Peer-feedback

This online workshop will explore research and showcase examples of how effective peer-feedback has been successfully embedded across different areas of the University.

The Flipped Classroom

This online workshop will showcase examples of how the flipped classroom has been successfully embedded at the University, it will also include practical guidance from the Digital Education Office for those looking to embed flipping in their own teaching.

Teaching and assessing large groups

This online workshop will showcase examples of successful teaching and assessing of large groups and will include contributions from a range of staff at the University.

Research supervision at Bristol – online workshop

This workshop is open to new, experienced and aspiring research supervisors and will provide an opportunity to explore key themes in research supervision at Bristol. As a workshop participant you will:  Explore what good supervisors need to know at Bristol, Identify your personal approach appropriate to your context, Reflect upon examples of best practice in research supervision.

Student Research Festival

Our second annual Student Research Festival will showcase the brilliant work of our UG and PGT students across the University.

Making feedback work: Workshop

Wills Memorial Building, room 1.5 (on the 1st floor across from the Great Hall)

This workshop will introduce a practical theoretical framework (Halliday, 1994) that enables deeper understanding of what is going on in our students’ writing assignments (such as reports, essays, case studies, etc.). The introduction of the framework will be followed by its application to students’ writing, as well as our feedback practices.

Research supervision at Bristol – online workshop

This workshop is open to new, experienced and aspiring research supervisors and will provide an opportunity to explore key themes in research supervision at Bristol. As a workshop participant you will: Explore what good supervisors need to know at Bristol, Identify your personal approach appropriate to your context, Reflect upon examples of best practice in research supervision.

Assessment Literacy

In this online workshop Dr Rebecca Pike and Dr Rose Murray from the School of Biological Sciences will explore how improvements in assessment literacy (for both staff and students) were realised through a series of co-creation initiatives involving student partners.

Discussing assessment for inclusion: Slow Reading Circle with a Twist

This reading circle invites colleagues across the University to discuss those (and other) questions around assessment for inclusion.

To support inclusion, this reading circle takes the ‘slow’ approach by spreading it over four days. Each day will begin with a prompt to guide your reading/discussion activities for the day. All you need to do is access MS Teams and commit to approx. 20 to 45 minutes daily for this, at any time of the day, over the four days.

Dialogic Feedback

This online workshop will showcase examples of approaches to dialogic feedback and will include contributions from staff from across the University.

Students experiences of online assessment

This online workshop will explore students experiences of online assessment and includes contributions from both staff and students from across different areas of the University.

Student centred framework for assessing programme’s Employability and Academic Skills (EAS)

in this workshop an interactive tool for Employability and Academic Skills (EAS) will be demonstrated by Senior Lecturer Dr Hadi Abulrub (Mechanical Engineering). The EAS tool was developed for Engineering with Management postgraduate programme at the Faculty of Engineering which aims to translate the University’s skills framework (along with programme attributes outcomes) into a programme-specific skills matrix.

Dr Adam Rutherford – Race, genes and scientific racism: the history and legacy of the invention of race.

An online talk by Dr Adam Rutherford. Contemporary concepts of race have shallow historical roots, invented as they were during the European Age of Enlightenment, exploration and plunder. From the 17th century, philosophers, scientists and writers concocted taxonomies of our species, sometimes based on crude traits like pigmentation and bone morphology, and often just made up.
Science, and notably the new science of genetics did a good job of dismantling these racial categories in the 20th century, and showing that while race is very real because we perceive it, the folk taxonomies that everyone understands and uses have little basis in biology. However, in recent years, new techniques in genetics, sometimes poorly deployed, misunderstood or misrepresented, have given succour to those who wish to reinforce traditional racial categories, alongside common attempts to understand common observations such as in sporting success and cognitive abilities.