How Might We Guides

To support colleagues in designing and reflecting on their programmes a number of ‘How Might We’ guides have been created to support programme teams in thinking through their approaches to delivery from authentic assessment to ensuring a sense of belonging.

These guides are based on the wide range of excellent teaching and learning practices already happening across the institution and provide conversation starters, prompts and entry material for discussion on all aspects of our student education delivery.

• Academic literacy PDF (9.4MB) provides an introduction academic skills to develop and embed through the curriculum, designed, taught and supported by subject specialists in partnership with professional colleagues.
   
• Active learning PDF (9.9MB) considers the process of learning. It emphasises what students do to learn and how they think about what they do.   
   
• Assessment PDF (8MB) discusses assessment with emphasis within the curriculum redefined project on authentic, inclusive, and fair assessment is embedded in the assessment vision and principles.
   
• Capabilities framework PDF (4MB) provides an introduction to all 3 literacies that have their own 'How Might We Guide' and other support packages such as resources, templates, case studies and workshops. These will be available for programme teams to support their thinking around course design and review on an ongoing basis. 
   
• Design evidence-informed media for student learning and understanding PDF (10MB) looks at how the design of media will be essential when providing students with resources that promote learning and supports their understanding of key information and concepts.   
   
• Digital literacy PDF (15MB) considers digital literacy, not as a loose set of skills that students can acquire solely as an extra-curricular activity, but as something which is integral to their learning and is discipline specific. 
   
• Engage with Student Voices PDF (1MB) guide looks at how student voices data can be used in a variety of ways. For example, to improve teaching activity, student experience and/or student outcomes; to identify and share best practice; for regulatory purposes; and for benchmarking purposes.
   
• Ensure students feel seen, respected and valued PDF (5.3MB) guide explores how each individual student deserves to feel seen and respected, and how this is crucial to belonging and student success.
   
• Enterprise PDF (13MB) focuses on equipping students to deal with a changing and often turbulent world. 
   
• Foster active learning through student open knowledge production PDF (11MB) provides advice on how to include the creation of educational materials (podcasts, Wikipedia pages, presentations, open text books, etc) by students in a more socially engaged and ethical curriculum in which learners are empowered as open knowledge producers.  
   
• Highlight Global Citizenship (13.6MB) refers to the use of subject-specific knowledge and skills to contribute meaningfully and thoughtfully to solving global problems. Such problems might include climate change, sustainability, social justice, and equality.
   
• Languages PDF (9.5MB) looks at language and how it is largely ignored and only becomes visible when it is seen as a problem.
   
• Professional literacy PDF (12MB) introduces professional literacy as a component of degree programmes at Leeds.
   
• Small group teaching PDF (4MB) looks at designing small group teaching activities that are engaging, promote active learning and offer flexibility.
   
• Support students to utilise their learning analytics data PDF (9.6MB) explores learning analytics to enhance taught student education and support student success through the visualisation of student activity data with digital education systems and University services.
   
• Surfacing skills PDF (10MB) highlights the surfacing skills process that enables programme teams to determine which ones are most relevant to their discipline and how each is defined and applied. 
   
• Sustainability PDF (9.86MB) breaks down sustainability in the context of the UN Sustainable Development Goals (SDGs) and the interdependence of environmental integrity, social justice, equality and economic prosperity. The SDGs and the interrelationship across these represent the most pressing and significant global challenges.
   
• Introducing capstones across the University PDF (9.5MB) through a culmination of studies learners bring together and apply knowledge and skills gained throughout their programme of study to a research project. 
   
• Integrate Ethics in to our modules of study PDF (1MB) This guide considers how ethics (inter-disciplinary, applied, practical, professional and research ethics) might be embedded across the curriculum.