FASSTEST

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

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24 results found

Teaching Critical Thinking Skills

Project leader(s):  Sue Nieland Ian McGarry Amita 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 leader(s):  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 leader(s):  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 leader(s):  Rhiannon Edwards Shazna Muzammil Vanessa 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.

Closing the Black, Asian and Minority Ethnic (BAME) Enquirer and Recruitment Gap in FASS

Project leader(s):  Karen Hagan Lystra Hagley-Dickinson Pepta Joefield-Beeby Anna Clarke

The BAME Insight Factsheet produced by Marketing demonstrated that there is a BAME enquirer gap in the OU.

Dyspraxia (Developmental Coordination Disorder): Understanding Students’ Requirements

Project leader(s):  Jo Horne Rhiannon Edwards Angela Eyre

Students with a Specific Learning Difficulty (SpLD), such as dyslexia and/or dyspraxia (Developmental Coordination Disorder; DCD), are more likely to leave Higher Education without completing their course and with poorer grades than their typically developing peers (Sumner et al., 2021).

Developing Academic Integrity in Postgraduate Students

Project leader(s):  Sue Nieland Paige 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 leader(s):  Cathy Schofield Tracey Elder

OUAnalyse predicts on a weekly basis whether, or not, a student will submit their next assignment.

Dyslexia: Perceived Barriers and Facilitators to Success at Postgraduate Study

Project leader(s):  Rhiannon Edwards Jo Horne

The Higher Education Statistics Agency’s (HESA) statistics indicate that the proportion of UK postgraduate (PG) students who identify as having a disability (10%) is significantly lower than that of undergraduate (UG) students (15%).

Supporting Younger Students with Weekly Communications

Project leader(s):  Sue Nieland

This project explores whether structured weekly email contact, relating to specific aspects of the module that students are studying, helps to support and retain younger students (i.e. those aged under 25 years).