Andrew Kerrigan, Centre for Global Programmes Abstract The York Pedagogy is grounded in ‘learning by doing’. While there are demonstrable advantages of an experiential syllabus in terms of increased student engagement and confidence in the surrender value of new knowledge and skills acquired, difficulties are encountered in developing valid, reliable and practical assessment tools to … Continue reading Designing authentic assessment tools for experiential learning

Claire Hughes and Abigail Parrish, Environment Abstract Promoting progressive development towards the programme learning outcomes (PLOs) defined under the York Pedagogy requires us to define a clear programme-level strategy for key skills development. In the Enhancement Plan we put together in the Environment Department we propose to introduce key skills training pathways, involving face-to-face learning … Continue reading Programme-level approaches to skills development in modular degrees