Annual Report 2024–25

Our Learning Development team work in partnership with academics to embed essential academic and digital skills into the curriculum. We present four case studies that demonstrate innovative approaches to preparing students for success in a rapidly changing world. 

Data literacy for social sciences

220 students gained confidence in quantitative data analysis through Q-Step summer school and research-based placements, addressing a national skills gap in data literacy among social science students. 

Partners:

• Andrea Denny, Leeds Q-Step Centre programme leader 
• Rizwan Nawaz, Statistics and Data Advisor.

Key features: 

• ‘Getting started with statistics’ workshop was inclusive of all abilities and students worked with real data they generated 
• one-to-one drop-in support was provided during the placement.

Impact: 

• students: highly engaged and acquired confidence and aptitude in data and statistical research techniques.

[Riz] did a fantastic ‘getting started with statistics’ workshop for us at the start of that summer school and all of the feedback was that it was absolutely brilliant as a starting point and a real boost to confidence to those who have no experience.

Gateway to medicine

Foundation year students developed critical thinking and digital skills, giving them a head start in medical education. 

Partners:

• Shelley Fielden, Lifelong Learning: Transition to Medicine foundation year module leader 
• Emily Haikney, Learning Advisor 
• Haworth Towler, Digital Learning Advisor.

Key features: 

• four interactive student-centred seminars tackled the hidden curriculum to give students a real understanding of academic culture’s expectations, norms and behaviours 
• self-directed digital learning across each of the Jisc digital capabilities interweaves with academic skills development.

Impact: 

• students: develop their academic capabilities before entering Year 1, giving them confidence as independent learners, better prepared to meet the demands of medical education
• staff: benefit from exposure to innovative teaching strategies and digital learning frameworks. 

It's so helpful for students to develop their skills as self regulated independent learners. I definitely see their skills as being stronger than many of the students that come in at year one.

It's been incredibly inspiring to me to work with people from the Learning Development team. The expertise they bring to this module and our students is invaluable. I've learned loads and I know the students have.

Innovating Sociology education for a changing workplace  

Sociology modules were reimagined with object-based learning, earning recognition at University level and curriculum design was transformed to meet evolving workplace demands and Curriculum Redefined. 

Partners: 

• Tom Campbell, Associate Professor in the School of Sociology and Social Policy 
• Angela Newton, Learning Advisor.

Part 1: Strategic curriculum redesign 

Angela’s contributions to strategic discussions steered a rethink about the skills that students need upon graduating, which contributed to reshaping the undergraduate portfolio. 

Key features: 

• developed a capstone module feeding into all dissertations 
• introduced three advanced skills pathways: 
  • quantitative methods 
  • qualitative methods 
  • Library-based dissertation.

Impact: 

• students: produced stronger, research-grounded projects with improved employability outcomes
• staff: benefited from strategic curriculum design support and practical insight.

The Learning Development team provided not only practical insight, but strategic curriculum design advice… our students are doing better projects which are more grounded in research methods.

Part 2: Sociology of objects module 

An innovative module – Sociology of Objects – departed from traditional pedagogies and embraced object-based learning to prepare students for a workplace that will be shaped by automation and AI. 

Key features: 

• inspired by Angela’s object-based learning research and the Library Makerspace 
• Angela co-delivers sessions using Cultural Collections and Makerspace materials. 

Impact: 

• students: engage with interdisciplinary, experiential learning that forms core sociological skills 
• staff: created a model of best practice recognised at faculty and University level. 

Recognition: 

• presented to University Council as an example of best practice 
• shortlisted for the Leeds Teaching Awards 
• led to forming local and national networks on object-based learning.

It was a module that turned on its head what the skills we should be developing in sociology and social policy were… it dramatically changed what we can do.

Critical thinking in fine art, history of art and cultural studies 

Co-designed student-centred sessions fostered active learning and critical thinking. 

Partners: 

• Dr Rob Knifton, module leader (disciplinary expertise) 
• Michelle Schneider, Learning Advisor (learning development and pedagogy) 
• Sara Montgomery, Language Centre (English for Academic Purposes and support for international students).

Key features: 

• true collaboration: co-designed sessions, with equal input and shared ownership 
• student-centred design: activities focused on active learning, collaboration and reflection 
• co-delivery: seven sessions led by a mix of team members, each contributing expertise 
• disciplinary contextualisation: content tailored to students’ academic disciplines.

Impact: 

• students: develop their own definitions of critical thinking within the context of fine art, history of art and cultural studies 
• staff: fostered a holistic, interdisciplinary approach to academic skills development.

It's really been truly collaborative, and every single thing that we designed was based on student-centred design, giving active learning opportunities for students to collaborate and reflect.