Teaching-generated research

This session outlines a critical thinking solution to the series of pressures under which current undergraduate and postgraduate teaching exists; increasing demands on academic time, rising student expectations and TEF hyperawareness (NSS and student experience matrices). Using an adaptive model, this session shows how students can have access to academics' cutting-edge research, while simultaneously allowing research to develop within the teaching structure. This allows for both staff and students to benefit from the generative atmosphere of a new piece of research. Furthermore it allows for a collegiality of research which can be difficult to create under the above pressures

You've got the power : student co-creation of non-weighted portfolio assessment

Student engagement is predicated on innovative and timely assessment design. In this session, I will show how the development of a module in which students define the main thrust of their assessment within the framework of a non-weighted portfolio has had positive effects, both intended and unintended. The transferral of power to the students is designed to allow responsibility in learning to come to the fore and ties to transferable professional skills. The module in which this has been tested over the last five years draws on ideas of generative teaching and learning – a developmental experience for both staff and students, again redistributing power. This session will lay out the theoretical underpinnings as well as the module exemplar, and asks whether fundamentally good assessment design is based on equity of engagement from all par- ties, from students and staff to external examiners and support staff