Delegates attending the annual Engage conference

Engage

Our Annual Learning and Teaching Conference, Engage, is an opportunity for us to showcase and explore our learning, teaching and assessment-related activities to further enhance our student learning experience.

Engage: annual learning and teaching conference

Our annual Learning and Teaching Conference, Engage, celebrates learning, teaching and assessment-related activities across our University. This year it took place remotely on Tuesday 22 June 2021.

Colleagues from across all faculties and professional services were invited to hear keynotes and participate in workshops and paper presentations.

The Active Curriculum Framework provided our strapline for this year's conference: maximising opportunities and minimising barriers.

It says: “The Active Curriculum Framework is underpinned by a universal design for learning approach to the design of learning outcomes, assessments, teaching methods, and learning materials which aims to minimise barriers and maximise opportunities for all learners. It is exemplified by the principles listed below which are embedded within each of the framework’s educational dimensions.”

Our theme and keynote focused on ‘inclusion’, and we explored key aspects of this important topic throughout the day. The following 'golden threads’ ran throughout this year's conference and remain open for the time being to continue the discussion - attendees are welcome to contribute your thoughts: 

  • Fostering a sense of belonging
  • Exploring intersectionality and celebrating diversity
  • Ensuring clarity and fairness in assessment
  • Promoting equality of access and social capital
  • Championing equal opportunity and employment
  • Showcasing interdisciplinarity and diverse representation

Please read our Learning Curve blog post about this year’s emphasis on diversity and inclusion and its potential to inspire new ambitions and reinvigorate current good practice.

Thank you for your interest in being a part of this important event.

 
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