Dr Sheila Amici-Dargan
PhD, BSc, PGCHE
Expertise
Current positions
Senior Academic Developer
Bristol Institute for Learning and TeachingAssociate Professor
School of Biological Sciences
Contact
Press and media
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Research interests
- Enhancing Assessment and Feedback Practices in Higher Educaiton
- Developing effective and sustainable student-led ‘communities of practice’ within, across and beyond Higher Education Institutions
- Working with students as ‘co-creators’ in curriculum development
- Physiology and Neuroscience
Projects and supervisions
Research projects
Enhancing Equity, Agency and Transparency in Assessment Practices in Higher Education
Principal Investigator
Description
We have collated case studies of good practice in the UK and Europe, to share with colleagues working in Higher Education Institutions. We are currently developing a massive open online…Managing organisational unit
School of Biological SciencesDates
01/09/2020 to 31/08/2023
Motivations and barriers to student engagement in collaborative learning
Principal Investigator
Description
When students are actively working together in a group and challenging each other’s assumptions, they can create a shared understanding which can benefit their learning. I have been working closely…Managing organisational unit
School of Biological SciencesDates
03/10/2016 to 04/10/2021
Developing effective student-led ‘Communities of Practice’ within, across and beyond Higher Education Institutions.
Principal Investigator
Description
Having the ability to communicate with a group of people with shared interests can increase sense of belonging and provide opportunities for personal development. Undergraduate students are often taught in…Managing organisational unit
School of Biological SciencesDates
04/01/2016 to 30/09/2021
Publications
Selected publications
01/12/2021A Self-Regulatory Approach to Assessment in Higher Education
A Self-Regulatory Approach to Assessment in Higher Education
Students as Co-researchers and Developers of Assessment Practice
Enhancing self-regulation through assessment
Student and staff perspectives of open-book versus closed-book assessments – a case study from an undergraduate biology course
Recent publications
25/03/2024Developing a scale to explore self-regulatory approaches to assessment and feedback with academics in higher education
Frontiers in Psychology
Accrediting Effective Assessment Teams in Higher Education
What TEF submissions told us about the student experience
Engaging students as active agents in assessment and feedback
Transversal Skills in Experimental Biology
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