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The impact of COVID upon practical classes in Part 1 chemistry – an opportunity to redevelop a core module
This article outlines the re-design, necessitated partly due to COVID-19, that was undertaken for the Part 1 chemistry module, CH1PRA, which services approximately 45 students per year.
Promoting and Tracking Student Engagement on an Online Undergraduate Pre-sessional Course
This case study outlines approaches to fostering an active learning environment on the University’s first fully online Undergraduate Pre-sessional Course.
Introducing group assessment to improve constructive alignment: impact on teacher and student
Find out more about the impacts following ISLI’s pilot of paired Oral exams.
How ISLI’s Assessment Team created an online oral exam for the Test of English for Educational Purposes (TEEP)
This case study outlines ISLI’s process of creating a version of the Test of English for Educational Purposes (TEEP) for 1-1 online delivery.
Developing psychoeducational materials for individuals with learning disabilities
Dr Allán Laville, a.laville@reading.ac.uk, (Dean for D&I and Lecturer in Clinical Psychology) and Charlotte Field (Research Assistant and student on MSci
Developing and embedding electronic assessment overviews
Dr Allán Laville, a.laville@reading.ac.uk , Chloe Chessell and Tamara Wiehe Overview To develop our assessment practices, we created electronic assessment overviews
Electronic Management of Assessment: Creation of an e-Portfolio for PWP training programmes
Tamara Wiehe, Charlotte Allard & Hayley Scott (PWP Clinical Educators) Charlie Waller Institute; School of Psychology and Clinical Language Overview
‘How did I do?’ Finding new ways to describe the standards of foreign language performance. A follow-up project on the redesign of two marking schemes (DLC)
Rita Balestrini and Elisabeth Koenigshofer, School of Literature and Languages, r.balestrini@reading; e.koenigshofer@reading.ac.uk Overview Working in collaboration with two Final Year students,
Capturing and Developing Students’ Assessment Literacy
Hilary Harris, Maria Danos, Natthapoj Vincent Trakulphadetkrai, Stephanie Sharp, Cathy Tissot, Anna Tsakalaki, Rowena Kasprowicz – Institute of Education hilary.a.harris@reading.ac.uk
Improving assessment writing and grading skills through the use of a rubric – Dr Bolanle Adebola
Dr Bolanle Adebola is the Module Convenor and lecturer for the following modules on the LLM Programme (On campus and
An evaluation of online systems of peer assessment for group work
Cathy Hughes and Heike Bruton, Henley Business School catherine.hughes@reading.ac.uk Overview Online peer assessment systems were evaluated for their suitability in
Reviewing assessment and feedback in Part One: getting assessment and feedback right with large classes
Dr Natasha Barrett, School of Biological Sciences n.e.barrett@reading.ac.uk Year(s) of activity: 2010/11 Overview Objectives Review the quantity, type and timing
Managing transition to the MPharm Degree
Dr John Brazier, Chemistry, Food and Pharmacy j.a.brazier@reading.ac.uk Overview The MPharm degree at the University of Reading has a diverse
Engaging Diverse Learning Communities in Partnership: A Case Study Involving Professional Practice Students in Re-designing an Assessment
Lucy Hart (student – trainee PWP)- l.hart@student.reading.ac.uk Tamara Wiehe (staff – PWP Clinical Educator)- t.wiehe@reading.ac.uk Charlie Waller
Making full use of grademark in geography and environmental science – Professor Andrew Wade
Professor Andrew Wade is responsible for research in hydrology, focused on water pollution, and Undergraduate and Postgraduate Teaching, including Hydrological
Introducing online assessment in IFP modules – Dr Dawn Clarke
OBJECTIVES Colleagues within the IFP wanted to improve the student assessment experience. In particular we wanted to make the end
Using Quickmarks to enhance essay feedback in the department of English Literature – Dr Mary Morrissey
Within the department, I teach primarily in Early Modern and Old English. For more details of my teaching please see Mary Morrissey Teaching
MOVING TOWARDS E-ASSESSMENT: The Use of Electronic Submission and Grading on the Academic Skills Module – Svetlana Mazhurnaya
I have been teaching English for over 15 years. I worked on EFL courses in Russia and the UK between
ELECTRONIC FEEDBACK AND GRADING METHODS – Dr Geoff Taggart
Dr Geoff Taggart is a lecturer in the Institute of Education and Programme Director for the Early Years Practice programme
Using rubrics to transform the marking and feedback experience – Professor Will Hughes
Professor Will Hughes has extensively used rubric grids within Grademark across of all of his modules to significantly enhance student
Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 2)
Dr Madeleine Davies and Michael Lyons, School of Literature and Languages Overview The Department of English Literature (DEL) has run two student
Using grademark to write high quality feedback more rapidly in the school of law – Dr Annika Newnham
Dr Newnham is the module convenor for LLB Family Law. Her areas of interest include, Child Law, Autopoietic Theory, The
Feedback via audiofiles in the Department of English Literature – Professor Cindy Becker
Cindy Becker is the Director of Teaching and Learning for the School of Literature and Languages and also teaches in
Changing the assessment experience of professional staff in SAPD – Emily Parsons
Emily Parsons is a Senior Programme Administrator in the School of Agriculture, Policy and Development (SAPD). Online assessment has been adopted
Reflecting on change and the management of non-standard submissions in Typography – Dr Jeanne-Louise Moys
Jeanne-Louise teaches design practice, theory and research skills across a range of genres and platforms. She is the Programme Director
Pre-sessional English use of Turnitin’s online marking tool – Rob Playfair, IFP Course Tutor
OBJECTIVES I was interested in improving the efficiency of my marking, and liked the idea of having a digital record
Rethinking assessment design, to improve the student/staff experience when dealing with video submissions
Rachel Warner, School of Arts and Communication Design Rachel.Warner@pgr.reading.ac.uk Jacqueline Fairbairn, Centre for Quality Support and Development j.fairbairn@reading.ac.uk Overview Rachel
Celebrating Student Success Through Staff-Student Publication Projects
Dr Madeleine Davies, Department of English Literature m.k.davies@reading.ac.uk Overview In 2017 I replaced the exam on a Part 3 module
Engaging students in assessment design
Dr Maria Kambouri-Danos, Institute of Education m.kambouridanos@reading.ac.uk Year of activity 2016/17 Overview This entry aims to share the experience of
Independent research and research dissemination in undergraduate teaching
Dr. Ute Woelfel, Literature and Languages u.wolfel@reading.ac.uk Year of activity: 2016/17 Overview In order to improve students’ engagement, support their
Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 1)
Dr Madeleine Davies, School of Literature and Languages Overview The Department of English Literature (DEL) is organising student focus groups
Using online learning journals
Dr Nicola Abram, School of Literature and Languages n.l.abram@reading.ac.uk Overview This entry describes the use of online Learning Journals on
Using screencasts to deliver skills training: a Part One English Literature module
Dr. Nicola Abram, Literature and Languages n.l.abram@reading.ac.uk Year of activity: 2015-6 Overview This entry describes the use of screencasts to
Henley Business School staff guide to using Turnitin to aid identifying and dealing with academic misconduct when marking
Edith Rigby, Henley Business School e.rigby@henley.ac.uk Overview A review of existing University of Reading assessment advice and two staff workshops
Closing the ‘feedback loop’ using Unitu: Student uptake, usage and impact of a new online student feedback platform
Dr Emma Mayhew, Politics, Economics and International Relations e.a.mayhew@reading.ac.uk Year of activity: 2015/16 Overview PLanT funding was used to research
Game-based learning using social media
Dr Stanimira Milcheva, Henley Business School stani.milcheva@henley.reading.ac.uk Year of activity: 2015/16 Overview We designed a simple game (called the REFinGame)
E-submission, marking and feedback – Pilar Gray-Carlos
OBJECTIVES To facilitate the administrative process in submission of summative assessment To inform module convenors and language teaching fellows of
Using wikis for assessed group work in new history modules
Shirin Irvine – TEL Adviser, CQSD Overview For the academic year 2015/16, the Department of History offered a brand-new Part 1
Using quickmarks and rubrics in online assessment – Catherine Foley
Catherine Foley is a lecturer in Primary Maths Education in the Institute of Education. She is Director of the Primary
Communicating Ancient Sport
Barbara Goff School of Humanities b.e.goff@reading.ac.uk Overview In my Part 2 module ‘Ancient Sport’ I offer students a
From boning a duck to reflecting on utopia in English Literature: Using blogs in teaching, learning and assessment
Lauren McCann, Centre for Quality Support and Development l.j.mccann@reading.ac.uk Chloe Houston, School of Literature and Languages c.houston@reading.ac.uk In the 2009
The EMA Symposium: Sharing Knowledge, Good Practice, and Cake
Dr Madeleine Davies and Dr Emma Mayhew On Tuesday 22nd May 2018, over 150 colleagues from across the university gathered
THE BENEFITS OF NEW MARKS AVAILABILITY ON RISIS FOR PERSONAL TUTORING: By Dr Madeline Davies, EMA Academic, and Kat Lee (External)
The EMA Programme has delivered a new function within RISIS that allows colleagues to see their students’ sub modular marks
Involving students in the appraisal of rubrics for performance-based assessment in Foreign Languages By Dott. Rita Balestrini
Context In 2016, in the Department of Modern Languages and European Studies (DMLES), it was decided that the marking schemes
Leaner, Cleaner, Greener: How Reading’s assessment data is changing for the better:
Leaner, Cleaner, Greener: How Reading’s assessment data is changing for the better. Dr Emma Mayhew (EMA Academic Director), Dr Madeleine
Developing our Professional Track
Dr Cindy Becker, Literature and Languages l.m.becker@reading.ac.uk Year of activity: 2015-16 Overview During the summer of 2016 we applied for
LW2RPP – Research Placement Project
Dr. Stavroula Karapapa, Law s.karapapa@reading.ac.uk Overview Research Placement Project (LW2RPP) is a module developed within the School of Law that
Take-home exam
Stuart Lakin, Law s.j.lakin@reading.ac.uk Overview In a Part Two Law module, Public Law (LW2PL2), we have moved away from the
Take Home Exam by Dr Stuart Lakin, School of Law
This post has been uploaded to the T&L Exchange, and can now be found at: http://blogs.reading.ac.uk/t-and-l-exchange/take-home-exam/
Exploring value co-creation (CCV) in the Law Feedback Project at ESLTIS 2016 by Imogen Moore and Laura Bennett, School of Law
Introduction As joint staff leaders (together with Dr Nora Honkala) on the current Law Feedback Project, we recently presented a
Group work: students’ solutions to the challenges by Sonia Hood
Group work is an integral part of assessment at university but students rarely arrive equipped with the skills, experience and
Flipping the classroom in Meteorology
Dr. Andrew Charlton-Perez, School of Mathematical and Physical Sciences a.j.charlton-perez@reading.ac.uk Year of activity: 2015/16 Overview A flipped learning approach to teaching the
Using an enquiry-based learning assessed work activity to enhance assessment and feedback
Professor Paul Almond, School of Law p.j.almond@reading.ac.uk Overview A project to encourage students enrolled on a Part Three module within
Improved Neural Network assessment by staged laboratory practicals
Professor Richard Mitchell, School of Systems Engineering r.j.mitchell@reading.ac.uk Overview Adjustments were made to teaching, assessment, and feedback in a Part
Use of a modified problem-based learning approach in aphasia therapy teaching
Dr Arpita Bose, School of Psychology and Clinical Language Sciences a.bose@reading.ac.uk Year of activity: 2011/12 Overview A modified problem-based learning
Incorporating research seminar series into teaching and learning
Dr Louise Johnson, School of Biological Sciences l.j.johnson@reading.ac.uk Overview In the School of Biological Studies a module, Seminars in Biology
Teaching in a divided classroom: the impact of internationalisation and marketisation on business education
Dr John Latsis, Henley Business School j.s.latsis@henley.ac.uk Year(s) of activity: 2013-14 Overview In the postgraduate module Managing People and Organisations
Working in partnership… by Dawn Willoughby
With ever-increasing speed it seems we have reached that time of year again when teaching is finished, exam results are
Tailored formula sheets – the ‘cheat sheet’ idea by Dr Karen Ayres
About 10 years ago I was intrigued when a colleague described taking exams at an Australian university, where he was
HOT TIP: Three steps towards inclusive teaching by Dr Patricia (Paddy) Woodman
How many times have you heard people say that the Reading student population is becoming more diverse? But what do
Talking Feedback: Using video to radically change essay marking by Emma Mayhew
On this day, exactly two years ago, I sat in my study staring at Blackboard. 212 little green symbols were
Flipped learning in a team-based situation with a dash of TEL by Dr Cindy Becker
This is my new recipe for extending the academic year and helping to welcome our new students. As with any
Online peer assessment of group work tools: yes, but which one? By Heike Bruton (a TLDF project)
A short while ago I wrote the post “Group work: sure, but what about assessment? This outlines a TLDF- funded project
Coursework redesign for an integrated multidisciplinary module
Dr Mark Dallas, School of Chemistry, Food and Pharmacy m.dallas@reading.ac.uk Overview Within the School of Chemistry, Food and Pharmacy, coursework
Flipping assessment?! by Dr Karen Ayres
Like many colleagues, I have attended a number of interesting talks on the ‘flipped classroom’ approach, whereby, in a role
I-TUTOR: Intelligent Tutoring for Lifelong Learning
The University of Reading is a project partner in a prestigious project to develop a multi-agent based intelligent tutoring system to
Using technology to find low-tech solutions by Mary Morrissey
Like a lot of people, I do not consider myself particularly savvy about technology: when I find that something is
The impact of COVID upon practical classes in Part 1 chemistry – an opportunity to redevelop a core module
This article outlines the re-design, necessitated partly due to COVID-19, that was undertaken for the Part 1 chemistry module, CH1PRA, which services approximately 45 students per year.
Misconceptions About Flipped Learning
Ed Tew shares his thoughts in the final of his three posts on flipped learning.
Introducing group assessment to improve constructive alignment: impact on teacher and student
Find out more about the impacts following ISLI’s pilot of paired Oral exams.
Taking Academic Language and Literacy Courses Online
This case study outlines the process of rapidly converting the Academic English Programme (AEP) to online, and reports student feedback and reflections on the experience.
Developing Diversity and Inclusion teaching: The importance of D&I and Ethical Practice
Dr Allán Laville, Psychology and Clinical Language Sciences, a.laville@reading.ac.uk Overview In the training of Psychological Wellbeing Practitioners (PWPs), teaching must include
Using Flipped Learning to Meet the Challenges of Large Group Lectures
Find out more about how adopting a flipped classroom approach in Law helped to ensure a consistent teaching experience for large cohorts and positively impact on staff workload.
Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 2)
Dr Madeleine Davies and Michael Lyons, School of Literature and Languages Overview The Department of English Literature (DEL) has run two student
Rethinking assessment design, to improve the student/staff experience when dealing with video submissions
Rachel Warner, School of Arts and Communication Design Rachel.Warner@pgr.reading.ac.uk Jacqueline Fairbairn, Centre for Quality Support and Development j.fairbairn@reading.ac.uk Overview Rachel
Engaging students in assessment design
Dr Maria Kambouri-Danos, Institute of Education m.kambouridanos@reading.ac.uk Year of activity 2016/17 Overview This entry aims to share the experience of
Independent research and research dissemination in undergraduate teaching
Dr. Ute Woelfel, Literature and Languages u.wolfel@reading.ac.uk Year of activity: 2016/17 Overview In order to improve students’ engagement, support their
Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 1)
Dr Madeleine Davies, School of Literature and Languages Overview The Department of English Literature (DEL) is organising student focus groups
Game-based learning using social media
Dr Stanimira Milcheva, Henley Business School stani.milcheva@henley.reading.ac.uk Year of activity: 2015/16 Overview We designed a simple game (called the REFinGame)
Virtual teaching collections in Archaeology and Classics: turning artefacts into 3D models
Dr Robert Hosfield, School of Archaeology, Geography and Environmental Science r.hosfield@reading.ac.uk Year of activity: 2015/16 Lykethos Overview The project tested
Using wikis for assessed group work in new history modules
Shirin Irvine – TEL Adviser, CQSD Overview For the academic year 2015/16, the Department of History offered a brand-new Part 1
Embedding Employability Through Collaborative Curriculum Design
Find out more about how a collaborative partnership was used in Law to design the assessments within a trailblazing new module.
Refreshing Professional Practice
Find out how a professional practice module has transformed how students engage with their work in more professional, thoughtful, and meaningful ways. This has the potential to transform their marketability not only during but also following completion of their degree programme.
Increasing Engagement Through Use of Collections
Find out how introducing collections in teaching not only improved student attendance and engagement, but also resulted in different teaching methods, positive student evaluations, and longer term, the design of more dynamic and interactive modules.
Adopting a flipped classroom approach to meet the challenges of large group lectures
Amanda Millmore, School of Law, a.millmore@reading.ac.uk Overview Faced with double-teaching a cohort of 480 students (plus an additional 30 in University
Social justice – Leading attitudinal change in students
Stephanie Sharp, Lecturer, Institute of Education
Take Home Exam by Dr Stuart Lakin, School of Law
This post has been uploaded to the T&L Exchange, and can now be found at: http://blogs.reading.ac.uk/t-and-l-exchange/take-home-exam/
The impact of COVID upon practical classes in Part 1 chemistry – an opportunity to redevelop a core module
This article outlines the re-design, necessitated partly due to COVID-19, that was undertaken for the Part 1 chemistry module, CH1PRA, which services approximately 45 students per year.
Considering wellbeing within the placement module assessment
Allán Laville (Dean for D&I and Lecturer in Clinical Psychology) and Libby Adams (Research Assistant), SPCLS Overview This project aimed
Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 2)
Dr Madeleine Davies and Michael Lyons, School of Literature and Languages Overview The Department of English Literature (DEL) has run two student
Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 1)
Dr Madeleine Davies, School of Literature and Languages Overview The Department of English Literature (DEL) is organising student focus groups
Supporting the Wellbeing of Trainee Psychological Wellbeing Practitioners
This article details Will and Allan’s work aimed at providing evidence based guidance to Trainee Psychological Wellbeing Practitioners (PWPs) on the MSci Applied Psychology (Clinical) course. It contains practical advice, tools, strategies and reflections on how students can be supported to manage their wellbeing and workload over the course of their placement year.
Introducing group assessment to improve constructive alignment: impact on teacher and student
Find out more about the impacts following ISLI’s pilot of paired Oral exams.
Developing psychoeducational materials for individuals with learning disabilities
Dr Allán Laville, a.laville@reading.ac.uk, (Dean for D&I and Lecturer in Clinical Psychology) and Charlotte Field (Research Assistant and student on MSci
Developing and embedding electronic assessment overviews
Dr Allán Laville, a.laville@reading.ac.uk , Chloe Chessell and Tamara Wiehe Overview To develop our assessment practices, we created electronic assessment overviews
Developing Diversity and Inclusion teaching: The importance of D&I and Ethical Practice
Dr Allán Laville, Psychology and Clinical Language Sciences, a.laville@reading.ac.uk Overview In the training of Psychological Wellbeing Practitioners (PWPs), teaching must include
Creating screencast videos to support and engage post-graduate students
Sue Blackett – Henley Business School, 2018-19 Overview I participated in the university’s Personal Capture pilot as a Champion for
Using Flipped Learning to Meet the Challenges of Large Group Lectures
Find out more about how adopting a flipped classroom approach in Law helped to ensure a consistent teaching experience for large cohorts and positively impact on staff workload.
Using wikis for assessed group work in new history modules
Shirin Irvine – TEL Adviser, CQSD Overview For the academic year 2015/16, the Department of History offered a brand-new Part 1
Embedding Employability Through Collaborative Curriculum Design
Find out more about how a collaborative partnership was used in Law to design the assessments within a trailblazing new module.
Developing diversity and inclusion teaching: Sexuality
Dr Allán Laville School of Psychology and Clinical Language Sciences a.laville@reading.ac.uk Overview In line with the Equality Act (2010)
Communicating Ancient Sport
Barbara Goff School of Humanities b.e.goff@reading.ac.uk Overview In my Part 2 module ‘Ancient Sport’ I offer students a
Update on making Word and PowerPoint accessible: By Professor Richard Mitchell
Preamble Earlier in the year, Laura Bennett and I wrote a blog on making Word and PowerPoint accessible, which reflected
Making Word and Powerpoint accessible: By Professor Richard Mitchell and Dr Laura Bennett
Preamble Last year the University agreed a new Policy on Inclusive Practice in T&L, which is available at: http://www.reading.ac.uk/web/files/qualitysupport/Policy_on_Inclusive_Practice_in_Teaching_and_Learn.pdf. The
Supporting Diversity through Targeted Skills Development: Helping Students to Speak a New Language by Alison Fenner SFHEA (Institution Wide Language Programme, ISLI)
Context As the student population becomes increasingly international, the IWLP language class cohorts are becoming ever more diverse. It has
Social justice – Leading attitudinal change in students
Stephanie Sharp, Lecturer, Institute of Education
Building Student Resilience: THE POSTIVE MINDS PROGRAMME By Dr Paddy Woodman
In Spring 2017 the Student Success & Engagement Team partnered with Positive (and the Charlie Waller Memorial Trust (CWMT)) to
Supporting Inclusivity and Diversity in Language Teaching and Learning at the University of Reading Authored by Laura Brown, Regine Klimpfinger, Daniela Standen and Enza Siciliano Verruccio
Language learning and disability: how to avoid the ‘avoidance’? When the university disability office was approached in 2003 by a
The ‘Gender, Sexuality and Identities’ Student Forum: Including UofR students in extra-curricular platforms By Dr Madeleine Davies (Department of English Literature)
The inaugural ‘Gender, Sexuality and Identities Student Forum’ met on the first day of the summer term, launching a new
Developing practical and employability skills through an inclusive and structured placement programme by Dr Wing Man Lau and Sue Slade (MFRPS11)
Background The UK pharmacy regulator, General Pharmaceutical Council (GPhC), sets Standards for all UK Pharmacy Schools. The Standards stipulate that
How would you describe our students? By Ellie Highwood
At the Curriculum framework conference on 25th January 2017, it was a delight to present with Sed Joshi, Diversity and
Engaging Everyone – reflections on Wednesday’s D&I-themed T&L Conference – By Simon Chandler-Wilde
I was blown away by Wednesday’s teaching & learning conference “Engaging everyone: addressing the diversity and inclusion expectations of the
Fostering effective transition to university learning
Dr Ciara Healy, Arts and Communication Design c.healy@reading.ac.uk Overview This case study presents some approaches taken in the Department of
Take Home Exam by Dr Stuart Lakin, School of Law
This post has been uploaded to the T&L Exchange, and can now be found at: http://blogs.reading.ac.uk/t-and-l-exchange/take-home-exam/
Diversity and the curriculum
Dr Richard Harris, Institute of Education r.j.harris@reading.ac.uk Overview The focus of this work is on what I do and how
Diversifying a core skills module (English Literature)
Dr Nicola Abram, Literature and Languages n.l.abram@reading.ac.uk Year of activity: 2015-6 Overview This entry describes the diversification of a core
Tailored formula sheets – the ‘cheat sheet’ idea by Dr Karen Ayres
About 10 years ago I was intrigued when a colleague described taking exams at an Australian university, where he was
HOT TIP: Three steps towards inclusive teaching by Dr Patricia (Paddy) Woodman
How many times have you heard people say that the Reading student population is becoming more diverse? But what do
Can Online Learning Facilitate Meaningful Interpersonal Connection?
Shelley Harris reflects on the experience of taking Employability events online for creative writing students
Developing the use of the interactive whiteboard for initial teacher trainees (2011-12)
Catherine Foley, Institute of Education c.m.foley@reading.ac.uk Overview With interactive whiteboards becoming a well-established feature of English primary schools classrooms over
Embedding Employability Through Collaborative Curriculum Design
Find out more about how a collaborative partnership was used in Law to design the assessments within a trailblazing new module.
ArtLab
Find out more about the Art Department’s innovative art and technology facility designed to support Outreach and Widening Participation activities. This ambitious project sees students work as co-researchers with local schools integrating arts with research and uses new technologies to unlock possibilities, raise aspirations, and promote the development of new skills.
Communicating Ancient Sport
Barbara Goff School of Humanities b.e.goff@reading.ac.uk Overview In my Part 2 module ‘Ancient Sport’ I offer students a
Refreshing Professional Practice
Find out how a professional practice module has transformed how students engage with their work in more professional, thoughtful, and meaningful ways. This has the potential to transform their marketability not only during but also following completion of their degree programme.
Embedding employment in the curriculum: the MSci graduate showcase!
Tamara Wiehe School of Psychology and Clinical Language Sciences t.wiehe@reading.ac.uk Overview Students on our programme – MSci Applied
Can students and academics benefit from peer assisted learning (PAL) sessions?
Caroline Crolla, Student Success and Engagement Team, Student Services
Curriculum Framework Review in Classics
Barbara Goff, Director of Teaching and Learning, Classics b.e.goff@reading.ac.uk In the Classics department we
Co-presenting with Students at Conferences and Engaging them in the Teaching and Learning Dialogue
Dr Madeleine Davies (Department of English Literature) and Bethany Barnett-Sanders (Part 3 student, Department of English Literature) Engaging students in
Exploring different types of video cameras for use in practical classes and outreach By Dr Philippa Cranwell, Mrs Susan Mayes and Dr Jenny Eyley
A successful TLDF application in April provided us with funds to explore the use of different lapel-mounted cameras to look
Forecasting, Feedback and Self-reflection by Dr Peter Inness
Overview: Each year a group of part 2 students from Meteorology make their way across campus to the Minghella Building
Building Student Resilience: THE POSTIVE MINDS PROGRAMME By Dr Paddy Woodman
In Spring 2017 the Student Success & Engagement Team partnered with Positive (and the Charlie Waller Memorial Trust (CWMT)) to
Supporting Inclusivity and Diversity in Language Teaching and Learning at the University of Reading Authored by Laura Brown, Regine Klimpfinger, Daniela Standen and Enza Siciliano Verruccio
Language learning and disability: how to avoid the ‘avoidance’? When the university disability office was approached in 2003 by a
The Commercial Law LLM Programmes – Engaging PGT Law students as equal partners in the redesign of a core programme module with the support of a UoR T&L grant By Dr Despoina (Deni) Mantzari (School of Law)
Introduction: Students as Partners In recent years, there has been an increased appetite in higher education to explore and enhance
Our new undergraduates will be Studying Smarter! By Dr Paddy Woodman & Dr Michelle Reid
Anticipation and nervousness, with a hint of bewilderment and panic – we’ve all seen these looks on our new Part
Five ideas on how to use Chromebooks in the Classroom By Daniela Standen FHEA
As part of my quest to encourage students to learn broadly as well as encouraging them to engage with Italian
Connecting with the Curriculum Framework in student participation at academic conferences
Dr Madeleine Davies and Dr Bethany Layne, School of Literature and Languages m.k.davies@reading.ac.uk Overview This entry offers a model of
Developing practical and employability skills through an inclusive and structured placement programme by Dr Wing Man Lau and Sue Slade (MFRPS11)
Background The UK pharmacy regulator, General Pharmaceutical Council (GPhC), sets Standards for all UK Pharmacy Schools. The Standards stipulate that
How would you describe our students? By Ellie Highwood
At the Curriculum framework conference on 25th January 2017, it was a delight to present with Sed Joshi, Diversity and
Engaging Everyone – reflections on Wednesday’s D&I-themed T&L Conference – By Simon Chandler-Wilde
I was blown away by Wednesday’s teaching & learning conference “Engaging everyone: addressing the diversity and inclusion expectations of the
University Teaching Fellows – Reflecting on the community by Katja Strohfeldt
With the start of the new academic year it is always a good idea to reflect on current practices and
Development of a History Education module
Dr Elizabeth Matthew, School of Humanities e.a.e.matthew@reading.ac.uk Year of activity: 2012/13 Overview A collaborative project between the Department of History
Developing our Professional Track
Dr Cindy Becker, Literature and Languages l.m.becker@reading.ac.uk Year of activity: 2015-16 Overview During the summer of 2016 we applied for
Take-home exam
Stuart Lakin, Law s.j.lakin@reading.ac.uk Overview In a Part Two Law module, Public Law (LW2PL2), we have moved away from the
Legal Seagulls : Experience Plan for overseas students
Shweta Band, Law s.band@reading.ac.uk Year of activity: 2015-16 Overview The name ‘Legal Seagulls’ represents all overseas students in the School
Developing independent learners – a first year skills module
Professor Elizabeth Page, Chemistry, Food and Pharmacy e.m.page@reading.ac.uk Overview A series of skills based modules running through the three years
International Law Mooting
Professor James Green, Law j.a.green@reading.ac.uk Year of activity: 2007-08 Overview Since 2007, the Law School has run a Part Three
Take Home Exam by Dr Stuart Lakin, School of Law
This post has been uploaded to the T&L Exchange, and can now be found at: http://blogs.reading.ac.uk/t-and-l-exchange/take-home-exam/
Digital Performance Lab: the application of tablet technologies in the teaching of contemporary performance
Professor Lib Taylor, School of Arts and Communication Design l.j.taylor@reading.ac.uk Year of activity: 2012-13 Overview The project explored how tablet
Embedding a virtual placement and professional mentoring in an MSc module to support student employability
Dr Sarah Cardey, School of Agriculture, Policy and Development s.p.cardey@reading.ac.uk Year(s) of case study activity: 2012-13 Overview A virtual placement
Assessing the use of Technology Enhanced Learning in Higher Education: the case of trading simulation software at the ICMA Centre
Dr Ioannis Oikonomou, ICMA Centre i.oikonomou@icmacentre.ac.uk Year(s) of activity: 2013-14 Overview This project reviewed the effectiveness of the ICMA Centre’s use
Linked Academic Placements: solving a problem by Dr. Cindy Becker
In the Department of English Literature all of our Parts 2 and 3 modules are available as placement modules, allowing
Developing highly employable pharmacy graduates by Dr Samantha Weston
In an effort to rise to the challenge of increasing the employability of graduates, staff from Reading School of Pharmacy
Using Flipped Learning to Meet the Challenges of Large Group Lectures
Find out more about how adopting a flipped classroom approach in Law helped to ensure a consistent teaching experience for large cohorts and positively impact on staff workload.
Embedding Employability Through Collaborative Curriculum Design
Find out more about how a collaborative partnership was used in Law to design the assessments within a trailblazing new module.
Student-Led Audio Lecture Recording Pilot
Find out more about how student-led audio lecture recording in Law helped aid revision and reduce anxiety around exam season.
ArtLab
Find out more about the Art Department’s innovative art and technology facility designed to support Outreach and Widening Participation activities. This ambitious project sees students work as co-researchers with local schools integrating arts with research and uses new technologies to unlock possibilities, raise aspirations, and promote the development of new skills.
Refreshing Professional Practice
Find out how a professional practice module has transformed how students engage with their work in more professional, thoughtful, and meaningful ways. This has the potential to transform their marketability not only during but also following completion of their degree programme.
Increasing Engagement Through Use of Collections
Find out how introducing collections in teaching not only improved student attendance and engagement, but also resulted in different teaching methods, positive student evaluations, and longer term, the design of more dynamic and interactive modules.
‘A-level Study Boost: Unseen Poetry and the Creative Process’: an online course
Rebecca Bullard, School of Literature and Languages, r.bullard@reading.ac.uk Overview ‘A-level Study Boost: Unseen Poetry and the Creative Process’ is a two-week online
Blackboard Collaborate cross-campus tutorials as a useful tool to enhance the Part One Pharmacy student experience at the University of Reading Malaysia
Dr Darius Widera, School of Chemistry, Food and Pharmacy d.widera@reading.ac.uk Overview After a successful application to act as one of
Closing the gap! Bringing together students studying at different campuses using Blackboard Collaborate
Kate Fletcher, Sue Slade, Kevin Flint, Raj Vaiyapuri, Wee Kiat Ong, School of Chemistry, Food and Pharmacy; Pharmacy Context MPharm
What a Cultural Adventure: Moving from a Career in Industry to Academia!
Shelen W H Ho, Henley Business School, University of Reading Malaysia
Outward mobility and real world engagement
Alison Nader and Ali Nicholson, Lecturers, International Study and Language Institute
Five ideas on how to use Chromebooks in the Classroom By Daniela Standen FHEA
As part of my quest to encourage students to learn broadly as well as encouraging them to engage with Italian
Subject specific English, academic, and professional skills for NUIST students in Chemistry
Professor Elizabeth Page, School of Chemistry, Food and Pharmacy; Aaron Woodcock, International Study and Language Institute e.m.page@reading.ac.uk, a.e.w.woodcock@reading.ac.uk Overview Two
Legal Seagulls : Experience Plan for overseas students
Shweta Band, Law s.band@reading.ac.uk Year of activity: 2015-16 Overview The name ‘Legal Seagulls’ represents all overseas students in the School
Take Home Exam by Dr Stuart Lakin, School of Law
This post has been uploaded to the T&L Exchange, and can now be found at: http://blogs.reading.ac.uk/t-and-l-exchange/take-home-exam/
Teaching in a divided classroom: the impact of internationalisation and marketisation on business education
Dr John Latsis, Henley Business School j.s.latsis@henley.ac.uk Year(s) of activity: 2013-14 Overview In the postgraduate module Managing People and Organisations
The impact of COVID upon practical classes in Part 1 chemistry – an opportunity to redevelop a core module
This article outlines the re-design, necessitated partly due to COVID-19, that was undertaken for the Part 1 chemistry module, CH1PRA, which services approximately 45 students per year.
Using wikis for assessed group work in new history modules
Shirin Irvine – TEL Adviser, CQSD Overview For the academic year 2015/16, the Department of History offered a brand-new Part 1
Blending face-to-face and online to deliver group seminars
Jeremy Lelean, Staff Engagement
Social justice – Leading attitudinal change in students
Stephanie Sharp, Lecturer, Institute of Education
Connecting with the Curriculum Framework in student participation at academic conferences
Dr Madeleine Davies and Dr Bethany Layne, School of Literature and Languages m.k.davies@reading.ac.uk Overview This entry offers a model of
Improving student engagement with resources using online Reading Lists
Students engagement with recommended academic resources is key to developing a deeper understanding of their discipline and, ultimately, a more
LW2RPP – Research Placement Project
Dr. Stavroula Karapapa, Law s.karapapa@reading.ac.uk Overview Research Placement Project (LW2RPP) is a module developed within the School of Law that
Classics Special Options: research-led teaching
Dr Katherine Harloe, School of Humanities k.c.harloe@reading.ac.uk Overview All options in Classics Special Options (CLMSO) are research-led and arise directly
Constructing research methods and statistics teaching
Dr Lotte Meteyard, School of Psychology and Clinical Language Sciences l.meteyard@reading.ac.uk Overview Statistics teaching to Speech and Language Therapists within
Take-home exam
Stuart Lakin, Law s.j.lakin@reading.ac.uk Overview In a Part Two Law module, Public Law (LW2PL2), we have moved away from the
Developing independent learners – a first year skills module
Professor Elizabeth Page, Chemistry, Food and Pharmacy e.m.page@reading.ac.uk Overview A series of skills based modules running through the three years
Take Home Exam by Dr Stuart Lakin, School of Law
This post has been uploaded to the T&L Exchange, and can now be found at: http://blogs.reading.ac.uk/t-and-l-exchange/take-home-exam/
Can Online Learning Facilitate Meaningful Interpersonal Connection?
Shelley Harris reflects on the experience of taking Employability events online for creative writing students
Misconceptions About Flipped Learning
Ed Tew shares his thoughts in the final of his three posts on flipped learning.
Taking Academic Language and Literacy Courses Online
This case study outlines the process of rapidly converting the Academic English Programme (AEP) to online, and reports student feedback and reflections on the experience.
Considering wellbeing within the placement module assessment
Allán Laville (Dean for D&I and Lecturer in Clinical Psychology) and Libby Adams (Research Assistant), SPCLS Overview This project aimed
Use of personal capture to enhance the module selection process in Mathematics and Statistics
Calvin James Smith – Department of Maths & Statistics Overview We created short videos advertising the content of modules to
Developing Diversity and Inclusion teaching: The importance of D&I and Ethical Practice
Dr Allán Laville, Psychology and Clinical Language Sciences, a.laville@reading.ac.uk Overview In the training of Psychological Wellbeing Practitioners (PWPs), teaching must include
‘How did I do?’ Finding new ways to describe the standards of foreign language performance. A follow-up project on the redesign of two marking schemes (DLC)
Rita Balestrini and Elisabeth Koenigshofer, School of Literature and Languages, r.balestrini@reading; e.koenigshofer@reading.ac.uk Overview Working in collaboration with two Final Year students,
Engaging Diverse Learning Communities in Partnership: A Case Study Involving Professional Practice Students in Re-designing an Assessment
Lucy Hart (student – trainee PWP)- l.hart@student.reading.ac.uk Tamara Wiehe (staff – PWP Clinical Educator)- t.wiehe@reading.ac.uk Charlie Waller
Using personal capture to support students to learn practical theory outside of the laboratory
Dr Geraldine (Jay) Mulley – School of Biological Sciences Overview I produced four screen casts to encourage students to better
Building bridges and smoothing edges
Patrick Finnegan – School of Economics, Politics & International Relations Overview My use of the personal capture scheme was intended
It’s snow problem! Using personal capture for recording a lecture cancelled on a ‘snow day’
Adrian Aronsson-Storrier – School of Law Watch Adrian’s 5 minute video case study about how he used personal capture (the
Creating screencast videos to support and engage post-graduate students
Sue Blackett – Henley Business School, 2018-19 Overview I participated in the university’s Personal Capture pilot as a Champion for
Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 2)
Dr Madeleine Davies and Michael Lyons, School of Literature and Languages Overview The Department of English Literature (DEL) has run two student
Rethinking assessment design, to improve the student/staff experience when dealing with video submissions
Rachel Warner, School of Arts and Communication Design Rachel.Warner@pgr.reading.ac.uk Jacqueline Fairbairn, Centre for Quality Support and Development j.fairbairn@reading.ac.uk Overview Rachel
Celebrating Student Success Through Staff-Student Publication Projects
Dr Madeleine Davies, Department of English Literature m.k.davies@reading.ac.uk Overview In 2017 I replaced the exam on a Part 3 module
Engaging students in assessment design
Dr Maria Kambouri-Danos, Institute of Education m.kambouridanos@reading.ac.uk Year of activity 2016/17 Overview This entry aims to share the experience of
Independent research and research dissemination in undergraduate teaching
Dr. Ute Woelfel, Literature and Languages u.wolfel@reading.ac.uk Year of activity: 2016/17 Overview In order to improve students’ engagement, support their
Using online learning journals
Dr Nicola Abram, School of Literature and Languages n.l.abram@reading.ac.uk Overview This entry describes the use of online Learning Journals on
Using screencasts to deliver skills training: a Part One English Literature module
Dr. Nicola Abram, Literature and Languages n.l.abram@reading.ac.uk Year of activity: 2015-6 Overview This entry describes the use of screencasts to
Closing the ‘feedback loop’ using Unitu: Student uptake, usage and impact of a new online student feedback platform
Dr Emma Mayhew, Politics, Economics and International Relations e.a.mayhew@reading.ac.uk Year of activity: 2015/16 Overview PLanT funding was used to research
Game-based learning using social media
Dr Stanimira Milcheva, Henley Business School stani.milcheva@henley.reading.ac.uk Year of activity: 2015/16 Overview We designed a simple game (called the REFinGame)
Blackboard Collaborate cross-campus tutorials as a useful tool to enhance the Part One Pharmacy student experience at the University of Reading Malaysia
Dr Darius Widera, School of Chemistry, Food and Pharmacy d.widera@reading.ac.uk Overview After a successful application to act as one of
Reading University Observatory: A web-based resource for 21st century teaching and learning
Dr Andrew Gabey, School of Mathematical, Physical and Computation Sciences a.m.gabey@reading.ac.uk Year of activity: 2016/17 Overview The University’s Atmospheric Observatory
Virtual teaching collections in Archaeology and Classics: turning artefacts into 3D models
Dr Robert Hosfield, School of Archaeology, Geography and Environmental Science r.hosfield@reading.ac.uk Year of activity: 2015/16 Lykethos Overview The project tested
Flipping Earth Science practicals and the use of digital specimens
Dr Hazel McGoff, School of Archaeology, Geography and Environmental Science h.j.mcgoff@reading.ac.uk Year of activity: 2016/17 Overview This project established a
Using wikis for assessed group work in new history modules
Shirin Irvine – TEL Adviser, CQSD Overview For the academic year 2015/16, the Department of History offered a brand-new Part 1
Can students and academics benefit from peer assisted learning (PAL) sessions?
Caroline Crolla, Student Success and Engagement Team, Student Services
Curriculum Framework Review in Classics
Barbara Goff, Director of Teaching and Learning, Classics b.e.goff@reading.ac.uk In the Classics department we
University support to avoid plagiarism – Student’s perspectives
Angelique Chettiparamb and Lucy Newton, Henley Business School a.chettiparamb@reading.ac.uk; l.a.newton@henley.ac.uk Overview Four enterprising and enthusiastic students from different programmes in
Can students and academics benefit from peer assisted learning (PAL) sessions?
Caroline Crolla, Student Success and Engagement Team, Student Services c.s.crolla@reading.ac.uk Overview Peer Assisted Learning (PAL) is a globally recognised scheme
Study Even Smarter
Michelle Reid, Kim Shahabudin, and Sonia Hood, Study Advice The successful Study Smart online course will be running again for
Curriculum Framework Conference 2018
On 31 January the Meadow Suite in Park House was a-buzz with an air of anticipation as attendees at the
Redesigning postgraduate curricula on commercial law through student engaging, research-informed and multidisciplinary pathway programmes
Professor Stavroula Karapapa, School of Law s.karapapa@reading.ac.uk Overview
Forecasting, Feedback and Self-reflection by Dr Peter Inness
Overview: Each year a group of part 2 students from Meteorology make their way across campus to the Minghella Building
Involving students in the appraisal of rubrics for performance-based assessment in Foreign Languages By Dott. Rita Balestrini
Context In 2016, in the Department of Modern Languages and European Studies (DMLES), it was decided that the marking schemes
Reflections on university transition from a new staff member By Dr Alana James
I started university this year, or at least it feels like I have upon starting my new job as a
A letter to my pre-UoRM self about teaching international students By Dr Dan Jones
Dear pre-UoRM Dan (circa 2015), So, you’re looking forward to going to the University of Reading Malaysia (UoRM) soon, right?
Facilitating student reflection on learning in the Great Hall by Rev Dr Geoff Taggart
The Great Hall is the jewel in the crown of the London Rd campus and its cavernous interior gives it
Social justice – Leading attitudinal change in students
Stephanie Sharp, Lecturer, Institute of Education
A Language Teaching Community of Practice: Collaborative development of expertise and scholarship By Jackie Baines (Dept. of Classics), Rita Balestrini (MLES), Sarah Brewer (ISLI), Barbara King (IoE), Regine Klimpfinger (MLES), Congxia Li (IWLP), Sarah Marston (IoE)
Over the course of the last academic year, the idea of creating a Language Teaching Community of Practice (LT CoP)
Building Student Resilience: THE POSTIVE MINDS PROGRAMME By Dr Paddy Woodman
In Spring 2017 the Student Success & Engagement Team partnered with Positive (and the Charlie Waller Memorial Trust (CWMT)) to
Applying Flipped Learning to an IWLP Italian Stage 3 module: creating a deep learning environment By Daniela Standen FHEA
For the past four year I have incorporated Flipped Learning into my teaching. Flipped Learning started in the United States
Supporting Inclusivity and Diversity in Language Teaching and Learning at the University of Reading Authored by Laura Brown, Regine Klimpfinger, Daniela Standen and Enza Siciliano Verruccio
Language learning and disability: how to avoid the ‘avoidance’? When the university disability office was approached in 2003 by a
The Commercial Law LLM Programmes – Engaging PGT Law students as equal partners in the redesign of a core programme module with the support of a UoR T&L grant By Dr Despoina (Deni) Mantzari (School of Law)
Introduction: Students as Partners In recent years, there has been an increased appetite in higher education to explore and enhance
launch of new research network on politics in the Americas at Reading By Dr Mark Shanahan
On May 2, the Vice Chancellor of the University of Reading, Sir David Bell, will formally launch ‘The Monroe Group’
Connecting with the Curriculum Framework in student participation at academic conferences
Dr Madeleine Davies and Dr Bethany Layne, School of Literature and Languages m.k.davies@reading.ac.uk Overview This entry offers a model of
Integrating Research-Led Teaching into Law: From Visit Days to Finals – Dr Beatrice Krebs and Dr Lawrence Hill-Cawthorne, School of Law
The benefits of research-led teaching for both staff and students are well known. From the perspective of students, it encourages
Developing practical and employability skills through an inclusive and structured placement programme by Dr Wing Man Lau and Sue Slade (MFRPS11)
Background The UK pharmacy regulator, General Pharmaceutical Council (GPhC), sets Standards for all UK Pharmacy Schools. The Standards stipulate that
Legal Seagulls : Experience Plan for overseas students
Shweta Band, Law s.band@reading.ac.uk Year of activity: 2015-16 Overview The name ‘Legal Seagulls’ represents all overseas students in the School
Fostering effective transition to university learning
Dr Ciara Healy, Arts and Communication Design c.healy@reading.ac.uk Overview This case study presents some approaches taken in the Department of
International Law Mooting
Professor James Green, Law j.a.green@reading.ac.uk Year of activity: 2007-08 Overview Since 2007, the Law School has run a Part Three
Exploring value co-creation (CCV) in the Law Feedback Project at ESLTIS 2016 by Imogen Moore and Laura Bennett, School of Law
Introduction As joint staff leaders (together with Dr Nora Honkala) on the current Law Feedback Project, we recently presented a
Peer Assisted Learning: how did the PAL pilots go in 2015-16 at Reading? by Caroline Crolla
I’ve gained more knowledge regarding the module & find it easier to ask for help. (Maths PAL participant) [PAL] is
Are we doing enough for our BTEC entrants? Authored by Dr Michelle Reid (Study Advice)
Transition to university is often geared towards students from an A-level background, so are we doing enough for students with
Development of an online learning environment to enhance field trip communication
Dr Robert Jackson, School of Biological Sciences r.w.jackson@reading.ac.uk Overview An online learning environment was developed for a module, Microbiology Field
Improved Neural Network assessment by staged laboratory practicals
Professor Richard Mitchell, School of Systems Engineering r.j.mitchell@reading.ac.uk Overview Adjustments were made to teaching, assessment, and feedback in a Part
Use of a modified problem-based learning approach in aphasia therapy teaching
Dr Arpita Bose, School of Psychology and Clinical Language Sciences a.bose@reading.ac.uk Year of activity: 2011/12 Overview A modified problem-based learning
Digital Performance Lab: the application of tablet technologies in the teaching of contemporary performance
Professor Lib Taylor, School of Arts and Communication Design l.j.taylor@reading.ac.uk Year of activity: 2012-13 Overview The project explored how tablet
Incorporating research seminar series into teaching and learning
Dr Louise Johnson, School of Biological Sciences l.j.johnson@reading.ac.uk Overview In the School of Biological Studies a module, Seminars in Biology
From a traditional classroom to a flipped classroom
Dr Karsten O. Lundqvist, School of Systems Engineering k.o.lundqvist@reading.ac.uk Year(s) of activity: 2013-14 Overview A flipped classroom approach was trialed
Introducing inclusive design to our new typography students by Jeanne-Louise Moys
Breaking down Barriers has kicked off the academic year with a workshop in inclusive design with our new Part 1
Assessing the use of Technology Enhanced Learning in Higher Education: the case of trading simulation software at the ICMA Centre
Dr Ioannis Oikonomou, ICMA Centre i.oikonomou@icmacentre.ac.uk Year(s) of activity: 2013-14 Overview This project reviewed the effectiveness of the ICMA Centre’s use
Student-led Peer-assisted Learning (PAL) starts at Reading by Caroline Crolla
Readers of this blog may recall Dr Patricia (Paddy) Woodman’s “Hot tip: Student-led peer learning: a win-win for everyone” posted
Active learning methods for week intensive MSc modules
Dr Stefán Thór Smith, School of the Built Environment s.t.smith@reading.ac.uk Year(s) of case study activity: 2014-15 Overview Active learning methods
Open Access to Languages (OpAL) presented at The Twenty-second International Conference on Learning in Madrid by Enza Siciliano Verrucio and María Pilar Gray Carlos
The Twenty-second International Conference on Learning was held in Madrid on 9th-11th July 2015. It attracted over 300 delegates from
The PLanT Project and ‘Core Issues in English Language Teaching’ by Jess Fullam, Emily King, Daria Pominova and Megumi Kuranaka
PLanT stands for Partners in Learning and Teaching. The project allows students and teachers to work together in order to
Working in partnership… by Dawn Willoughby
With ever-increasing speed it seems we have reached that time of year again when teaching is finished, exam results are
Spin-Off, Remake, Pop-up: Using a Research Exhibition to Showcase Undergraduate Research on Television in FTT by Dr Simone Knox
Earlier this summer term, the Minghella Building hosted a lunchtime pop-up research exhibition under the theme of ‘Screen Relations’, which
Reading Lists at Reading: improving the student and staff experience by Kerry Webb and Helen Hathaway
The University is investing in an online reading list and digital content management system from Talis Aspire. Implementation at
HOT TIP: Student-led peer learning: a win-win for everyone by Dr Patricia (Paddy) Woodman
Student-led peer learning or peer assisted learning (PAL) is popping up in all sorts of universities up and down the
HOT TIP: Three steps towards inclusive teaching by Dr Patricia (Paddy) Woodman
How many times have you heard people say that the Reading student population is becoming more diverse? But what do
Flipped learning in a team-based situation with a dash of TEL by Dr Cindy Becker
This is my new recipe for extending the academic year and helping to welcome our new students. As with any
Facebook, iPads and ‘extreme’ microbes in Iceland by Dr Becky Thomas, Dr Alice Mauchline and Dr Rob Jackson
This post relates to activities carried out on the EU ERASMUS Intensive Programme grant awarded to University of Reading to
Challenges of Web Residency by Dr Becky Thomas
We are living in an increasingly digital world; many of our students grow up immersed in this way of life,
Advances regarding human action and learning with an inter-disciplinary research lens by Dr. Kleio Akrivou
For colleagues who may be interested in current research advances which may affect how we understand and practice learning and
Event report: Towards a Postcolonial Pedagogy: Engaging with literary representations of “race”, racism and ethnicity by Dr Nicola Abram
Background There’s a lively community of academics researching postcolonial literature, both across the UK and internationally. Many of us also
Group work: sure, but what about assessment? By Heike Bruton (a TLDF project)
Group work has many well-documented benefits for students, but it also provides considerable challenges. A frequent complaint from students is
Making American Government a social experience by Mark Shanahan
Getting young people to engage in the political process appears to be a problem all across western democracies. Politics and
Student Researchers from the department of Art to present at RAISE 2013 by Christine Ellison
As we continue to develop OSCAR the online student community in Art our students are becoming more involved and
Supporting students through personal tutor tutorials by Dr Paul Glaister, Dr Karen Ayres and Dr Calvin James Smith
With the news that the University’s personal tutorial system has been under review (Issue 2, T&L Reading), we thought it
Virtual Careers Fairs by Amanda Duggan
The Careers, Placement and Experience Centre’s investment, thanks to a grant from the Annual Fund, in a software package for
NSS success: It’s the little things?
I was asked to contribute this after the Business School scored highly in the NNS survey for Management & Business
Running Virtual Focus Groups – Investigating the Student Experience of the Academic Tutor System
Find out how, whilst in lockdown, Amanda Millmore measured the impact of the new Academic Tutor System (ATS) on students in the School of Law, capturing their experiences, both good and bad, with a view to making improvements.
Considering wellbeing within the placement module assessment
Allán Laville (Dean for D&I and Lecturer in Clinical Psychology) and Libby Adams (Research Assistant), SPCLS Overview This project aimed
Developing psychoeducational materials for individuals with learning disabilities
Dr Allán Laville, a.laville@reading.ac.uk, (Dean for D&I and Lecturer in Clinical Psychology) and Charlotte Field (Research Assistant and student on MSci
Developing and embedding electronic assessment overviews
Dr Allán Laville, a.laville@reading.ac.uk , Chloe Chessell and Tamara Wiehe Overview To develop our assessment practices, we created electronic assessment overviews
‘A-level Study Boost: Unseen Poetry and the Creative Process’: an online course
Rebecca Bullard, School of Literature and Languages, r.bullard@reading.ac.uk Overview ‘A-level Study Boost: Unseen Poetry and the Creative Process’ is a two-week online
‘How did I do?’ Finding new ways to describe the standards of foreign language performance. A follow-up project on the redesign of two marking schemes (DLC)
Rita Balestrini and Elisabeth Koenigshofer, School of Literature and Languages, r.balestrini@reading; e.koenigshofer@reading.ac.uk Overview Working in collaboration with two Final Year students,
Embedding Employability Through Collaborative Curriculum Design
Find out more about how a collaborative partnership was used in Law to design the assessments within a trailblazing new module.
Student-Led Audio Lecture Recording Pilot
Find out more about how student-led audio lecture recording in Law helped aid revision and reduce anxiety around exam season.
ArtLab
Find out more about the Art Department’s innovative art and technology facility designed to support Outreach and Widening Participation activities. This ambitious project sees students work as co-researchers with local schools integrating arts with research and uses new technologies to unlock possibilities, raise aspirations, and promote the development of new skills.
Redesigning postgraduate curricula on commercial law through student engaging, research-informed and multidisciplinary pathway programmes
Professor Stavroula Karapapa, School of Law s.karapapa@reading.ac.uk Overview
Involving students in the appraisal of rubrics for performance-based assessment in Foreign Languages By Dott. Rita Balestrini
Context In 2016, in the Department of Modern Languages and European Studies (DMLES), it was decided that the marking schemes
Organising a Peer Review Event of Synchronous Online Teaching
Read Vicky Collins approach to addressing the challenges of remote learning, student engagement and new technology within ISLI. This article details an internal peer review event on the theme of ‘Managing synchronous online teaching.
Can Online Learning Facilitate Meaningful Interpersonal Connection?
Shelley Harris reflects on the experience of taking Employability events online for creative writing students
Promoting and Tracking Student Engagement on an Online Undergraduate Pre-sessional Course
This case study outlines approaches to fostering an active learning environment on the University’s first fully online Undergraduate Pre-sessional Course.
Misconceptions About Flipped Learning
Ed Tew shares his thoughts in the final of his three posts on flipped learning.
How ISLI’s Assessment Team created an online oral exam for the Test of English for Educational Purposes (TEEP)
This case study outlines ISLI’s process of creating a version of the Test of English for Educational Purposes (TEEP) for 1-1 online delivery.
Taking Academic Language and Literacy Courses Online
This case study outlines the process of rapidly converting the Academic English Programme (AEP) to online, and reports student feedback and reflections on the experience.
Developing and embedding electronic assessment overviews
Dr Allán Laville, a.laville@reading.ac.uk , Chloe Chessell and Tamara Wiehe Overview To develop our assessment practices, we created electronic assessment overviews
‘A-level Study Boost: Unseen Poetry and the Creative Process’: an online course
Rebecca Bullard, School of Literature and Languages, r.bullard@reading.ac.uk Overview ‘A-level Study Boost: Unseen Poetry and the Creative Process’ is a two-week online
Using personal capture as a method of coaching
Ed Collins – School of Agriculture, Policy & Development Overview Personal capture software was used as a method of coaching,
Use of personal capture to enhance the module selection process in Mathematics and Statistics
Calvin James Smith – Department of Maths & Statistics Overview We created short videos advertising the content of modules to
Accessible Professional Skills Training through Personal Capture: Museums, archives, rare books and heritage sites
Dr Rhianedd Smith – University Museums & Special Collections Services Overview This project looked at creating extension videos to help
Creating screen-casts to support students with using Microsoft Excel
Gita Persand – Henley Business School Overview The main motivation for me to use personal capture was to create short videos (lasting six to seven minutes), explaining
Creating a screen-cast to support students posting to a blog
Elisabeth Koenigshofer – School of Literature & Languages Overview As part of the Personal Capture Pilot Project, I had many ideas
Creating screen-casts to enable students to catch up
Jo Stringer – Henley Business School (Real Estate & Planning) Overview I created catch-up screen-casts for the first two live
Developing Diversity and Inclusion teaching: The importance of D&I and Ethical Practice
Dr Allán Laville, Psychology and Clinical Language Sciences, a.laville@reading.ac.uk Overview In the training of Psychological Wellbeing Practitioners (PWPs), teaching must include
Electronic Management of Assessment: Creation of an e-Portfolio for PWP training programmes
Tamara Wiehe, Charlotte Allard & Hayley Scott (PWP Clinical Educators) Charlie Waller Institute; School of Psychology and Clinical Language Overview
Improving assessment writing and grading skills through the use of a rubric – Dr Bolanle Adebola
Dr Bolanle Adebola is the Module Convenor and lecturer for the following modules on the LLM Programme (On campus and
Using personal capture to support students to learn practical theory outside of the laboratory
Dr Geraldine (Jay) Mulley – School of Biological Sciences Overview I produced four screen casts to encourage students to better
Building bridges and smoothing edges
Patrick Finnegan – School of Economics, Politics & International Relations Overview My use of the personal capture scheme was intended
It’s snow problem! Using personal capture for recording a lecture cancelled on a ‘snow day’
Adrian Aronsson-Storrier – School of Law Watch Adrian’s 5 minute video case study about how he used personal capture (the
Creating screencast videos to support and engage post-graduate students
Sue Blackett – Henley Business School, 2018-19 Overview I participated in the university’s Personal Capture pilot as a Champion for
Using Flipped Learning to Meet the Challenges of Large Group Lectures
Find out more about how adopting a flipped classroom approach in Law helped to ensure a consistent teaching experience for large cohorts and positively impact on staff workload.
Making full use of grademark in geography and environmental science – Professor Andrew Wade
Professor Andrew Wade is responsible for research in hydrology, focused on water pollution, and Undergraduate and Postgraduate Teaching, including Hydrological
Introducing online assessment in IFP modules – Dr Dawn Clarke
OBJECTIVES Colleagues within the IFP wanted to improve the student assessment experience. In particular we wanted to make the end
Using Quickmarks to enhance essay feedback in the department of English Literature – Dr Mary Morrissey
Within the department, I teach primarily in Early Modern and Old English. For more details of my teaching please see Mary Morrissey Teaching
MOVING TOWARDS E-ASSESSMENT: The Use of Electronic Submission and Grading on the Academic Skills Module – Svetlana Mazhurnaya
I have been teaching English for over 15 years. I worked on EFL courses in Russia and the UK between
ELECTRONIC FEEDBACK AND GRADING METHODS – Dr Geoff Taggart
Dr Geoff Taggart is a lecturer in the Institute of Education and Programme Director for the Early Years Practice programme
Using rubrics to transform the marking and feedback experience – Professor Will Hughes
Professor Will Hughes has extensively used rubric grids within Grademark across of all of his modules to significantly enhance student
Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 2)
Dr Madeleine Davies and Michael Lyons, School of Literature and Languages Overview The Department of English Literature (DEL) has run two student
Using grademark to write high quality feedback more rapidly in the school of law – Dr Annika Newnham
Dr Newnham is the module convenor for LLB Family Law. Her areas of interest include, Child Law, Autopoietic Theory, The
Feedback via audiofiles in the Department of English Literature – Professor Cindy Becker
Cindy Becker is the Director of Teaching and Learning for the School of Literature and Languages and also teaches in
Changing the assessment experience of professional staff in SAPD – Emily Parsons
Emily Parsons is a Senior Programme Administrator in the School of Agriculture, Policy and Development (SAPD). Online assessment has been adopted
Reflecting on change and the management of non-standard submissions in Typography – Dr Jeanne-Louise Moys
Jeanne-Louise teaches design practice, theory and research skills across a range of genres and platforms. She is the Programme Director
Pre-sessional English use of Turnitin’s online marking tool – Rob Playfair, IFP Course Tutor
OBJECTIVES I was interested in improving the efficiency of my marking, and liked the idea of having a digital record
Rethinking assessment design, to improve the student/staff experience when dealing with video submissions
Rachel Warner, School of Arts and Communication Design Rachel.Warner@pgr.reading.ac.uk Jacqueline Fairbairn, Centre for Quality Support and Development j.fairbairn@reading.ac.uk Overview Rachel
Celebrating Student Success Through Staff-Student Publication Projects
Dr Madeleine Davies, Department of English Literature m.k.davies@reading.ac.uk Overview In 2017 I replaced the exam on a Part 3 module
Engaging students in assessment design
Dr Maria Kambouri-Danos, Institute of Education m.kambouridanos@reading.ac.uk Year of activity 2016/17 Overview This entry aims to share the experience of
Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 1)
Dr Madeleine Davies, School of Literature and Languages Overview The Department of English Literature (DEL) is organising student focus groups
Using online learning journals
Dr Nicola Abram, School of Literature and Languages n.l.abram@reading.ac.uk Overview This entry describes the use of online Learning Journals on
Using screencasts to deliver skills training: a Part One English Literature module
Dr. Nicola Abram, Literature and Languages n.l.abram@reading.ac.uk Year of activity: 2015-6 Overview This entry describes the use of screencasts to
Henley Business School staff guide to using Turnitin to aid identifying and dealing with academic misconduct when marking
Edith Rigby, Henley Business School e.rigby@henley.ac.uk Overview A review of existing University of Reading assessment advice and two staff workshops
Closing the ‘feedback loop’ using Unitu: Student uptake, usage and impact of a new online student feedback platform
Dr Emma Mayhew, Politics, Economics and International Relations e.a.mayhew@reading.ac.uk Year of activity: 2015/16 Overview PLanT funding was used to research
Game-based learning using social media
Dr Stanimira Milcheva, Henley Business School stani.milcheva@henley.reading.ac.uk Year of activity: 2015/16 Overview We designed a simple game (called the REFinGame)
Blackboard Collaborate cross-campus tutorials as a useful tool to enhance the Part One Pharmacy student experience at the University of Reading Malaysia
Dr Darius Widera, School of Chemistry, Food and Pharmacy d.widera@reading.ac.uk Overview After a successful application to act as one of
E-submission, marking and feedback – Pilar Gray-Carlos
OBJECTIVES To facilitate the administrative process in submission of summative assessment To inform module convenors and language teaching fellows of
Reading University Observatory: A web-based resource for 21st century teaching and learning
Dr Andrew Gabey, School of Mathematical, Physical and Computation Sciences a.m.gabey@reading.ac.uk Year of activity: 2016/17 Overview The University’s Atmospheric Observatory
Virtual teaching collections in Archaeology and Classics: turning artefacts into 3D models
Dr Robert Hosfield, School of Archaeology, Geography and Environmental Science r.hosfield@reading.ac.uk Year of activity: 2015/16 Lykethos Overview The project tested
Flipping Earth Science practicals and the use of digital specimens
Dr Hazel McGoff, School of Archaeology, Geography and Environmental Science h.j.mcgoff@reading.ac.uk Year of activity: 2016/17 Overview This project established a
Using wikis for assessed group work in new history modules
Shirin Irvine – TEL Adviser, CQSD Overview For the academic year 2015/16, the Department of History offered a brand-new Part 1
Using quickmarks and rubrics in online assessment – Catherine Foley
Catherine Foley is a lecturer in Primary Maths Education in the Institute of Education. She is Director of the Primary
Student-Led Audio Lecture Recording Pilot
Find out more about how student-led audio lecture recording in Law helped aid revision and reduce anxiety around exam season.
From boning a duck to reflecting on utopia in English Literature: Using blogs in teaching, learning and assessment
Lauren McCann, Centre for Quality Support and Development l.j.mccann@reading.ac.uk Chloe Houston, School of Literature and Languages c.houston@reading.ac.uk In the 2009
Blending face-to-face and online to deliver group seminars
Jeremy Lelean, Staff Engagement
Engaging students in online careers events using Blackboard Collaborate
Daniel Kiernan & Graham Philpott, Henley Business School
Closing the gap! Bringing together students studying at different campuses using Blackboard Collaborate
Kate Fletcher, Sue Slade, Kevin Flint, Raj Vaiyapuri, Wee Kiat Ong, School of Chemistry, Food and Pharmacy; Pharmacy Context MPharm
Using Blackboard Collaborate for small group tutorials with distance learning students
Adrian Aronsson-Storrier, School of Law
Adopting a flipped classroom approach to meet the challenges of large group lectures
Amanda Millmore, School of Law, a.millmore@reading.ac.uk Overview Faced with double-teaching a cohort of 480 students (plus an additional 30 in University
Study Even Smarter
Michelle Reid, Kim Shahabudin, and Sonia Hood, Study Advice The successful Study Smart online course will be running again for
How pre-sessional English has develop the use of Turnitin, submission, marking and feedback to support students’ essay and exam writing.
Jonathan Smith is the School Director for Technology Enhanced Learning in ISLI (International Study and Language Institute). He is also
Collaborating across the country (and beyond) with Collaborate by Dr Mark Shanahan
10 Days before the US election, almost 40 students and four academics from across England came together to debate the
Development of an online learning environment to enhance field trip communication
Dr Robert Jackson, School of Biological Sciences r.w.jackson@reading.ac.uk Overview An online learning environment was developed for a module, Microbiology Field
Digital Performance Lab: the application of tablet technologies in the teaching of contemporary performance
Professor Lib Taylor, School of Arts and Communication Design l.j.taylor@reading.ac.uk Year of activity: 2012-13 Overview The project explored how tablet
Whiteknights biodiversity monitoring: building an app to collate long-term monitoring data of campus wildlife
Dr. Alice Mauchline, School of Agriculture, Policy and Development; Dr Alastair Culham, School of Biological Sciences; Dr Karsten Lundqvist, School
From a traditional classroom to a flipped classroom
Dr Karsten O. Lundqvist, School of Systems Engineering k.o.lundqvist@reading.ac.uk Year(s) of activity: 2013-14 Overview A flipped classroom approach was trialed
Assessing the use of Technology Enhanced Learning in Higher Education: the case of trading simulation software at the ICMA Centre
Dr Ioannis Oikonomou, ICMA Centre i.oikonomou@icmacentre.ac.uk Year(s) of activity: 2013-14 Overview This project reviewed the effectiveness of the ICMA Centre’s use
Incorporating digital modelling into teaching and learning: Digital Silchester
Dr Matthew Nicholls, School of Humanities m.c.nicholls@reading.ac.uk Year(s) of activity: 2012-3 Overview Following on from the success of the Virtual
Using technology to find low-tech solutions by Mary Morrissey
Like a lot of people, I do not consider myself particularly savvy about technology: when I find that something is
Curriculum Framework Review in Classics
Barbara Goff, Director of Teaching and Learning, Classics b.e.goff@reading.ac.uk In the Classics department we
Implementing the Curriculum Framework – how can the Library help?
Karen Drury, Liaison Librarian for Art, Typography and Graphic Communication, and Management Dr Kim Shahabudin, Study Adviser Kerry Webb, Associate
Update on making Word and PowerPoint accessible: By Professor Richard Mitchell
Preamble Earlier in the year, Laura Bennett and I wrote a blog on making Word and PowerPoint accessible, which reflected
Attention Workshop
Florian Roithmayr, School of Art and Communication Design f.roithmayr@reading.ac.uk Overview The two-day workshop
What a Cultural Adventure: Moving from a Career in Industry to Academia!
Shelen W H Ho, Henley Business School, University of Reading Malaysia
Group work in Computer Science
Richard Mitchell and Pat Parslow, Department of Computer Science
Study Even Smarter
Michelle Reid, Kim Shahabudin, and Sonia Hood, Study Advice The successful Study Smart online course will be running again for
Promoting Research in Teacher Education
Nasreen Majid, Institute of Education, n.majid@reading.ac.uk All students on the BA Primary Education (QTS) programme develop a piece of research,
The EMA Symposium: Sharing Knowledge, Good Practice, and Cake
Dr Madeleine Davies and Dr Emma Mayhew On Tuesday 22nd May 2018, over 150 colleagues from across the university gathered
Co-presenting with Students at Conferences and Engaging them in the Teaching and Learning Dialogue
Dr Madeleine Davies (Department of English Literature) and Bethany Barnett-Sanders (Part 3 student, Department of English Literature) Engaging students in
Making Word and Powerpoint accessible: By Professor Richard Mitchell and Dr Laura Bennett
Preamble Last year the University agreed a new Policy on Inclusive Practice in T&L, which is available at: http://www.reading.ac.uk/web/files/qualitysupport/Policy_on_Inclusive_Practice_in_Teaching_and_Learn.pdf. The
Curriculum review in practice Aligning to the Curriculum Framework – first steps started By: Jeanne-Louise Moys, Rob Banham, James Lloyd
We’re all hearing about the University’s new Curriculum Framework in meetings and training. But how do we start to put
Curriculum Framework Conference 2018
On 31 January the Meadow Suite in Park House was a-buzz with an air of anticipation as attendees at the
How pre-sessional English has develop the use of Turnitin, submission, marking and feedback to support students’ essay and exam writing.
Jonathan Smith is the School Director for Technology Enhanced Learning in ISLI (International Study and Language Institute). He is also
THE BENEFITS OF NEW MARKS AVAILABILITY ON RISIS FOR PERSONAL TUTORING: By Dr Madeline Davies, EMA Academic, and Kat Lee (External)
The EMA Programme has delivered a new function within RISIS that allows colleagues to see their students’ sub modular marks
Exploring different types of video cameras for use in practical classes and outreach By Dr Philippa Cranwell, Mrs Susan Mayes and Dr Jenny Eyley
A successful TLDF application in April provided us with funds to explore the use of different lapel-mounted cameras to look
Launching the FLAIR CPD scheme at the University of Reading Malaysia – By Dr Eileen Hyder
One of the highlights of 2017 for me was launching the FLAIR CPD scheme at the University of Reading Malaysia.
Forecasting, Feedback and Self-reflection by Dr Peter Inness
Overview: Each year a group of part 2 students from Meteorology make their way across campus to the Minghella Building
Supporting Diversity through Targeted Skills Development: Helping Students to Speak a New Language by Alison Fenner SFHEA (Institution Wide Language Programme, ISLI)
Context As the student population becomes increasingly international, the IWLP language class cohorts are becoming ever more diverse. It has
Involving students in the appraisal of rubrics for performance-based assessment in Foreign Languages By Dott. Rita Balestrini
Context In 2016, in the Department of Modern Languages and European Studies (DMLES), it was decided that the marking schemes
AN ‘APPY CHRISTMAS IN AGRICULTURE: SHARING OUR TEACHING AND LEARNING EXPERIENCES By Dr Alice Mauchline & Prof Julian Park
During December 2016, we had the chance to share our teaching and learning experiences here at the University of Reading
Reflections on university transition from a new staff member By Dr Alana James
I started university this year, or at least it feels like I have upon starting my new job as a
A letter to my pre-UoRM self about teaching international students By Dr Dan Jones
Dear pre-UoRM Dan (circa 2015), So, you’re looking forward to going to the University of Reading Malaysia (UoRM) soon, right?
Facilitating student reflection on learning in the Great Hall by Rev Dr Geoff Taggart
The Great Hall is the jewel in the crown of the London Rd campus and its cavernous interior gives it
What are the benefits of Study Smart? A student perspective By Tom Wise (Part 3, Psychological Theory and Practice)
Being a student mentor for the Study Smart online course for Part 1 undergraduates has offered me an opportunity for
A Language Teaching Community of Practice: Collaborative development of expertise and scholarship By Jackie Baines (Dept. of Classics), Rita Balestrini (MLES), Sarah Brewer (ISLI), Barbara King (IoE), Regine Klimpfinger (MLES), Congxia Li (IWLP), Sarah Marston (IoE)
Over the course of the last academic year, the idea of creating a Language Teaching Community of Practice (LT CoP)
Launch of the Large Class Education Toolkit By Dr Katja Strohfeldt
With the start of the new term most of us will focus once again on one thing: How can we
Building Student Resilience: THE POSTIVE MINDS PROGRAMME By Dr Paddy Woodman
In Spring 2017 the Student Success & Engagement Team partnered with Positive (and the Charlie Waller Memorial Trust (CWMT)) to
Leaner, Cleaner, Greener: How Reading’s assessment data is changing for the better:
Leaner, Cleaner, Greener: How Reading’s assessment data is changing for the better. Dr Emma Mayhew (EMA Academic Director), Dr Madeleine
Applying Flipped Learning to an IWLP Italian Stage 3 module: creating a deep learning environment By Daniela Standen FHEA
For the past four year I have incorporated Flipped Learning into my teaching. Flipped Learning started in the United States
Supporting Inclusivity and Diversity in Language Teaching and Learning at the University of Reading Authored by Laura Brown, Regine Klimpfinger, Daniela Standen and Enza Siciliano Verruccio
Language learning and disability: how to avoid the ‘avoidance’? When the university disability office was approached in 2003 by a
The Commercial Law LLM Programmes – Engaging PGT Law students as equal partners in the redesign of a core programme module with the support of a UoR T&L grant By Dr Despoina (Deni) Mantzari (School of Law)
Introduction: Students as Partners In recent years, there has been an increased appetite in higher education to explore and enhance
Our new undergraduates will be Studying Smarter! By Dr Paddy Woodman & Dr Michelle Reid
Anticipation and nervousness, with a hint of bewilderment and panic – we’ve all seen these looks on our new Part
launch of new research network on politics in the Americas at Reading By Dr Mark Shanahan
On May 2, the Vice Chancellor of the University of Reading, Sir David Bell, will formally launch ‘The Monroe Group’
The ‘Gender, Sexuality and Identities’ Student Forum: Including UofR students in extra-curricular platforms By Dr Madeleine Davies (Department of English Literature)
The inaugural ‘Gender, Sexuality and Identities Student Forum’ met on the first day of the summer term, launching a new
Five ideas on how to use Chromebooks in the Classroom By Daniela Standen FHEA
As part of my quest to encourage students to learn broadly as well as encouraging them to engage with Italian
Integrating Research-Led Teaching into Law: From Visit Days to Finals – Dr Beatrice Krebs and Dr Lawrence Hill-Cawthorne, School of Law
The benefits of research-led teaching for both staff and students are well known. From the perspective of students, it encourages
Success Breeds Success: In Praise of FLAIR By Dr Madeleine Davies, Department of English Literature (SLL)
Reluctance My application to the HEA through the FLAIR Scheme was a task I deferred for as long as possible.
Developing practical and employability skills through an inclusive and structured placement programme by Dr Wing Man Lau and Sue Slade (MFRPS11)
Background The UK pharmacy regulator, General Pharmaceutical Council (GPhC), sets Standards for all UK Pharmacy Schools. The Standards stipulate that
RESILIENCE: THE ROUTE TO SUCCESS By Dr Madeleine Davies
A Collaborative Initiative between Dr Madeleine Davies (Department of English Literature), Dr Ute Wolfel (Department of Modern European Languages), Dr
Working collaboratively with students to design lectures the way they want them – By Dr Wing Man Lau
Have you ever had to deliver lecture materials so cognitively challenging and dull at the same time, that your students
How would you describe our students? By Ellie Highwood
At the Curriculum framework conference on 25th January 2017, it was a delight to present with Sed Joshi, Diversity and
Engaging Everyone – reflections on Wednesday’s D&I-themed T&L Conference – By Simon Chandler-Wilde
I was blown away by Wednesday’s teaching & learning conference “Engaging everyone: addressing the diversity and inclusion expectations of the
Reading Academy at NUIST: busy colleagues undertake staff development By Angela Buckingham (Academic Developer)
On a chilly week mid-November, Clare McCullagh and Angela Buckingham headed out of Heathrow to fly fifteen hours east to
University Teaching Fellows aim to raise internal profile of T&L with PVC support, By Dr Katja Strohfeldt-Venables
On the 10th November the University Teaching Fellows (UTFs) came together for their termly Community of Practice meeting. As chair
Collaborating across the country (and beyond) with Collaborate by Dr Mark Shanahan
10 Days before the US election, almost 40 students and four academics from across England came together to debate the
Actively using the Student Charter with your tutees By Helen Bilton and Michelle Reid
Student Charter ActivitiesStudent Charter ActivitiesHave you heard of the University of Reading Student Charter? Have you used the Student Charter
Supporting Diversity through Targeted Skills Development: Helping Students to Speak a New Language by Alison Fenner SFHEA (Institution Wide Language Programme, ISLI)
Context As the student population becomes increasingly international, the IWLP language class cohorts are becoming ever more diverse. It has
InFormal Reflections by Amanda Fava-Verde, Mark Peace, Aaron Woodcock and Mariama Sheriff (ISLI)
Introduction In July this year, four members of teaching staff from the International Study and Language Institute (ISLI) headed up
It’s time! Viva Day – By Heike Bruton, Research Assistant and PhD Researcher
There can’t be many more nerve-wracking oral exams than the PhD viva. A several-year build-up –and then… what? To give
Improving student engagement with resources using online Reading Lists
Students engagement with recommended academic resources is key to developing a deeper understanding of their discipline and, ultimately, a more
University Teaching Fellows – Reflecting on the community by Katja Strohfeldt
With the start of the new academic year it is always a good idea to reflect on current practices and
“Does size matter” or “how large is large”? by Katja Strohfeldt
Teaching of large cohort sizes is becoming more and more prominent at Universities. Many colleagues will have experienced this and
Take Home Exam by Dr Stuart Lakin, School of Law
This post has been uploaded to the T&L Exchange, and can now be found at: http://blogs.reading.ac.uk/t-and-l-exchange/take-home-exam/
Exploring value co-creation (CCV) in the Law Feedback Project at ESLTIS 2016 by Imogen Moore and Laura Bennett, School of Law
Introduction As joint staff leaders (together with Dr Nora Honkala) on the current Law Feedback Project, we recently presented a
Group work: students’ solutions to the challenges by Sonia Hood
Group work is an integral part of assessment at university but students rarely arrive equipped with the skills, experience and
The Power of Collaboration: Reflections on St Andrews EAP conference by Bruce Howell & Aaron Woodcock (ISLI)
In February 2016, we presented at a one-day English for Academic Purposes (EAP) conference at St Andrews University, showcasing Reading’s
Peer Assisted Learning: how did the PAL pilots go in 2015-16 at Reading? by Caroline Crolla
I’ve gained more knowledge regarding the module & find it easier to ask for help. (Maths PAL participant) [PAL] is
Are we doing enough for our BTEC entrants? Authored by Dr Michelle Reid (Study Advice)
Transition to university is often geared towards students from an A-level background, so are we doing enough for students with
A welcome website for the newborn National Network of Teaching-Focussed Academics by Rita Balestrini and Chiara Cirillo
The Teaching-Focussed Academic Staff Network, whose inaugural conference was hosted by the University of Durham on 16th and 17th July,
University Teaching Fellows – A Growing Community by Helen Hathaway
As the new academic year starts it seems a good time to focus on the Community of Practice of University
Introducing inclusive design to our new typography students by Jeanne-Louise Moys
Breaking down Barriers has kicked off the academic year with a workshop in inclusive design with our new Part 1
Deepening Reflective Inquiry in Higher Education by Dr Geoff Taggart
Consider these classroom examples. In an architecture class, students are invited to spend time examining natural materials they have found
Student-led Peer-assisted Learning (PAL) starts at Reading by Caroline Crolla
Readers of this blog may recall Dr Patricia (Paddy) Woodman’s “Hot tip: Student-led peer learning: a win-win for everyone” posted
Open Access to Languages (OpAL) presented at The Twenty-second International Conference on Learning in Madrid by Enza Siciliano Verrucio and María Pilar Gray Carlos
The Twenty-second International Conference on Learning was held in Madrid on 9th-11th July 2015. It attracted over 300 delegates from
The PLanT Project and ‘Core Issues in English Language Teaching’ by Jess Fullam, Emily King, Daria Pominova and Megumi Kuranaka
PLanT stands for Partners in Learning and Teaching. The project allows students and teachers to work together in order to
How online reading lists can help academic, information and digital literacy development. By Dr Kim Shahabudin, Kerry Webb and Helen Hathaway
Online reading list systems can be seen as an easy win for the lazy student: ‘spoon-feeding’ them with the sources
Internationalization: Assessing the Impact on Students By Dr Philippa Cranwell and Dr Elizabeth Page
In Autumn 2014, the Department of Chemistry welcomed their first cohort of final year students studying for the [3+1] BSc
Interactive Web Pages help make MOOC a success by Dr Richard Mitchell
On June 15th, Begin Robotics began – the second massive open online course (MOOC) from Systems Engineering running on the
Working in partnership… by Dawn Willoughby
With ever-increasing speed it seems we have reached that time of year again when teaching is finished, exam results are
Education online en-masse: Lessons for teaching and learning through MOOCs by Clare Wright, Clare Furneaux and Liz Wilding
On 24 April, 2015: 40 academic educators from 19 institutions came together to discuss key issues in MOOC design and
PLanT Project: TypoResources by Peter Loveland, Melissa Towriss, Hannah Tollett
Intro URL: http://peterloveland.com/development/plant/ The PLanT project is a University funded programme that is designed to get students involved with the design
Spin-Off, Remake, Pop-up: Using a Research Exhibition to Showcase Undergraduate Research on Television in FTT by Dr Simone Knox
Earlier this summer term, the Minghella Building hosted a lunchtime pop-up research exhibition under the theme of ‘Screen Relations’, which
Mind the skills gap: auditing and embedding information literacy skills development across the curriculum by Jackie Skinner and Helen Hathaway
Academic staff acting as Library Representatives for their school or department, other teaching and learning experts, and Library staff came together over lunch
Tailored formula sheets – the ‘cheat sheet’ idea by Dr Karen Ayres
About 10 years ago I was intrigued when a colleague described taking exams at an Australian university, where he was
Reading Lists at Reading: improving the student and staff experience by Kerry Webb and Helen Hathaway
The University is investing in an online reading list and digital content management system from Talis Aspire. Implementation at
10th LLAS e-Learning Symposium: looking back and looking forward on technology enhanced learning for languages by Pilar Gray-Carlos
LLAS (Subject Centre for Languages, Linguistics and Area Studies) recently celebrated the 10th anniversary of the annual e-Learning Symposium at
HOT TIP: Student-led peer learning: a win-win for everyone by Dr Patricia (Paddy) Woodman
Student-led peer learning or peer assisted learning (PAL) is popping up in all sorts of universities up and down the
HOT TIP: Three steps towards inclusive teaching by Dr Patricia (Paddy) Woodman
How many times have you heard people say that the Reading student population is becoming more diverse? But what do
Talking Feedback: Using video to radically change essay marking by Emma Mayhew
On this day, exactly two years ago, I sat in my study staring at Blackboard. 212 little green symbols were
HOT TIP: What do we know about the ‘attainment gap’ between Black and minority ethnic students and white students at the University of Reading by Dr Paddy Woodman
This is not a topic that has had much airing within the University and so it may not be well
Goodbye Word; hello floating islands, dolphins and rainbows by Dr Emma Mayhew
So you’re a lecturer at Reading and you find yourself going over and over information in handbooks, course outlines, books
Flipped learning in a team-based situation with a dash of TEL by Dr Cindy Becker
This is my new recipe for extending the academic year and helping to welcome our new students. As with any
Are you interested in biological recording & monitoring with your students? By Dr Alice Mauchline
The University of Reading now has ‘KiteSite’ – a free, bespoke mobile app for biodiversity recording on the Whiteknights campus.
HOT TIP: What is the number one factor behind student success? By Dr Patricia (Paddy) Woodman
There are many things that spring to mind as influencing student success, but did you know that research carried out
Online peer assessment of group work tools: yes, but which one? By Heike Bruton (a TLDF project)
A short while ago I wrote the post “Group work: sure, but what about assessment? This outlines a TLDF- funded project
Croissants and Coffee: Engaging students and building a sense of community in the Department of Politics by Emma Mayhew
Last year I wrote all about the pedagogical value of cake in my seminars. This year I want to extend
Facebook, iPads and ‘extreme’ microbes in Iceland by Dr Becky Thomas, Dr Alice Mauchline and Dr Rob Jackson
This post relates to activities carried out on the EU ERASMUS Intensive Programme grant awarded to University of Reading to
Delivering the APP in Malaysia by Clare McCullagh
I’ve just returned from a visit to the University of Reading Malaysia where I was delivering the first half of
Challenges of Web Residency by Dr Becky Thomas
We are living in an increasingly digital world; many of our students grow up immersed in this way of life,
Day one of the APP workshop at University of Reading Malaysia by Dr Samantha Weston
Today in Johor Bahru, academic staff from University of Reading Malaysia embarked upon Day 1 of the first module of
Advances regarding human action and learning with an inter-disciplinary research lens by Dr. Kleio Akrivou
For colleagues who may be interested in current research advances which may affect how we understand and practice learning and
TLDF-funded project gets off to a flying start… by Dr Cindy Becker
The GRASS (Generating Resources and Access to Screen capture Software) project aims to enable, enhance and support access to screen
Inter-disciplinary Research Applied Ethics, Economic History and Social and Moral Psychology by Dr Kleio Akrivou
Dear Colleagues of this University, I thought it may be worthwhile sharing via our blog the news on an exciting
Inaugural Writer’s Retreat for finding your FLAIR by Dr Sam Weston
On 4th June at London Road, CQSD ran their first writing retreat for UoR staff embarking on the pilot FLAIR
The evolution of bioscience horizons, an international student journal by Professor Julian Park
Given the focus on the research-teaching nexus within the University at present I thought it would be useful to post
Multiple identities – student or teacher? by Catherine Foley
Background Students on the BA (QTS) in Primary Education juggle conflicting roles right from the beginning of their programme. On
Event report: Towards a Postcolonial Pedagogy: Engaging with literary representations of “race”, racism and ethnicity by Dr Nicola Abram
Background There’s a lively community of academics researching postcolonial literature, both across the UK and internationally. Many of us also
Group work: sure, but what about assessment? By Heike Bruton (a TLDF project)
Group work has many well-documented benefits for students, but it also provides considerable challenges. A frequent complaint from students is
Towards a Postcolonial Pedagogy by Dr Nicola Abram
Engaging with literary representations of ‘race’, racism and ethnicity This workshop offers university teachers of literature a forum to reflect
Engaging large student lecture groups using Facebook by Dr Alastair Culham
Facebook can be a distraction to learning but it can also be an aid. I believe strongly that lecturers should
Flipping assessment?! by Dr Karen Ayres
Like many colleagues, I have attended a number of interesting talks on the ‘flipped classroom’ approach, whereby, in a role
Linked Academic Placements: solving a problem by Dr. Cindy Becker
In the Department of English Literature all of our Parts 2 and 3 modules are available as placement modules, allowing
Making American Government a social experience by Mark Shanahan
Getting young people to engage in the political process appears to be a problem all across western democracies. Politics and
Creating a campus biodiversity recording app by Dr Alice Mauchline
There is an on-going multi-disciplinary, student-led project at the University of Reading to create an app for recording biodiversity sightings
Making Screencasts: It’s enormously fun and rewarding! by Dr Emma Mayhew
Have you ever wondered if students actually read their handbooks? Many probably don’t get all the way to the end
Developing highly employable pharmacy graduates by Dr Samantha Weston
In an effort to rise to the challenge of increasing the employability of graduates, staff from Reading School of Pharmacy
Preparation for phonetic transcription: an exercise in student engagement by Professor Jane Setter
As a recipient of funding under the PLanT (Partnerships in Learning and Teaching) scheme (PLANT Projects Scheme), I am delighted
Seneca on Higher Education in the Arts and Humanities by Professor Peter Kruschwitz
Seneca the Younger (4 B.C. – A.D. 65) was a famous Roman statesman and stoic philosopher. As the young Nero’s
Chemistry Education Research: Conference Reflections by Dr David Nutt
I was thrilled to be heading to the Gordon Research Conference on ‘Chemical Education Research and Practice’ in Newport, Rhode
Fabulous Plagiarism by Professor Peter Kruschwitz
Niccolò Perotti, the Italian humanist, preserved a collection of fables ascribed to the ancient Roman fabulist Phaedrus. This collection, commonly
Moving forward with Technology Enhanced Learning at the University of Reading… by Vicki Holmes
The Digital Development Forum in July was an ideal opportunity to begin sharing some of the thinking and planning around
Developing students’ academic skills online: the Library’s ‘Info tips’ by Erika Delbecque
Library Info tips have been a feature of our website since 2009 but how well-known and used are they? Which
Enhancing student engagement through T&L seminars by Dr Karen Ayres
Many of us enjoy attending the University’s T&L Showcase Series of seminars, as not only do these events give an
Supporting Postgraduate Study by Dr Cathy Tissot and Dr Carol Fuller
At an away day prior to our Periodic Review, staff had an opportunity to have some creative dialogue around how
QGIS: A new option for GIS teaching by Dr Alan Howard
The use of the free open source GIS package “Quantum GIS (QGIS)” is increasing slowly but steadily and for many
MOOCs and quality – a report from a day conference in London by Dr Matthew Nicholls
I recently attended this QAA event on MOOCS in London for the University. Speakers included David Willetts, the Minister for
Teaching students how to use references: a speaker and a ‘toolkit’ by Dr Kim Shahabudin, Helen Hathaway, Clare Nukui, Dr Liz Wilding
On Wed 5 June, rather too many people crammed into rather too warm a room to hear about where we
Institute of Education promotes student-staff partnerships in learning and teaching by Dr Eileen Hyder
The academic year 2012-13 has been a dynamic time for the SSLC of the BA Ed programme. In response to
Teaching and Learning in the School of Humanities. The Department of Classics showcases the Third-Year Module ‘Digital Silchester’ (CL3SIL). Interview held by Dr Rebecca Rist (School Director of Teaching and Learning) with Dr Matthew Nicholls (Department of Classics).
1. Dr Nicholls, you are particularly interested in the digital modelling of ancient buildings and places, especially the city of
Student Researchers from the department of Art to present at RAISE 2013 by Christine Ellison
As we continue to develop OSCAR the online student community in Art our students are becoming more involved and
Teaching and Learning in the School of Humanities. The Department of Philosophy showcases the First-Year Module ‘Reason and Argument’ (PP1RA) and the new Second-Year Module ‘Truth and Bullshit’ (PP2TBS): Interview held by Dr Rebecca Rist (School Director of Teaching and Learning) with Dr Nat Hansen (Department of Philosophy).
1. How long has the Department of Philosophy offered the Part One ‘Reason and Argument’ module (PP1RA) and why have
Teaching and Learning in the School of Humanities: The Department of History Introduces the Third-Year Module History Education (HS3HED): Dr Rebecca Rist (School Director of Teaching and Learning) interviews the module convenor, Dr Elizabeth Matthew
1. Why has the Department of History decided to introduce the third-year module History Education? The idea for History Education
Supporting students through personal tutor tutorials by Dr Paul Glaister, Dr Karen Ayres and Dr Calvin James Smith
With the news that the University’s personal tutorial system has been under review (Issue 2, T&L Reading), we thought it
Mobile Technology – Changing the Learning Landscape – a HEA sponsored conference by Dr Natasha Barrett & Dr Samantha Weston
On Thursday 18th April, the HEA hosted a conference in Bristol, showcasing some innovative uses of old technologies as well
Digital teaching in Classics –a recent conference at the University by Dr Matthew Nicholls
The University of Reading recently hosted the Classical Association Conference, the UK’s largest annual meeting for Classicists. As well as research papers,
What did I do wrong? Supporting independent learning practices to avoid plagiarism by Helen Hathaway
My paper on the project What did I do wrong? Supporting independent learning practices to avoid plagiarism was well received
Teaching in Higher Education by Dr Cindy Becker
This month sees the publication of my latest book, Teaching in Higher Education, written with Professor Pam Denicolo and published
Chemistry’s Mini MOOC Attracts Industrial Interest by Dr Elizabeth Page and Professor Mathew Almond
Dr Elizabeth Page and Professor Matthew Almond developed an online distance learning course in 2011-2012 with funding support from the
Showcasing Excellence in Students’ Research at Reading By Dr Anne Crook and Professor Julian Park
The T&L away day in September 2011 focused on the theme ‘Building an Undergraduate Research Community’. Arising from these discussions a group
Online resources for physical and life sciences students by Helen Williams
Even more online support has been made available for students here at Reading seeking work placement and graduate employment. A new
Study support for MOOCs – do the Study Advisers have the answer? by the Study Advice team
The recent announcement that Reading has been selected as a partner in the Futurelearn project to provide free online courses
Virtual Careers Fairs by Amanda Duggan
The Careers, Placement and Experience Centre’s investment, thanks to a grant from the Annual Fund, in a software package for
Learning on Screen Awards by Nadja Guggi
Congratulations to Matthew Nicholls, Senior Lecturer in the Department of Classics, who has been shortlisted for a prestigious Learning on
Internationalising Student Support Community of Practice (COP) by Matthew Daley
The Internationalising Student Support COP has been established with the remit to offer opportunities for staff involved with and interested
Students like live lectures (and online ones as backup) by Rebecca Reynolds
Every year, students on the first year Analysing Museum Displays optional module have a talk from Dr Amy Smith at
Presenting the brand new Placement Guide for staff by Em Sowden
The new placement guide has been written for all University staff involved in managing student placement options, internships, work placement
Academic Placements by Dr Cindy Becker
In the Department of English Literature we have been working hard, as have so many of our colleagues across the
NSS success: It’s the little things?
I was asked to contribute this after the Business School scored highly in the NNS survey for Management & Business
FORREST 2012
Forrest (Forensic Research and Teaching) is an annual conference partly organised by Higher Education Academy. Two of the strengths of
Becoming a Senior Fellow of the HEA
As part of its remit, the Higher Education Academy offers professional recognition to its members – colleagues are able to
I-TUTOR: Intelligent Tutoring for Lifelong Learning
The University of Reading is a project partner in a prestigious project to develop a multi-agent based intelligent tutoring system to
Flexible Learning: Blended Learning for the Biosciences
Recently, we had the opportunity to participate in the Teaching & Learning Showcase event on ‘Flexible Learning’, put together by
As good as it gets: Reflections on 2012 NSS in Clinical Language Sciences by Dr Tom Loucas and Carol Fairfield
Having students say they are 100% satisfied with what we offer is not an everyday occurrence. This is what happened
Blackboard Quizzes To Help Students to be Prepared for Laboratory Practicals by Dr Richard Mitchell
It is important that students turn up for our three hour laboratory practicals suitably prepared, but just providing the Lab
‘Experiencing’ university: A Polemic by Professor Peter Kruschwitz
Avant-Propos The University of Reading, like any other Higher Education Institution, is a diverse place, with many stakeholders, but –
NSS 2012 and student engagement by Dr Karen Ayres and Dr Paul Glaister
Late in September 2012 we received our National Student Survey (NSS) results: 98% overall satisfaction across the Department of Mathematics
Internationalising Student Support Community of Practice (COP) by Matthew Daley
The University Strategy for Teaching and Learning identified “communities of practice” as key vehicles for informal dialogue with the ‘academic
Technology in fieldwork
The University of Reading is part of a three-year HEA-funded project considering the use of technology in fieldwork. The project
Opening our eyes to technology….how students can teach the educators! By Dr Samantha Weston
An eye-opening T&L seminar, presented by Dr Neil Morris (University of Leeds) outlined how terribly, terribly easy the majority of
Reflections on a Training Event for Early Career Teachers of English Literature by Nicola Abram
Avid readers of this blog might recall that I completed the University’s Teaching and Learning Support Programme in 2011. I
‘What did I do wrong?’ Researching student referencing practices by Helen Hathaway, Clare Nukui, Dr Kim Shahabudin and Dr Liz Wilding
‘What did I do wrong?’ may be a sadly familiar phrase to tutors when notifying students of poor academic practice
Technology in teaching: Reflections on Dr Neil Morris’ Seminar, 19th November 2012 by Dr Natasha Barrett
Last week’s T&L seminar, by Dr Neil Morris, on the use of technology in enhancing the student experience was a
When our efforts of internationalisation in T&L and Global Employability go Faculty-wide by Dr Kimberly Watson and Dr Teeroumanee Nadan
Significant effort at the University of Reading has been focused on all aspects of Internationalisation. In the School of Biological
Digital Portal Creates New Dimensions for Art’s Studio Community by Christine Ellison
I am excited to announce the launch of OSCAR the Online Studio Community at Reading. This new digital platform has
The sincerest form of flattery by Nadja Guggi
http://www.youtube.com/watch?feature=player_embedded&v=6OjCAq5u-TQ Our Teaching & Learning Showcase Series continued yesterday with a session on ‘Sharing good practice in the use of Turnitin’. Turnitin is
The Value of Cake by Dr Emma Mayhew
In September British baking was celebrated during National Cupcake Week. The BBC’s Great British Bake Off has been tremendously popular.
Teaching Beckett: Critical Practice in Television Part 2 by Dr Simone Knox
Having sketched out my pedagogical interest in combining the teaching of critical practice with a close study of Samuel Beckett’s
Teaching Beckett: Critical Practice in Television part 1 by Dr Simone Knox
Here in Film, Theatre & Television, over the last couple of years, I have been fortunate to be able to
Digital literacies for student employability: Spotlight on work placements by Nadja Guggi
I have been working with a placement student, Rachel Glover, a third-year undergraduate in Politics and International Relations, to carry
Embedding Employability in the Department of History: Historic Themes in Practice by Professor Lindy Grant
The Department of History has been running a module for Part 2 students called Historic Themes in Practice (HTP) for
Using technology to find low-tech solutions by Mary Morrissey
Like a lot of people, I do not consider myself particularly savvy about technology: when I find that something is
What it means to me to be a National Teaching Fellow by Helen Bilton & Professor Julian Park
By Helen Bilton, Institute of Education (NTFS 2012) I had never heard of the National Teaching Fellowship Scheme, nor the University
Developing students’ digital skills through placements – Maximising student engagement by Rachel Glover
I have previously blogged about my trip to ALT-C in Manchester. In the same week I went to the RAISE
Teaching and Learning Away Day Reflections by Dr Cindy Becker
As usual, it was great to see so many colleagues at a Teaching and Learning away day – it always
T&L Events Diary for Autumn Term 2012
There are an exciting range of T&L seminars, showcases and events taking place this term. See the CDoTL website for
Staff Development and Internationalisation: learning from each other by Clare McCullagh
The term internationalisation is thrown about very easily in HE nowadays, so I enjoyed a recent opportunity to sit around
Learning Technologies in the UK HE sector: Some highlights from the ALT-C2012 Conference by Maria Papaefthimiou
The 19th international conference of the Association for Learning Technology ( University of Manchester, UK, 11-13 September 2012) was buzzing
Turning study skills learning on its head by Dr Michelle Reid, Sonia Hood and Dr Kim Shahabudin
The Study Advice team found David Nutt’s post (Preparing to turn the classroom upside down, 14th Sept 2012) very timely
Preparing to turn the classroom upside down by Dr David Nutt
I think it was at the HEA-STEM conference (London, April 2012) in a talk given by Prof Simon Bates from
Using OneNote to support collaborative group field work by Dr Alan Howard
Technology has played a core role in supporting learning and teaching on the GG2FC Crete Field Class module. The module typically
A summary of my experiences on the PGCAP Course by Dr Samuel Laryea
When I got appointed as a Lecturer in 2010 I found that I had to do the PGCAP course as part
Heading to the Arctic to teach students about the wonderful world of “extreme” microbes by Dr Rob Jackson
In July, Rob Jackson and Ben Neuman led nine Part 3 students from the School of Biological Sciences to the University
Reading’s museum collections online by Rebecca Reynolds
Museum ethics, display design and object-based research are some of the areas for which online resources are being developed in
Meteorology and Film, Theatre & Television unite for innovative teaching collaboration by Dr Simone Knox and Ross Reynolds
The 2011/12 academic year saw a teaching initiative that brought together two of the University’s distinguished departments, Meteorology and Film,
Rebuilding the ancient world, digitally by Dr Matthew Nicholls
I was glad to find out recently that I’m a Digital Hero. Though disappointed that the title does not appear
Findings of QAA/NUS Research into the Student Experience
Four mini-reports have been published by the NUS following a 12 month, QAA commissioned, research project into the UK higher
Reflective Teaching by Dr Natasha Barrett
Completing the Postgraduate Certificate in Academic Practice (PGCAP) portfolio provided the perfect opportunity for me to reflect on teaching and
Digitally Ready for the Future: Sharing Good Practice by Nadja Guggi
Digitally Ready for the Future: Sharing Good Practice Thursday 19 July 2012 10.45 -15.00, Agriculture Building The digital age has
The Enhancing Fieldwork Learning Project by Dr Alice Mauchline and Professor Julian Park
Fieldwork is an important component of Higher Education in a number of subjects. As a Learning Space it provides good
“It’s typography, Jim, but not as we know it…” by Gerry Leonidas
The TEDx-style conference Od „Ala Ma Kota” Do E-Matury brought together typographers, designers, publishers, entrepreneurs, teachers, and policy makers from
History Education by Dr Elizabeth Matthew
Still smiling at the end of their introductory seminar in June, these students are pioneering an exciting addition to the
#HEAdayC21, or, A wonderful sharing of ideas
I mentioned in my last post for this blog that I’d attended some Higher Education Academy workshops in order to
PhD student wins 2012 Teaching & Learning Support Programme Portfolio Prize
I’m surprised and thrilled to have won the University of Reading’s Teaching and Learning Support Programme Portfolio Prize! I’m looking
To count or not to count? – Time out for the Part One Debate…
Those of you who attended the University/RUSU debate on the motion that Part One should count towards students’ degree classifications
Anna Walter talks about her academic placement (English Dept)
Way back in October 2011, at the beginning of the Autumn Term, Parts 2 and 3 English students were
Response to Student Engagement Event: A Students’ Union perspective
The 2nd May saw CDoTL host an exciting event billed as ‘Exploring Student Engagement at Reading and Beyond’. Attending as
Response to Student Engagement Event: An academic perspective
Last month I attended the first part of an afternoon conference on ‘Exploring Student Engagement at Reading and Beyond’, which took
Reading Arts Education Forum Launched
The Institute of Education’s move to the refurbished London Road site has provided an opportunity for the University to show
Placement and career learning update from the Student Employment Experience and Careers Centre
There is good news for staff concerned with placement provision, particularly those involved for the first time. A new Placement
How jolly good to be a Fellow!
Shortly after receiving the news that I had been made a Teaching Fellow of the University I found myself talking
Centre for the Development of Teaching and Learning (CDoTL) play host to colleagues from University College Cork.
On Wednesday 18th January 2012 CDoTL played host to a visit from colleagues from the Teaching and Learning Unit (‘Ionad
An evaluation of online systems of peer assessment for group work
Cathy Hughes and Heike Bruton, Henley Business School catherine.hughes@reading.ac.uk Overview Online peer assessment systems were evaluated for their suitability in
Reviewing assessment and feedback in Part One: getting assessment and feedback right with large classes
Dr Natasha Barrett, School of Biological Sciences n.e.barrett@reading.ac.uk Year(s) of activity: 2010/11 Overview Objectives Review the quantity, type and timing
Interdisciplinary teaching: Science in Culture
Professor Nick Battey, School of Biological Sciences n.h.battey@reading.ac.uk Overview A module for Part Three students was created by a collaborative
Developing the use of the interactive whiteboard for initial teacher trainees (2011-12)
Catherine Foley, Institute of Education c.m.foley@reading.ac.uk Overview With interactive whiteboards becoming a well-established feature of English primary schools classrooms over
University support to avoid plagiarism – Student’s perspectives
Angelique Chettiparamb and Lucy Newton, Henley Business School a.chettiparamb@reading.ac.uk; l.a.newton@henley.ac.uk Overview Four enterprising and enthusiastic students from different programmes in
Can students and academics benefit from peer assisted learning (PAL) sessions?
Caroline Crolla, Student Success and Engagement Team, Student Services c.s.crolla@reading.ac.uk Overview Peer Assisted Learning (PAL) is a globally recognised scheme
Outward mobility and real world engagement
Alison Nader and Ali Nicholson, Lecturers, International Study and Language Institute
Redesigning postgraduate curricula on commercial law through student engaging, research-informed and multidisciplinary pathway programmes
Professor Stavroula Karapapa, School of Law s.karapapa@reading.ac.uk Overview
Social justice – Leading attitudinal change in students
Stephanie Sharp, Lecturer, Institute of Education
Connecting with the Curriculum Framework in student participation at academic conferences
Dr Madeleine Davies and Dr Bethany Layne, School of Literature and Languages m.k.davies@reading.ac.uk Overview This entry offers a model of
Development of a History Education module
Dr Elizabeth Matthew, School of Humanities e.a.e.matthew@reading.ac.uk Year of activity: 2012/13 Overview A collaborative project between the Department of History
Developing our Professional Track
Dr Cindy Becker, Literature and Languages l.m.becker@reading.ac.uk Year of activity: 2015-16 Overview During the summer of 2016 we applied for
LW2RPP – Research Placement Project
Dr. Stavroula Karapapa, Law s.karapapa@reading.ac.uk Overview Research Placement Project (LW2RPP) is a module developed within the School of Law that
Subject specific English, academic, and professional skills for NUIST students in Chemistry
Professor Elizabeth Page, School of Chemistry, Food and Pharmacy; Aaron Woodcock, International Study and Language Institute e.m.page@reading.ac.uk, a.e.w.woodcock@reading.ac.uk Overview Two
Classics Special Options: research-led teaching
Dr Katherine Harloe, School of Humanities k.c.harloe@reading.ac.uk Overview All options in Classics Special Options (CLMSO) are research-led and arise directly
Constructing research methods and statistics teaching
Dr Lotte Meteyard, School of Psychology and Clinical Language Sciences l.meteyard@reading.ac.uk Overview Statistics teaching to Speech and Language Therapists within
Take-home exam
Stuart Lakin, Law s.j.lakin@reading.ac.uk Overview In a Part Two Law module, Public Law (LW2PL2), we have moved away from the
Legal Seagulls : Experience Plan for overseas students
Shweta Band, Law s.band@reading.ac.uk Year of activity: 2015-16 Overview The name ‘Legal Seagulls’ represents all overseas students in the School
Filling the skills gap: information literacy skills throughout the degree programme
Jackie Skinner, Library jackie.skinner@reading.ac.uk Year of activity: 2015-16 Overview This is an ongoing project to devise and implement a framework
Developing independent learners – a first year skills module
Professor Elizabeth Page, Chemistry, Food and Pharmacy e.m.page@reading.ac.uk Overview A series of skills based modules running through the three years
Fostering effective transition to university learning
Dr Ciara Healy, Arts and Communication Design c.healy@reading.ac.uk Overview This case study presents some approaches taken in the Department of
International Law Mooting
Professor James Green, Law j.a.green@reading.ac.uk Year of activity: 2007-08 Overview Since 2007, the Law School has run a Part Three
Diversity and the curriculum
Dr Richard Harris, Institute of Education r.j.harris@reading.ac.uk Overview The focus of this work is on what I do and how
Diversifying a core skills module (English Literature)
Dr Nicola Abram, Literature and Languages n.l.abram@reading.ac.uk Year of activity: 2015-6 Overview This entry describes the diversification of a core
Flipping the classroom in Meteorology
Dr. Andrew Charlton-Perez, School of Mathematical and Physical Sciences a.j.charlton-perez@reading.ac.uk Year of activity: 2015/16 Overview A flipped learning approach to teaching the
Development of an online learning environment to enhance field trip communication
Dr Robert Jackson, School of Biological Sciences r.w.jackson@reading.ac.uk Overview An online learning environment was developed for a module, Microbiology Field
Using an enquiry-based learning assessed work activity to enhance assessment and feedback
Professor Paul Almond, School of Law p.j.almond@reading.ac.uk Overview A project to encourage students enrolled on a Part Three module within
Improved Neural Network assessment by staged laboratory practicals
Professor Richard Mitchell, School of Systems Engineering r.j.mitchell@reading.ac.uk Overview Adjustments were made to teaching, assessment, and feedback in a Part
Use of a modified problem-based learning approach in aphasia therapy teaching
Dr Arpita Bose, School of Psychology and Clinical Language Sciences a.bose@reading.ac.uk Year of activity: 2011/12 Overview A modified problem-based learning
Digital Performance Lab: the application of tablet technologies in the teaching of contemporary performance
Professor Lib Taylor, School of Arts and Communication Design l.j.taylor@reading.ac.uk Year of activity: 2012-13 Overview The project explored how tablet
Embedding a virtual placement and professional mentoring in an MSc module to support student employability
Dr Sarah Cardey, School of Agriculture, Policy and Development s.p.cardey@reading.ac.uk Year(s) of case study activity: 2012-13 Overview A virtual placement
Incorporating research seminar series into teaching and learning
Dr Louise Johnson, School of Biological Sciences l.j.johnson@reading.ac.uk Overview In the School of Biological Studies a module, Seminars in Biology
‘What did I do wrong?’ Supporting independent learning practices to avoid plagiarism
Helen Hathaway, Library; Clare Nukui, International Foundation Programme; Dr Kim Shahabudin, Study Advice; Dr Elisabeth Wilding, International Study and Language
Whiteknights biodiversity monitoring: building an app to collate long-term monitoring data of campus wildlife
Dr. Alice Mauchline, School of Agriculture, Policy and Development; Dr Alastair Culham, School of Biological Sciences; Dr Karsten Lundqvist, School
From a traditional classroom to a flipped classroom
Dr Karsten O. Lundqvist, School of Systems Engineering k.o.lundqvist@reading.ac.uk Year(s) of activity: 2013-14 Overview A flipped classroom approach was trialed
Assessing the use of Technology Enhanced Learning in Higher Education: the case of trading simulation software at the ICMA Centre
Dr Ioannis Oikonomou, ICMA Centre i.oikonomou@icmacentre.ac.uk Year(s) of activity: 2013-14 Overview This project reviewed the effectiveness of the ICMA Centre’s use
Teaching in a divided classroom: the impact of internationalisation and marketisation on business education
Dr John Latsis, Henley Business School j.s.latsis@henley.ac.uk Year(s) of activity: 2013-14 Overview In the postgraduate module Managing People and Organisations
Incorporating digital modelling into teaching and learning: Digital Silchester
Dr Matthew Nicholls, School of Humanities m.c.nicholls@reading.ac.uk Year(s) of activity: 2012-3 Overview Following on from the success of the Virtual
Active learning methods for week intensive MSc modules
Dr Stefán Thór Smith, School of the Built Environment s.t.smith@reading.ac.uk Year(s) of case study activity: 2014-15 Overview Active learning methods
Coursework redesign for an integrated multidisciplinary module
Dr Mark Dallas, School of Chemistry, Food and Pharmacy m.dallas@reading.ac.uk Overview Within the School of Chemistry, Food and Pharmacy, coursework
Using screencasts to deliver skills training: a Part One English Literature module
Dr Nicola Abram, Literature and Languages n.l.abram@reading.ac.uk Year of activity: 2014/15 Overview This entry describes the use of screencasts to
