Case study: Decolonising and diversifying the biomedical science curriculum

A case study developed as part of a 2022/23 Education Development Project.

The Practice

Over the past two years, the three Biomedical Sciences Schools have been working to decolonise and diversify the curriculum. This has involved working in partnership with … Continue reading...

Case Study: Research-rich interdisciplinary group work for Digital Health 

Department of Electrical and Electronic Engineering 

The Practice

The MSc in Digital Health is a new taught programme in the Faculty of Engineering at the University of Bristol. One of the first such programmes in the UK, it is motivated … Continue reading...

Case Studies: Embedding employability and community engaged learning

The Faculty Employability Team consult and advise academics in embedding employability into their curriculum through activities such as authentic learning. 

The Team have been busy working with academic colleagues developing new embedding employability and engaged learning case studies.  There are … Continue reading...

Sustainable investing guest lecturer insight into growth areas and career exploration

Financial Reporting and Analysis EFIMM0030

Unit information

This is a mandatory unit on the Finance and Investment MSc programme, with a cohort size of 176 in 2021/22. In focusing on the preparation and articulation of the main financial statements the … Continue reading...

Surfacing skills development through alternative assessment methods.

Banking EFIM20032

The Practice

The Banking unit is an optional Year 2 and 3 unit for various undergraduate programmes in the Business School, with approximately 80 students in 2021/22. Formative assessment requires students to work in groups from the outset, … Continue reading...

Ten tips to start your curriculum decolonisation journey: case study

School of Anatomy. Faculty of Health Sciences.

Decolonising the curriculum is a process which requires commitment and time. Starting the process can be daunting specially in STEMM subjects as examples are less obvious than those in non-STEMM subjects. These are … Continue reading...