The 2024 iteration of the annual ESLTIS conference was hosted by the University of St. Andrews with a broad theme of ‘Enhancing Student Learning Through Innovative Scholarship.’ In reality, the two days of the conference covered a wide range of issues both from the...
In a beautiful town surrounded by lush green countryside, golf courses, and tranquil seas, I recently spent a couple of days that left me both intellectually enriched and personally inspired. Hosted by St. Andrews University, the 7th edition of the Enhancing Student...
Claire McGourlay (SoSS) shares her reflections from Connections in Legal Education Fest 2024
Mark Baker, Department of History, shares his thoughts from the Advance HE: Teaching and Learning Conference 2024
Ekaterina Kazak (SoSS) highlights the use of automated programming assessments with Gradescope to address the challenges of manual marking and provide timely feedback to economics students.
Stephanie Sodero (SALC) challenges students to distil a key point from their research essays into a creative project designed for a target audience.
MIE lecturer and unit lead Kelly Burgoyne (SEED) went from peer assessment sceptic to champion as she developed and supported a peer assessment as learning approach on her 3rd year UG unit.
Creating meaningful summative feedback can be time consuming, with little guarantee of student engagement. However, allowing students to display their finished work to their peers, in an event aimed to encourage dialogue and comparative judgement, can become the catalyst for the creation of, and engagement with, high-quality self-generated feedback. Case study by Alison Zimmer (AMBS)
Cornelia Lawson & Philip Shapira (AMBS) asked students to prepare academic posters for a group assignment.
Panos Sarantopoulos (AMBS) shares how using Blackboard quizzes regularly, alongside forums and drop-in sessions, enhances learning.
