Open Scholarship of Teaching and Learning
The main reason for establishing this journal is that we feel too many journals inhibit submission due to their overly strict rules for submissions; where form prevents content from being shared. Our ethos is to ensure that your voice is heard. We want to capture the rich contexts, experiences, and voices from colleagues across the sector. We encourage all types of writing from more traditional educational inquiries, to working-out-loud papers and provocations.
We wholeheartedly thank the following reviewers, who freely gave their time and expertise, supporting authors and adding value to the work of oSoTL.
Copyright (c) 2025 Matthew Barr, Mark Charters; Vicki Dale; Nathalie Tasler https://creativecommons.org/licenses/by/4.0
We have 12 articles in this Spring issue, with contributions from across the UK, and Canada. We are also happy to welcome Dr Mark Charters from Glasgow School of Art who has joined our editorial board. As always, we are privileged to receive and read your valuable work, which makes a unique contribution to scholarship, enhancing learning, teaching and assessment practice across the higher education sector. The articles herein span the themes of scholarship, inclusivity, assessment and feedback, outdoor pedagogies, and the induction needs of international postgraduate learners to support their transition into programmes of study.
Copyright (c) 2025 Vicki Dale; Matthew Barr, Mark Charters, Nathalie Tasler https://creativecommons.org/licenses/by/4.0
Bimblecast: Using ecopedagogy in Business Education
In our playfully retitled ‘Bimblecast’, we explore practical ecopedagogy in business education. The podcast was recorded in October 2024 whilst walking from Bowling to Maryhill, 15 kilometres, in Central Scotland. The purpose of the discussion is to explore the practical application of ecopedagogy in a light-hearted and accessible way, and to capture the essence of outdoor pedagogies. After quickly, and superficially, exploring the philosophical roots of ecopedagogy, we argue that this approach, typically used in environmental education, is equally valuable in business education, and we outline our reasoning for this statement. The discussion moves on to explore practical strategies for embedding ecopedagogy in business education, making the point that it is simple to achieve through basic ‘campus field trips’. Because we are going further than exploring campus environments in our own teaching, we also describe how the lowland leader qualification, a UK wide qualification for taking groups on organised walks, is helping us to build an outdoor learning capability in our business school. Through this discussion, we outline the preparation and study required to become a wild pedagogue, but we also discuss more modest planning for simple, short excursions. In all cases, safety is important. During our discussion, the listener will hear of situations and wildlife we encounter, demonstrating the power and authenticity of this approach to learning.
Copyright (c) 2025 Matt Offord, Sebastien Marciak https://creativecommons.org/licenses/by/4.0
Developing an inclusivity audit for higher education
The delivery of inclusive education and the provision of content that is representative of a diverse student body is a key strategic aim of many higher education institutions. However, while there may be many checklists, design support documents, and benchmarking statements that suggest inclusive outputs for education practical options for updating existing content are rarely discussed. This paper offers an approach, based on the theories of inclusive education and learning design, to audit existing materials. This framework was developed as a collaboration between staff partners from a range of backgrounds and student interns to produce an output that is both pedagogically sound but relevant to, and informed by, student needs. This project does not seek to provide a score or make judgements, but to share good practice and find areas where targeted intervention could be made without the need for full scale curriculum review or a full redesign of teaching.
Copyright (c) 2025 Katie Stripe https://creativecommons.org/licenses/by/4.0
International postgraduate taught students’ perspectives on resources to support learning transitions: A preliminary case study
The importance of universities understanding the induction needs of international students to enable them to succeed is well documented in literature. This article focuses on a small-scale, exploratory study into an Induction Resource developed for international students to support them with the academic aspects of transition into Postgraduate Taught (PGT) programmes. The article gives some insights into the Induction Resource and discusses findings and analysis under three key themes: ‘A matter of timing and clarity’, ‘Great expectations – active and engaged learning’, and ‘Beyond classroom walls’. The article concludes with some recommendations for next steps in supporting the academic transitions of international PGT students that may be of interest to any higher education institution with international students on a PGT programme.
Copyright (c) 2025 Nicola Jones, Louise Sheridan https://creativecommons.org/licenses/by/4.0
Mapping curriculum in higher education: Unveiling alignment, complexity, and ideology
In this case study the authors explore how an investigation of curricular sources, curriculum mapping and foundational curriculum ideologies provided insights into teaching and learning and continuous improvement efforts in a university-based teacher education programme. The study is based on three reflective activities: identification of context-specific priorities, comparison with international practices as an external benchmark, and utilization of Schiro’s (2013) curriculum ideology inventory as an analytic tool. By investigating the planned, taught, and learned curricula, the study identifies gaps, redundancies, and areas for enhancement. Results from curriculum mapping and the adapted curriculum ideologies inventory underscore the complexity of aligning professional standards, accreditation requirements, and institutional visions. The reflective process fostered transparency, collaboration, and deeper understanding of ideological influences on curriculum design. Insights gained extend to higher education contexts, suggesting that curriculum mapping, coupled with ideological exploration, is a valuable tool for quality assurance and continuous improvement. The findings advocate for integrating student voices and fostering cross-disciplinary collaboration in curriculum development. The processes, results, and adapted ideologies inventory are shared for consideration and use for educators in higher education.
Copyright (c) 2025 Sarah Anderson, Evelyn McLaren, Cristina Mio https://creativecommons.org/licenses/by/4.0
Exploring content vs writer focus in written student feedback: Perceived impact on student emotional response, attention, and usefulness
Emotional reaction to negative academic feedback can be a barrier to students’ engagement with feedback. One factor that may impact students’ emotional response is whether feedback addresses the student (e.g., “Your writing”) or the content (e.g., “The writing”). This exploratory study investigated how form of address in feedback impacts emotional reaction. Student participants (N=106) read simulated feedback statements that varied according to reference type (pronominal “your”, neutral “the”) and feedback polarity (positive, negative) and provided ratings for emotional response, as well as attention paid to, and usefulness. An open response question queried participants’ perceptions regarding personal or neutral address in feedback. There was no significant effect of reference type on quantitative feedback ratings for emotion, attention, or usefulness, but qualitative content analysis revealed that half the sample preferred neutral address, largely to mitigate the emotional impact of negative feedback. Feedback polarity had a consistent significant effect where students perceived positive feedback as higher in happy emotion and usefulness compared to negative feedback. A more nuanced pattern for attention showed a small decrease in attention for positive compared to negative feedback for neutral references. Our results inform practice in terms of how written feedback can be framed to facilitate engagement.
Copyright (c) 2025 Judith Stevenson, Kalliopi Mavromati, James E. Bartlett, Lorna I. Morrow, Linda M. Moxey, Eugene J. Dawydiak https://creativecommons.org/licenses/by/4.0
Developing a community of student engagement practitioners: Evidence of value from a postgraduate professional development course at a UK university
Student engagement practitioners, who work within and beyond higher education (HE) providers, have vital roles in contributing to students’ learning and experiences and they collaborate with various staff and student groups across organisational boundaries to initiate change. It is essential that organisations and the HE sector support these staff to achieve their potential, for example, by addressing the lack of relevant professional development opportunities available. This paper presents evidence of an effective pathway of development that enables a community of student engagement practitioners, conceptualised as ‘integrated practitioners’ (McIntosh & Nutt, 2022), to have impact in diverse HE settings. The findings of an impact and process evaluation of the UK's first accredited professional development course for student engagement practitioners, the Postgraduate Certificate (PGCert) and Master’s (MA) in Student Engagement in Higher Education at the University of Winchester, are presented. Co-constructed with an advisory group of practitioners who were studying on the course and graduates, the evaluation was planned and structured using Theory of Change. A total of 22 practitioners provided evidence of the value of the course by taking part in peer-led interviews, online reflective activities and meetings, while seven staff members from the programme team participated. The paper outlines how the evaluation generated understanding about: the purposes and design of the course; the effectiveness of its blended delivery model and processes; and how the course contributed to the formation of a community and equipped practitioners to enact changes in their practice and within their organisations.
Copyright (c) 2025 Alan Donnelly, Professor Liz Austen, Tom Lowe, Maria Moxey https://creativecommons.org/licenses/by/4.0
Critical pedagogy and digital liberation: A Freirean debate for SoTL
This article examines digital inequality through the lens of critical pedagogy, as defined by Paulo Freire, and as articulated by bell hooks. It posits that digital inequality is an extension of broader socio-cultural disparities and scrutinises the implications for lecturers and students in a digital-centric academic environment. The discussion extends beyond the mere availability of digital tools and addresses the need for institutional paradigm shifts fostering creative practice that empowers all participants in the educational process to engage with digital tools effectively. The critique of ‘Technology Enhanced Learning’ (TEL) focuses on its role in Higher Education and employability, advocating for a reevaluation that centres on the individuals most impacted by digital educational policies.
Copyright (c) 2025 Sandra Abegglen, Tom Burns, Sandra Sinfield https://creativecommons.org/licenses/by/4.0
Open scholars: Putting their heads above the parapet or transitioning from Grimms’ Rapunzel to Disney’s Tangled
This paper is a collective exploration into the terms ‘scholarship of teaching and learning’ and ‘open scholarship’ and the implications to academic engagement, identity and practice. The authors are using the metaphors of Rapunzel from Grimms’ fairytale and the Disney adaptation Tangled to uncover parallels and insights that seem to be of relevance to how open scholarship and open scholars are perceived, and the relationship to scholarship of teaching and learning and pedagogical research. They explore open scholars’ journeys from a voiceless, socially isolated existence to one that is emancipated and empowered-to-share through collaboration making a difference to others, communities and society. The inquiry surfaces thoughts, dilemmas and contradictions that question the term ‘scholarship of teaching and learning’. It explores how open scholarship and open scholars wish to be valued, recognised and celebrated for their commitment and contributions to the enhancement and transformation in higher education. This exploration is applicable to higher education more generally through academic experience and practice, curriculum and learning design, and scholarship that enables pedagogic experimentations and innovations to flow freely across sectors.
Copyright (c) 2025 Chrissi Nerantzi, Yasmin Kader, Margaret Korosec https://creativecommons.org/licenses/by/4.0
Integrated Programme Assessment: 10 years on
This paper explores the implementation and impact of Integrated Programme Assessment (IPA) across diverse disciplines in English higher education institutions. IPA is advocated as a framework that focuses on programme outcomes, aligns learning outcomes with assessment practices, and enhances the authenticity and relevance of assessments, thereby reducing over-assessment and improving student learning experiences and outcomes. Drawing on case studies from four institutions—University of Nottingham, University of Surrey, Brunel University London, and Sheffield University—the paper examines how IPA has been integrated into various undergraduate programmes to foster interdisciplinary learning, promote student engagement, and prepare graduates for professional challenges. Key to the success of IPA initiatives is institutional support that accommodates disciplinary identities and addresses operational challenges, ensuring sustainable and meaningful curriculum change. The study discusses the difficulty of balancing pedagogical innovation against operational realities, emphasising the need for a collective institutional approach to enhance educational quality while accommodating disciplinary diversity. This research contributes insights into the transformative potential of programme-level assessment approaches, informing discussions on enhancing educational practices in universities.
Copyright (c) 2025 David Tree, Amanda Harvey, Mariann Rand-Weaver https://creativecommons.org/licenses/by/4.0
Navigating assessment challenges: Students’ reflection on preparation for exams, essays, presentations, and reports
Assessments play a key role in students’ academic experience at Higher Education. This study investigates how students prepare for different types of assessments. Survey data collected from 104 BSc Psychology and BSc Psychology (Sport, Health and Exercise) and 90 BSc Biomedical Sciences students showed that there was a wide discrepancy regarding preparation time for assessments. Focus groups were conducted to gain deeper insights into students’ perception and preparation for assessments. Thematic analysis revealed three key themes: (1) the nature of the assessment influences the level of preparation, with multiple-choice exams often perceived as requiring minimal effort, while essays and lab reports demand more extensive critical thinking and preparation time; (2) Procrastination is prevalent, especially for tasks that involve complex, in-depth work like report writing; (3) Peer collaboration plays a significant role, particularly in assessments that require structured thinking, such as essays and oral presentations. These findings underscore the need for educators to consider the diversity in student preparation strategies when designing assessments and support systems.
Copyright (c) 2025 Pauldy Otermans, Chelsea Livingstone, Laiba Nasar, David Tree, Stephanie Baines https://creativecommons.org/licenses/by/4.0
Embracing inclusivity and flexibility in higher education: A study of HyFlex delivery and its impact on diverse undergraduates in the post-pandemic era
In the wake of the COVID-19 pandemic, higher education has undergone a significant transformation, necessitating a re-evaluation of pedagogical approaches to meet the evolving needs of a diverse student body. This article delves into these changes, with a particular emphasis on the adoption and impact of Hybrid Flexible (Hyflex) delivery models in higher education. Conducted at a Scottish university, this study focuses on a mandatory management accounting course for accounting and finance students, exploring how the Hyflex model aligns with principles of inclusivity and Universal Design for Learning (UDL). The research examines student preferences for Hyflex education and its influence on academic performance, paying special attention to how these preferences and outcomes vary among students from different socio-economic backgrounds. The findings indicate that while a majority of students exhibit a preference for a blend of online and on-campus attendance, there is a notable inclination towards online engagement among students from more deprived areas. Factors such as travel challenges, work-life balance, and anxiety are identified as significant determinants in the choice of remote learning. Additionally, the study reveals a moderate correlation between students' socio-economic status and their exam performance, with varying results across different modes of delivery. This suggests that while Hyflex education offers a flexible framework, its effectiveness and accessibility can differ based on individual student circumstances. While further research is required for more definitive conclusions, this study contributes valuable insights into the post-pandemic educational landscape. It underscores the importance of adopting flexible and inclusive educational pathways, such as the Hyflex model, which not only adapt to technological advancements but also uphold principles of equity and student engagement, catering to the diverse needs of contemporary undergraduates.
Copyright (c) 2025 Adam Finkel-Gates https://creativecommons.org/licenses/by/4.0
From tokenism to transformation: Acknowledging the missing voices of marginalised students in higher education, beyond box-ticking frameworks
We have recently been investigating inclusion for attainment with an intersectional gender perspective with a focus on co-creation strategies for inclusive assessment and feedback. This short opinion piece acts as a spotlight piece of shared thoughts are provocations for thinking about what effectiveness looks like for the ‘inclusive curriculum’. We hope our piece stimulates debate and further engagement. This piece also allows a platform for discussions to allow practitioners to reflect and ask themselves questions around their own practice and this can be used to shape frameworks for inclusion to shine through.
Copyright (c) 2025 Lesley Graham, Susan Lindsay https://creativecommons.org/licenses/by/4.0
Reviewer acknowledgements for Volume 3 Issue 2 of oSoTL.
Copyright (c) 2024 Nathalie Tasler, Matthew Barr; Vicki Dale https://creativecommons.org/licenses/by/4.0
Following on from our previous issue of oSoTL, a special bilingual edition on a Learning Design for Education for Sustainable Development Bootcamp, Thompson and Herriges discuss how they have embedded environmentally sustainable practices in a postgraduate taught course on textile conservation. The authors present a framework for learning and teaching in this context, based on the results of a qualitative study focus group study with students who participated in extra-curricular activities. ... Once again, it has been a privilege to edit this collection of scholarship from the UK and United States, and we are as ever indebted to our contributors for their sterling work, and our reviewers for their selfless contribution in providing a helpful steer to our authors.
Copyright (c) 2024 Vicki Dale; Matthew Barr, Nathalie Tasler https://creativecommons.org/licenses/by/4.0
Learning design and Education for Sustainable Development Bootcamp: Background, framework and toolkit
This paper introduces the 2022 Learning Design and Education for Sustainable Development (ESD) Bootcamp, a collaborative initiative led by ALDESD and UNESCO IESALC. This eight-week programme targeted academics, teachers, learning designers, educational developers, and students, aiming to integrate ESD principles into their curricula. The Bootcamp used the CoDesignS ESD Framework and Toolkit to provide comprehensive guidance embedding ESD in curriculum design. The paper elaborately presents the elements of the CoDesignS Framework and Toolkit and describes the Bootcamp experience of the twenty-one participating teams, detailing how the Bootcamp was conducted in both English and Spanish.
Copyright (c) 2024 Maria Toro-Troconis, Norita Ahmad, Tünde Varga-Atkins https://creativecommons.org/licenses/by/4.0
Editorial: Special issue on “Learning Design and Education for Sustainable Development Bootcamp"
In this special issue, we are proud to present a curated collection of innovative learning designs, manifested as case studies from diverse academic disciplines. These case studies have been developed by the collaborative efforts of participants in the inaugural Learning Design and ESD Bootcamp of 2022 (ALDESD, 2022). The purpose of this compilation is to extend the reach of these exemplary models, promoting their broader application and facilitating their dissemination across educational landscapes. In this editorial, we provide a comprehensive overview of the special issue, setting the stage for the insightful explorations and discussions that these case studies invite. Through this special issue, we aim not only to showcase the creative and practical outcomes of the Learning Design and ESD Bootcamp and CoDesignS ESD Framework (CoDesignS ESD, 2021; Toro-Troconis et al, 2023; Ahmad et al, 2023) but also to inspire educators and institutions to integrate these practices into their own curricula, thereby advancing the pedagogy of sustainability in learning environments worldwide. We aspire that the foundational article delineating the Bootcamp's methodology, along with the ten illustrative case studies, will catalyse a proliferation of innovative ideas for broad-scale adoption and application, fostering a robust network within the educational community. Recognising the diverse linguistic backgrounds of the Bootcamp's participants, we have ensured that each abstract and its pertinent keywords are available in both Spanish and English, thereby extending the accessibility and impact of these learning designs across various regions.
Copyright (c) 2024 Tünde Varga-Atkins, Maria Toro-Troconis, Norita Ahmad https://creativecommons.org/licenses/by/4.0
Students’ perceptions and experiences of taking a Leave of Absence (LOA) during their degree
Although literature suggests that students may encounter a range of difficulties whilst studying at university, our understanding of the experiences of those who have to take time away from their studies during their course is limited. This study adopted a qualitative approach using semi-structured interviews with sixteen students at one UK university who had taken a Leave of Absence (LOA) during their undergraduate degree. The interviews explored students’ perceptions and experiences of Leave of Absence. Thematic Analysis led to the identification of three key themes including ‘Difficulties navigating Leave of Absence procedures’, ‘Satisfaction with support received’ and ‘Feelings of preparing for the return’. Overall, the data suggested that students’ experiences of Leave of Absence varied and whilst some students’ experiences were positive, others were more negative, with a need for further support and information expressed. The findings also show that students’ needs varied, and this highlights the need to avoid a ‘one size fits all approach’. In view of this, recommendations for the future are also discussed.
Copyright (c) 2024 Lucy James, Masi Noor, Aqsa Halim, Claire Fox https://creativecommons.org/licenses/by/4.0
Active learning in the undergraduate laboratory: Giving students a safe space to experience low-stakes failure
As with COVID-19, and so with national and global economic, political and climate crises, it is our young people who are the most vulnerable. In the UK, young people are experiencing a mental health crisis, and schools and universities are reporting record low levels of student engagement. Here we present a case study from a large Foundation Year Biological Sciences module where we considered the potential for low-stakes failure teaching events to act as a tool for developing student confidence and resilience, whilst also developing scientific learning. Foundation Year university students had the opportunity to engage in a low-stakes formative laboratory session, where they developed their own microbiology experiments. This was followed by the opportunity to repeat the experiment three months later, as well as additional interactive workshops for analysis of the practical data and to reflect on their learning experience. The students took a variety of approaches to the practical experiment with the majority describing the experiment as a positive experience: 92% of student respondents felt the experience offered a safe space for experimenting with scientific techniques, and students reported developing subject-specific skills including pipetting, plating bacteria, experimental design, in addition to transferable skills such as teamwork, problem solving, and building confidence to try something new (experiment!). We discuss considerations for further research as well as the potential for embedding low-stakes failure within a programme of study within a Higher Education setting.
Copyright (c) 2024 Kelly Edmunds, Helen C Leggett https://creativecommons.org/licenses/by/4.0
Students engage with and benefit from active learning when this is appropriately embedded in curriculum design
The present investigation sought to evaluate the influence of active and blended learning approaches to teaching on student engagement, learning gains, confidence, and sense of belonging in their psychology course. Two-hundred and eighty-four students took part in an online survey between March 2022 and March 2023, examining their perspectives, experiences, and barriers to engagement with teaching and learning approaches in their course. Findings from our qualitative content analysis of the open responses provide evidence that students experience some benefit from active learning, as opposed to more traditional didactic methods often seen in large cohort courses. Benefits are qualified, however, by the extent of active learning and how it is presented. Our work, therefore, points towards some considerations on how active learning can be embedded within a technology-enhanced curriculum to support student engagement and learning experience.
Copyright (c) 2024 Stephanie McDonald, Bethany Huntington, Harriet A. Allen https://creativecommons.org/licenses/by/4.0
Engaging with extremely online psychology students: Creating a meme “study guide”
Introduction: Memes are a viable way to introduce students to psychology concepts and to actively engage with class content. Statement of the Problem: Given our ever-increasing engagement with technology, educators have been calling for innovative ways to engage with students who are often steeped in internet culture. Literature Review: Building on Kath et al. (2022)’s strong theoretical foundation for memes as an effective pedagogical tool in the psychology classroom, memes assignments seem to provide an ideal medium for this engagement. Teaching Implications: This paper describes an innovative assignment designed to have students engage with class content using memes. Conclusion: The assignment provides students the opportunity to actively engage with class content and fulfills many of the APA teaching goals, making it a viable assignment for students at any level of their education journey.
Copyright (c) 2024 Alexandra Zidenberg, Brandon Sparks https://creativecommons.org/licenses/by/4.0
The importance of quality and quantity: An investigation into the influence of accuracy and frequency of retrieval practice on learning
There is a growing body of work on the application of cognitive learning principles to course design and instruction. Retrieval practice is one such principle. In this study, we investigated the application of retrieval practice into the course design of an online, asynchronous course. Specifically, we investigated whether the frequency and accuracy of students’ retrieval practice was predictive of their final course grade, a measure of their academic success in the course. Both students’ performance on the practice quizzes and the number of times they attempted these formative assessments were predictive of their final course grade. Our findings suggest that both the frequency and accuracy of retrieval practice attempts influences students’ ultimate achievement in the course. These findings have important implications for course design and instruction, specifically the importance of encouraging students to regularly engage in retrieval practice with high accuracy.
Copyright (c) 2024 Alice S. N. Kim, Linda Carozza , Adam Sandford https://creativecommons.org/licenses/by/4.0
Supporting student learning in research methods and statistics in psychology through authentic assessment
Research methods is a challenging yet central topic within an undergraduate and postgraduate psychology degree. All other modules rely on an understanding of research methods, though statistics anxiety is prevalent amongst learners in non-mathematical disciplines—including psychology. Here we conducted a multi-stage study to explore student experiences with statistics learning and assessment and used these insights to develop a framework of authentic assessment. Findings from focus groups in Study 1 highlight two aspects of the curriculum which pose challenges for students, that is, the nature of the learning environment, highlighting the need to embed opportunities where students can engage actively with content, and how students are being assessed. Adopting an evidence-based approach, we re-designed the nature of the assessment to incorporate elements of peer-assessment and self-assessment tasks, providing students with opportunities to engage with and apply the assessment criteria through the use of exemplars and their own work both inside and outside the classroom. Subsequent focus groups conducted as part of Study 2 suggest that designing the learning environment to encourage active learning and developing teaching approaches underpinned by principles of authentic assessment and assessment for learning can have profound benefits for students in terms of engagement, self-efficacy, and reduced levels of statistics-related anxiety.
Copyright (c) 2024 Stephanie McDonald, Andrew Reid, Christopher R. Madan https://creativecommons.org/licenses/by/4.0
Wetlands in Iberá: Landscapes for learning from interactions
The United Nations Educational, Scientific and Cultural Organization (UNESCO) works to promote Education for Sustainable Development (ESD), being a fundamental purpose to achieve the Sustainable Development Goals (SDGs). that make up the 2030 Agenda approved by the General Assembly of the United Nations (UN) on September 25, 2015. One of the recent initiatives of the UNESCO International Institute for Higher Education in Latin America and the Caribbean, IESALC (UNESCO-IESALC) and the Association for Learning Design and Education for Sustainable Development (ALDESD) has been the organization in 2022 of the Bootcamp on Pedagogical Design and ESD, the context in which this work is framed. This project is designed for a specific training module lasting 20 hours distributed over 5 weeks and integrated as a training complement of 1 ECTS within the Degree studies in Early Childhood and Primary Education. In this module the students will be able to develop the key competences for sustainability in an equitable way. The main SDG worked on is the SDG 4 "Quality Education", in addition to SDG 10 "Reduction inequalities", SDG 16 "Peace, justice and strong institutions", and cross-cutting SDG 17 "Partnerships for the goals" . The main strength of this project is its replicative effect on society, contributing to the achievement of the Sustainable Development Goals (SDGs) outlined in the Agenda 2030. Therefore, this module aims to pave the way for the development of sustainable projects with a significant impact, thereby sowing the seed of change in students and also in their future classrooms, which will be shaped by the society of today and tomorrow.
Copyright (c) 2024 Julio César Carhuaricra Meza https://creativecommons.org/licenses/by/4.0
Embedding environmentally sustainable practices in learning and teaching: A student perspective
Embedding environmental sustainability practices as part of higher education programmes is an increasing priority. This paper examines factors influencing student perceptions of environmental sustainability values, attitudes, and behaviours through the introduction of activities situated outside of the formal curriculum in textile conservation, a post-graduate academic and professional skills programme. The study involved students across two year groups, teachers, and a graduate of the programme. Evaluation of student perspectives indicated that the conscious introduction of a learning and teaching model with extra-curricular activities led to changes in the ways they engaged with issues of environmental sustainability. Sharing, collaboration and a supportive environment was central to successfully developing and maintaining environmentally sustainable approaches forming part of their routine decision making. Informal extra-curricular activities transcended formal curriculum boundaries creating a holistic approach to conservation practices with an environmentally sustainable mindset. However, balancing such activities alongside the formal curriculum needs to be carefully managed to ensure students can meaningfully engage without added workload pressures.
Copyright (c) 2024 Karen Thompson, Marina Herriges https://creativecommons.org/licenses/by/4.0
Reviewer acknowledgements for Volume 2, Issue 3, of oSoTL.
Copyright (c) 2023 Matthew Barr; Vicki Dale; Nathalie Tasler https://creativecommons.org/licenses/by/4.0
Editorial for Volume 2, Issue 3, of oSoTL.
Copyright (c) 2023 Vicki Dale; Matthew Barr, Nathalie Tasler https://creativecommons.org/licenses/by/4.0
Development of the ‘Student guide to the hidden curriculum’
The ‘hidden curriculum’ of Higher Education refers to practices, terminology, and norms that students are implicitly assumed to understand, but are never explicitly explained. Most interventions proposed to reveal the hidden curriculum have been designed and implemented in subject-specific contexts with limited scope for wider impact. In collaboration with the Quality Assurance Agency, we designed the ‘Student guide to the hidden curriculum’, which provides a student-friendly glossary of terms, allowing students to arrive at university with some of the hidden curriculum unpacked. In this article, we outline the conceptualisation, development, and staff evaluation of the guide, before sharing reflections on the process of creating a hidden curriculum resource.
Copyright (c) 2024 Dr Pam Blundell-Birtill, Dr Richard Harris, Dr Madeleine Pownall https://creativecommons.org/licenses/by/4.0
SDGs & the City: Co-designing a model for postgraduate research hackathons
Glasgow Caledonian University London is a postgraduate satellite campus delivering a range of Masters Programmes covering fashion, luxury, marketing, finance, business and management. Glasgow Caledonian University’s mission, as the University for the Common Good, is to deliver social benefit and impact. Being the first university to adopt the United Nations Sustainable Development Goals (UN SDGs) as the framework for research, the SDGs are central to both teaching and learning strategies. This paper introduces the context, aspirations and practices of a small team working to integrate sustainability into a post-graduate research module. The Introduction to Research Methods Module is delivered to all GCU London post-graduate students, necessitating a broad approach that takes account of the wide range of disciplines our students’ study. Our aspiration in joining the Learning Design and ESD Bootcamp was to frame learning within the context of the SDGs and by so doing create authentic and impactful ways of exploring predominant research philosophies and practices. Our desire for our students to get head, hands and hearts-on with research meant a re-design to include more active learning opportunities. The resulting curriculum development applied the CoDesignS ESD Toolkit to disrupt the standard delivery of a postgraduate research methods module and created opportunities for students from diverse disciplines to explore local and global sustainability challenges and work together taking trans-disciplinary approaches in a series of SDG-focused Research Hackathons. The learning design described in this case study was created by Professor Natascha Radclyffe-Thomas EdD, Professor Antony Morgan PhD, Habeeb Mustafa MA and Laia Cargol MSc. Based at the London post-graduate campus of Glasgow Caledonian University.
Copyright (c) 2024 Natascha Radclyffe-Thomas https://creativecommons.org/licenses/by/4.0