Author Archives: lydiaarnold

Towards Inclusivity

A recent HEFCE blog post reminds of the need to continually consider inclusive practice in HE. Many universities are responding to the need for inclusivity with a range of policy approaches, guidance documents, suggestions for best practice and the internal … Continue reading

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9 Things to do with Assessment Rubrics

I’ve used rubrics in assessment marking since I first held an academic role some fifteen-ish years ago. For me, rubrics are an essential tool in the assessment toolkit. It’s important to recognize that they are not a ‘silver bullet’ and … Continue reading

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Undergraduate Vivas

Over the last six months I have been looking in to the Undergraduate Viva. Asking questions such as what are the benefits? What makes a good undergraduate viva? and, How can students be prepared for their undergraduate viva? One of … Continue reading

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The process of defining graduate attributes

I am aware others are grappling with how to define graduate attributes, so I thought it helpful to share the approach that we took. As part of a whole university curriculum review, and a strategy review, we set about trying … Continue reading

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Feedback conversations: How should I use technology? A nuanced approach …

One of the most frequent conversations I have is around improving feedback, and how technology can help. Increasingly I am trying to encourage a more nuanced discussion about feedback, because deciding on what feedback to give and how to give … Continue reading

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International staff development in teaching and learning: Lessons learnt

At the end of another period of working with lecturers from overseas I thought it would be useful to pause for thought and identify lessons from working in the area of transnational staff development. I have just completed my third … Continue reading

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Senior Fellowship (SFHEA) readiness assessment

To help colleagues assess whether they are ‘really good’ Fellows, or instead ‘Senior Fellows’ I have created a three step self assessment exercise. This tries to encourage teaching and learning practitioners to think about the scholarly or evidence based approaches … Continue reading

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