Action
Research and Evidence based practice have been a core focus of Bridges
CETL over the last two years. You can find out further details by following the above link.
Group work has been recognised as an effective alternative to
traditional ‘talk and chalk’ methods of teaching and as a means of
developing important characteristics in the learner such as the ability
to work collaboratively and communicate effectively. This Project explores its implementation within the Psychology curriculum.
This Project investigated the use of concept mapping in the area of personal development – firstly as a research tool and secondly as a reflective tool supporting PDP.
ELLI Project is funded by the Higher Education Council for England (HEFCE) and the Paul Hamlyn Foundation (PHF). It is one of seven projects which form the Higher Education Academy’s; What Works? Student Retention and Student Success Programme. This work has also been supported through Bridges funding and aligns with Bridges’ aims.
This three part study, situated in the Applied Social Studies Department of the University, is one of a number of small-scale research projects funded by Bridges CETL to enhance skills development, employability and personal development planning activity across the University.
As part of the initial review of activities in the University, Bridges undertook a review of the implementation of PDP. This Project reports on the findings of this review and was presented at the CRA’s First International PDP and e-Portfolio Conference.
The aim of this strand was to explore the application of games and simulations, both with and without the use of computers, to the bridging agenda of the CETL.
Project Vena is a multi-disciplinary Project integrating staff and students in the
departments of Social Work and Performing Arts at the University of Bedfordshire
with local theatre company, Wooden Hill and young people who have trained with
them. These young people have themselves all been involved with social services
and many of them have lived in care.
This Research was undertaken with a group of Second Level students in the Applied Social Studies department to identify student problems experienced in their First Year and University led or student used help they had experienced in over coming any difficulties in making the transition into university studying, and also the elements that had not been as helpful as the University of Bedfordshire had meant them to be.
The aim of the Project was to gain an insight into the benefits of peer coaching for undergraduate Psychology students at the University of Bedfordshire. The study investigated how self reflection and insight are utilised in peer coaching to influence well-being and academic performance in students.
