Project lead: Humphrey Bourne

Project summary: This project will produce written resources related to academic integrity and misconduct in how it can be embedded into teaching and learning. This will include general principles and discussion of elements of embedding, consolidating academic literature and experience of practice in the University. There be an emphasis on the development of support for students, supporting staff, and establishing the appropriate structures and processes at university, faculty and school levels.  

Project lead: Stephanie Demont (School of Modern Languages)

Project summary: This project focuses on 2 main areas:

Understanding and supporting the transition from secondary education to higher education – exploring how IB and A-Level teaching and learning strategies differ, how this affects students’ academic achievement in their first year at university and what we can learn from it to better support our students’ transition into their academic life at university.

The pedagogy of teaching and learning a language at university - reflecting on what it means to teach and learn a language degree at university. Should the pedagogical approach vary because students have different backgrounds and maybe different objective, or because students are considered “specialist” or “non-specialist” language learners? This project explores the pedagogy of teaching and learning a language at university in the light of Shulman’s (2005) concept of signature pedagogy.

Project lead: Fabienne Vailes (School of Modern Languages)

Project summary: Production of resources on

• supporting students with oral examinations
• helping students to develop employability skills and assessing employability skills

Project resources: 'What does inclusivity mean to you?' An interview with Emilie Poletto-Lawson and Fabienne Vailes
Flourishing vs languishing student in HE blog 
Well-being in Education - what if building flourishing institutions was the answer?

Project lead: Imogen Moore

Project summary - Creation of resources which explore:

• Limited point marking scales in assessment
• Relevance, validity and diversity in teaching and assessment

Project resources: Utilising student voice in learning support and transition blog

Project lead: Sian Harris (School of Humanities)

Project summary: Production of a report on group online assessment, where students collaboratively design and build a digital resources. Analysis will be informed by student feedback and critique as well as wider research into the pedagogy of blended learning.

The second outputs focuses on cultivating undergraduate research cultures, through guided peer-review dissertation support.

Project lead: Alison Blaxter (Bristol Veterinary School)

Project summary: This novel project involves planning and designing methods for gaining client feedback with students in differing work placements within Langford Vets at Bristol Vet School, then implementing and evaluating these. Comparing this form of feedback with other forms of ‘end-user’ feedback would be appropriate.

The project would increase awareness of the educational aspects of supporting students in busy commercial clinics, may increase the value of feedback to students and assessors, could improve the sustainability of assessment processes within veterinary workplaces, and may be applicable to other professional programmes both at Bristol and elsewhere. Bristol Vet School has been innovative in involving representatives of the local community in aspects of teaching within the undergraduate communication skills course and involving clients of Langford Veterinary Services would be an extension of this.

Project resources: 'Snow' days and the death of lecturing blog
Joyful journal-ing: a peer-led journal club in the pandemic blog

Project lead: Amy Walsh

Project summary: Development of the resources needed to support academics with the pedagogical development of engaged learning projects. This would involve a review of a range of pedagogies utilised in engaged learning in the form of a literature review to be published as an academic paper and a concise summary/toolkit . Furthermore, the project will explore how we can ensure engaged learning projects are mutually meaningful and beneficial for students and community partners. The findings will be published as an academic paper and support the development of resources to support academics to develop mutually useful projects.

Project lead: Steffi Zegowitz (School of Mathematics)

Project summary: creation of resources which explore:

• Exploration into the use of online multiple choice quizzes as a form of assessment for 1^st year maths students.
• Use of Audience Response System Poll Everywhere, specifically in the discipline of Mathematics.

Project lead: Aisling Tierney (Bristol Institute for Learning and Teaching)

Project summary: Production of a blog post on Working in Cultural Heritage teaching which focuses on how Aisling integrated professional ethics and practice into her teaching practice and how she integrates Sustainable Development Goals into her teaching.  Further outputs include a range of presentations on sustainability and how professional services support curriculum innovation.

Project resources:

• The Fierce Urgency of Now: reflections on the 5th Sustainability in Higher Education Conference blog
• Global and civic engagement blog
• Urban Spaces: Civic university blog
• Research-led interdisciplinary Sustainable Development blended learning blog
• New framework and guides for sustainability blog

Project lead: James Ladyman (School of Arts)

Project summary: Production of two articles, the first would be a reflective account of the progress of the Thinking Science project from its original conception, and how we engaged with teachers and the curriculum from the very beginning.

The second article would be on philosophy in schools and communities, and how it relates to academic philosophy and other academic disciplines, emphasising the continuity between philosophical enquiry and scientific and other forms of knowledge.