Our reflective resources offer staff from all disciplines an accessible and reflective introduction to concepts of decentring, decolonising and diversifying through a series of practical questions and examples.

Who are they for? Anyone who wants to make their teaching more critically engaged, socially aware and responsive to the diverse realities of today’s students. The resources cover Allyship, Teaching, Language, Self-Reflection and Action Planning.

How do they work? The materials are short and focused – activities take 5–30 minutes, they are interactive – include a combination of multiple-choice, open-ended, and discussion-based questions and they are flexible – can be used individually, with colleagues, or in staff development workshops

Please get in touch s.veuger@northumbria.ac.uk

iain.keenan@newcastle.ac.uk

Stephany

s.veuger@northumbria.ac.uk

https://wonkhe.com/blogs/generative-ai-exposes-longstanding-flaws-in-the-use-of-essay-assessments-in-a-mass-system/

https://sites.google.com/my.shu.ac.uk/theaiforge/home

Professor Neil Gordon, Professor Lesley Morell and Dr Dom Henri.

University of Hull

Stop doing

-              Colleagues- implementing without full staff support- CPD, embedding in teaching

-              Reviewer/rationalise collaboration/value for money – ensuing impact

-              Difficult to engage students (a challenge?)

-              Engaging with skills that staff don’t feel comfortable with

-              Limited optionality (focused) (Liverpool)

-              Rationalise assessment (decrease in exams) (Kingston

-              Reduced optionality stage 1 and 2 (NTU)

Start doing

-              Induction- focus on socialising belonging and see it as a 1 year process

-              Ebed in a meaningful way- convince colleagues of importance

-              Ensure at module level, ensure consistent roll out (Northumbria)

-              More socialisation of skills framework (De Montfort)

-              Placement toolkit- record skills development

-              Micro credential (Liverpool)

-              Partner enabled learning (industry)

-              Programme level assessment design, embedded not modular

Continue doing

-              Opportunities for reflection

-              Vertical integration directly related to graduate skills (context)

-              Be implicit about it is helping them to grow

-              Live projects (experiential experiences) and linking authentic assessments to the skills and attributes (industry links) works well

-              Embed across all modules at all levels- 2^nd nature (master and MBA lead)

-              Academic advising- embed in meetings with a worksheet (Liverpool)

-              Skills modules at all levels

-              Use academic advisor and they discuss scores

-              Good practice with apprenticeships and continuous mapping to KSBs

 Looking to do some further research on this topic and student recognition of skills email vanessa.armstrong@newcastle.ac.uk if you fancy collaborating :)