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FASS Centre for Scholarship and Innovation logo

FASSTEST brings together colleagues from across the Faculty of Arts and Social Sciences, providing a mechanism for professional development through practice-based scholarship within a mentored community. 

Much of our work is organised on a project basis with project management aimed at the delivery of new educational outcomes and scholarship outcomes. FASSTEST supports a rolling portfolio of approximately 40 active scholarship projects under a number of themes which include:

  • Online and blended tuition 
  • Assessment
  • Employability/careers 
  • Equality, diversity and inclusion
  • Mental health and wellbeing
  • Multisensory/multimodal learning

If you are interested in learning more about a particular project or connecting with a project team, please contact us at FASS-Scholarship@open.ac.uk. 

Projects

The search found 28 result(s)

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    Face to Face Day schools: Understanding attendance and non-attendance on psychology modules

    Project Team: Caroline KellyKaty SmithMarianna LatifRachel PennyPaige CuffeMadeline Knightley

    This project aimed to understand attendance for optional face-to-face tuition events on psychology modules. A mixed method approach was used to capture the student voice, and the five methods are presented here.

    Teaching Critical Thinking Skills

    Project Team: Sue NielandIan McGarryAmita Sen-Gupta

    In the age of digital information and high levels of technology in academic life, critical thinking skills are not just considered as an element of academic literacy; they have been interpreted in terms of the ability to use Microsoft Office and reference managing software effectively when underg

    SMART Feedback: Exploring the impact of action-focused student feedback on the student experience of learning

    Project Team: Charlotte Lattin-Rawstrone

    The proposed study intends to investigate the application of aspects of the research and framework through an intervention that builds on this framework with a specific focus on the reciprocal process and enactment of outcomes of feedback components by using SMART goals in the feedback process.

    The Experience of BAME Students on DE300

    Project Team: Sharon Xuereb

    It is well documented that Black and Minority Ethnic (B.A.M.E.) students are awarded lower grades at university than their White counterparts. In the UK, a first class and second upper class degree classifications are considered ‘good degrees’.

    Embedding Accessibility into the Curriculum: An Accessibility Tool as a Checklist

    Project Team: Rhiannon EdwardsShazna MuzammilVanessa Moore

    The Accessibility Tool is currently being piloted on modules presenting in 22B and 22J with the goal of disseminating the final version across OU by 23J.

    Developing Academic Integrity in Postgraduate Students

    Project Team: Sue NielandPaige Cuffe

    This project will explore the development of postgraduate students’ understanding and practice of academic integrity, that is of good academic conduct, focusing particularly on the module Principles of Social and Psychological Inquiry.

    Integrating OUAnalyse into DE100 to Aid Retention and Progression

    Project Team: Cathy SchofieldTracey Elder

    An Examination of Motivation and Engagement of Students Studying at Different Intensities

    Project Team: Cathy SchofieldAlison Gisby

    Achieving HEA Accreditation: Does Working and Writing in the Presence of a Peer in an Online Space Assist Submission? 

    Project Team: Malik RefaatCarina BossuPaige Cuffe

    Dyslexia: Perceived Barriers and Facilitators to Success at Postgraduate Study

    Project Team: Rhiannon EdwardsJo Horne

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