPilot’s new TeachApp for staff, and insights into emerging trends in teaching, assessment and accessibility plus links to new publications and events across the sector. <\/p>\n\n\n\n

            Save the date: Sussex Education Festival<\/strong> <\/h3>\n\n\n\n

            The next Sussex Education Festival will be held on 7 May 2027 in the Conference Centre at Bramber House. Please save the date. Further details, including the call for proposals, will be shared via Learning Matters News and this Newsletter in due course.  <\/p>\n\n\n\n

            Save the date: Community Engaged and Experiential Learning. A Symposium<\/strong><\/h3>\n\n\n\n

            Across Sussex, colleagues are developing innovative experiential learning through community partnerships, live projects, professional practice, fieldwork, placements, and real-world challenges. To showcase this work and connect colleagues across disciplines, Katherine Kruger<\/a> is organising a short symposium on 7th April 2027, 12 – 4 pm. Arts C 233. The event will provide an opportunity to share experiences and explore what makes experiential learning meaningful for students, partners, and staff. Sussex colleagues interested in contributing are invited to contact K.Kruger@sussex.ac.uk<\/a> <\/p>\n\n\n\n

            For regular updates on education-related events, don\u2019t forget to engage with the Scholarship area on Teams.<\/a>   <\/p>\n\n\n\n

            4. Career development opportunities<\/strong> <\/h2>\n\n\n\n

            Senior Fellowship <\/h3>\n\n\n\n
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            Want to be among the first to achieve Senior Fellowship through Sussex’s new accredited scheme?<\/a> Our first submission deadline is Monday 2 November 2026 at 5pm. This early route is ideal for colleagues who already have substantial evidence of leading and enhancing learning and teaching. To join this first cohort of applicants, or to find out more, email sfhea@sussex.ac.uk<\/a>. Standard submission opportunities are also available each November, February and June. <\/p>\n\n\n\n

            5. Scholarship opportunities, resources and events across the sector <\/strong> <\/h2>\n\n\n\n