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Students have a love-hate relationship with group work in the classroom. Many recognise that they can learn from their fellow students and that the quality of the work they create together is higher than the work they can produce individually.
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“Authentic learning is a sham,” an experienced academic colleague tells me. “How can we pretend that what happens in my class, and what happens within a university generally, isn’t real life in some way?
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The Sustainability Autumn newsletter is now live, sharing updates, initiatives and exciting plans for the semester ahead. It offers insights into sustainability efforts and opportunities to get involved.
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The Module Leader Continuous Improvement Report is a pivotal tool for evaluating module effectiveness, fostering a culture of reflection and driving forward educational excellence.
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Did you know that in 2021/22, there were 350,325 international students pursuing degrees in the UK according to the Higher Education Student Statistics (HESA)? Surprisingly, international students represented 22% of the total student population in the whole country (Universities UK).
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The issues go to the very heart of Westminster’s purpose and mission as a University and therefore represent a fundamental element of our course development process.
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Your programme specification should clearly set out the course team’s commitment to equality, diversity and inclusion (EDI). Ideally, there should be a statement indicating specifically how the course has been designed to ensure that any barriers to success are recognised, and steps taken to remove them.
