Go to the Students section
Go to the Staff section
Go to the Alumni section
Go to the Study here section
Go to the International section
Go to the About section
Go to the Research section
Go to the Business and Employers section
Go to the Support us section
Last year's Brookes Teaching Excellence Fellows were recognised for enhancing the student experience within their departments and across the University.
The 2018 Brookes Innovation Projects are helping to transform curricula through cutting-edge pedagogic practice to challenge our students in new ways.
All the 2018 award holders have shown sustained commitment to reflecting on their support for a diverse range of learners as well as proactivity in developing themselves as outstanding HE educators.
Peer-Mentorship and Staff-Student Collaboration on the Production of a Digital Geographical Research Techniques Guide. The project is co-led by Dr Chris Satow and Dr Ingrid Medby, involving all members of Geography staff and incoming students.
The project will engage undergraduate students in the active development of their own curriculum, focusing particularly on research skills and mentoring across cohorts. Third-year Geography students will act as peer-mentors on a compulsory second-year fieldwork module, giving them an opportunity to consolidate their own skills through feeding these forward. Despite the national emphasis on fieldwork in Geography there has so far been few examples of peer-teaching of this kind, highlighting the innovative nature of the project. The participating third-year students will also get an additional qualification in mentoring, linking to Oxford Brookes’ focus on employability.
The second-year fieldwork and third-year mentoring will both feed into the co-production of a digital fieldwork research-skills guide. As the first of its kind, this guide will be hosted online as a ‘living document’ to be updated and expanded by future Geography cohorts – and available as a resource for future students potentially considering Brookes.
The guide will comprise not only textual chapters but also videos, images, maps, and other creative outputs for and by students. Emphasis is on multimodal teaching and learning in order to ensure inclusivity. The idea is for this to be a ‘staff-student partnership’, whereby students are tasked with voicing what they would find most useful in terms of content and resources. Development and design of materials beyond assessed work will be linked to the Brookes ID scheme, allowing students to gain additional recognition of their transferable skills and experiences.
The project is a result of Geography’s recent growth in both student and staff numbers at Oxford Brookes University, bringing in new ideas as well as drawing inspiration from successful peer-mentoring schemes from across the University. The team is excited about the opportunity offered by the Award and look forward to discussing it further at future Teaching and Learning Conferences!