Mind the Gap – supporting effective transition for direct entry students   by Dr Susanna Prankel, Senior Lecturer in Biology, Institute of Science and the Environment This case study involves a Research Excellence Framework (Education) submission from within the Institute of Science and the Environment (ISE) on access to Higher Education (HE) teaching following a number of successes. These have included grant applications, research, course development, successful course delivery, evaluation of impact and dissemination of resources, along with publication. It is linked to the QAA Enhancement Theme ‘Student Transition’.   Students face challenges when embarking on HE studies at university, particularly on direct entry to level six. This investigation acknowledges the wider context in which HE operates recognising the implications for professional practice.   Having… Read moreVignette of Practice: Mind the Gap – Supporting Effective Transition for Direct Entry Students

Consideration of Preferred Learning Styles in the Module PSYC3646 (Forensic Psychology in Practice)  by Dr Gill Harrop, Lecturer in Forensic Psychology, Institute of Health and Society and Dr Dean Wilkinson, Senior Lecturer, Institute of Health and Society Dunn et al. (1995) found that matching students’ learning-style preferences to teaching strategies is beneficial to academic achievement, while Yassin and Almasri (2015) suggested that failing to consider students’ differing preferred learning styles can lead to students disengaging and feeling confused. In an effort to address this issue, learning preferences within PSYC3646 (Forensic Psychology in Practice) were considered within the context of Jahiel’s VAK model (2008), which identifies visual, auditory and kinaesthetic learning preferences. This model was selected due to positive reviews within the pedagogical literature around the… Read moreVignette of Practice – Consideration of Preferred Learning Styles in the Module PSYC3646 (Forensic Psychology in Practice)

Using real world audits to develop business management students’ sustainability knowledge skills and values  by Dr Kay Emblen-Perry, Senior Lecturer, Worcester Business School In spite of the growth in specialist modules and integration of sustainability content into some modules, Business Management curricula have not adequately prepared students to deal with sustainability issues in the workplace (Waddock, 2007; Govender, 2016). It is now widely accepted that Education for Sustainability (EfS) has fallen behind the internal and external sustainability interests of businesses and change agents (Lonzano et al., 2013; Environmental Audit Committee, 2017); Laurinkari and Tarvainen, 2017). In response, I have designed and implemented an innovative approach to business sustainability learning, teaching and assessment for Business Management Students: Audit-based Learning (ABL).   ABL for EfS is learning… Read moreVignette of Practice – Using Real World Audits to Develop Business Management Students’ Sustainability Knowledge Skills and Values

Going on a Goose Chase – promoting practical learning through technology By Terri Grant Senior Lecturer, Allied Health Sciences, Institute of Health and Society       Learning how to safely use and effectively prescribe equipment is a vital skill required by student Occupational Therapists. Like all practical skills, this takes time and repetition, which is often not available when students are on placement in the clinical setting. Without the opportunity to practice and make mistakes in this area within a safe classroom environment, students can struggle to establish appropriate situations in which they can learn about equipment.   Setting up appropriate classroom learning can be challenging – any experiential learning approach requires significant time to set up appropriately (Laurillard, 2010).  Providing students with individual… Read moreVignettes of Practice – Going on a Goose Chase – Promoting Practical Learning Through Technology

Understanding Inclusion Core Concepts, Policy and Practice Edited by Richard Woolley Colleagues in the Centre for Education and Inclusion had reason to celebrate recently the publication of a new book on inclusion Although broadly used in education, the term inclusion is not always fully understood.  The book explores inclusion through a wide range of themes and issues using examples of practice and learning drawn from research to provide specific examples and case studies with key areas for discussion Underpinned by the latest research, discussion is brought to life through vignettes of real experiences and examples of practice from a range of settings and across continents. Chapters consider crucial aspects of inclusion: Social inclusion and social class Global perspectives on culture and identity Aspirations and social… Read moreUnderstanding Inclusion: Core Concepts, Policy and Practice