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Find out more about the Curriculum Framework theme Disciplinary and interdisciplinary
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February 26, 2024 -
Dr Rachael E.H. Miles, Dr Kerry J. Knox and Prof. Jonathan P. Reid
The Practice The EPSRC Centre for Doctoral Training (CDT) in Aerosol Science is a seven-institution CDT led by the University of Bristol, spanning the Universities of Bath, Cambridge, Hertfordshire, Leeds, and Manchester, and Imperial College London. The CDT offers a cohort-based, four-year training and research
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December 12, 2022 -
Professor Chris Priest
Read the full series School: Interdisciplinary (based in Geography) Unit name: Sustainable Development What is the unit and what does it cover? It’s an interdisciplinary open unit which takes a challenge-focussed approach to teaching the UN’s SDGs (Sustainable Development Goals). The main body of the
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June 6, 2022 -
Dr Isabel Murillo Cabeza
A case study exploring the use of online practical labs, including live broadcasts, interactive online experiments, and post-lab quizzes.
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May 3, 2022 -
Dr Aisling Tierney
A case study describing collaboration, pedagogy and design of the Sustainable Development optional unit, an interdisciplinary blended learning 20cp unit taken by up to 300 students a year.
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May 3, 2022 -
BILT
A short video interview with Prof. Alvin Birdi and Prof. Kate Whittington about assessment integrity and design.
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December 8, 2021 -
Dr. Bex Pike and Dr Rose Murray
A case study poster from BILT Associate Bex Pike on the Feedback Cafe established in the School of Biological Sciences.
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August 12, 2021 -
Hannah Tweddell and Rachel Flecker
Case study reflecting on a first year unit involving real-world research for second year Geographical Sciences students.
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July 22, 2021 -
Student Fellow
Podcast - Student Fellow Rhona speaks to Madhu Krishnan, Professor of African, World and Comparative Literatures in the Department of English.
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June 9, 2021 -
Dr Keir Williams
This case study shares an approach to 'authentic' learning using an example from a unit I direct for first-year Innovation students at the Centre for Innovation and Entrepreneurship (the Centre). My teaching approach is participatory, student-led, and grounded in principles of inclusion, civic engagement, and
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April 9, 2021 -
Student Fellow
Podcast - Student Fellow Rhona Wilkinson talks with with Lauren Hutfield, a final year Politics and International Relations student.
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June 20, 2020 -
Student Fellow
BILT Student Fellow Jonny Barnes, interviews Veterinary student Ellie Best about her experiences of research-based assessments.
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June 20, 2020 -
Student Fellow
BILT Student Fellow Jonny Barnes, interviews Alexia Kirov (MA Medieval Studies) about her experiences of research-based assessments.
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March 12, 2020 -
Dr James Norman
James details ways of giving feedback in an authentic context - I have been dwelling on the idea of Authentic Learning for a very long time now, probably as far back as 2003 when I started teaching, having worked for a few years as a
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December 3, 2019 -
BILT
Blog post and poster for a project looking into support for graduates on the Accelerated Graduate Entry Programme (AGEP), specifically looking at the impact physical and digital space had on learning.
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November 22, 2019 -
Student Fellow
Examples of how the Clinical skills lab at Langford utilies 'Authentic, problem based learning.
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November 21, 2019 -
BILT
Brief outline of the use of a clinical skills lab as an active learning space.
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November 11, 2019 -
Dr Aisling Tierney
Discussion with examples of how to embed interdisciplinary teaching into the curriculum.
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February 14, 2019 -
Student Fellow
Description of a open workshop that used artefacts for the University of Bristol Theatre Collection to stimulate creativity and collaborative writing activity.
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October 12, 2018 -
Professor Sheena Warman & Sarah Kelly
Research project & toolkit that investigated having to improve feedback and feedforward practices for students, in particular those on programmes with significant work-based placement learning.
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October 12, 2018 -
Dr Jenny Riker
Brief blog post discussing a project that introduced the use of digital tablets for field-based data collection and mapping, to enhance students self-efficacy of this fundamental skills for earth science students and graduates.
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