Lectures and seminars

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Provide contact details of all tutors. Where external speakers are unable to do this, contact details should be given for a Keele facilitator. ​

Provide all reading materials, including Power Points, digitally at least 48 hours in advance, ensuring they are accessible and editable. ​

Ordinarily, students have the right to audio record live events. On rare occasions this may not be possible, for example, if there is a guest speaker discussing personal or sensitive issues. Where this is the case, students will be informed at least 24 hours in advance with appropriate justification. ​

Explain any planned activities. ​

Notify students via KLE announcement of any last-minute changes to the time or place of delivery. ​

Provide opportunities for students to ask questions about the delivery or content anonymously. ​

Explain how content links with the wider curricula at both module and programme level. ​

Ensure that content (for example case studies, role models, reading lists) is representative of the diversity of our student cohort and their lived experiences where appropriate. ​

Provide a glossary of key terminology. ​

Distinguish core reading from recommended reading and prioritise digital resources over print. ​

Review any questions asked in advance and consider revising the lesson plan accordingly. ​

Provide content warnings for sensitive content. ​

Let students know approximately how long they should spend working through the material, reading around the subject, and writing up their notes before and/or after the event. ​

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Teaching activities to start at the time indicated on the timetableand should finish 10 minutes before the timetabled end.​

Tutors introduce themselves, how they can be contacted, a summary of planned activities and/or learning outcomes and how students can raise questions or interact throughout.​

Allow students to position themselves within the room and alternate between sitting and standing without comment from the tutor.​

Do not shame or humiliate students in front of their peers by questioning them arriving late or leaving and/or returning to the room early, unless this causes significant disruption to other learners or there are specific PSRB requirements related to attendance. Tutors may contact students after the activity if there are concerns for health and wellbeing.​

Do not question students using assistive technologies such as recording devices, specialist software, laptops, tablets, mobile phones, fidget toys, stress balls, earphones, headphones, tinted glasses, overlays, back rests, or cushions.​

Agree to wear aids that support hearing when asked to do so by students, unless this is not possible, and students have been informed in advance.​

Do not put students on the spot by asking them to read materials out loud or to answer questions.​

Plan breaks in the delivery to allow students to process and consolidate received information. This can include short activities to promote social learning.​

Allow time for questions.​

Capture core content, for example, using lecture capture or pre-recorded videos.​

Where possible, tutors highlight how this event links in with content taught across the module, Level of study and wider programme.​

Provide opportunities for students to ask questions anonymously.​

Encourage student participation by building-in activities that promote social learning. This can include digital solutions such as polling software.​

Instead of asking individual students to answer questions, encourage students to work together in pairs or small groups for a few minutes to discuss possible answers and elect their own spokesperson. If you are in a tiered lecture theatre, encourage students to work with those in front and behind as well.​

Summarise key points at the end of the activity to help consolidate student learning.​

Give students time to consider the content of each slide before moving on.​

Follow a clear structure, signposting different sections and highlighting key points.​

Avoid asking multiple questions at once.​

Manage noise levels by encouraging students not to talk unless they are asking questions, or it is part of a planned activity.​

Provide opportunities for students to give anonymous feedback in terms of delivery style or points of confusion.​

Be aware of any cultural reference you use as examples and try to avoid being too UK-centric.​

​

Anticipate how different terms and phrases can be interpreted by different students depending on their background.​

Take a note of all questions asked before, during and after immediately the event. Write down all these questions and answers and circulate that to all students after the event.​

Benchmark: Minimum Requirements

(from September 2024)

Benchmark: Good Practice

(by September 2026)

Benchmark: Aspirational

(examples only)

Tutors turn their camera on when speaking. 

Tutors do not insist that students turn their camera on. 

Give students a range of options to ask questions including raising their hands, writing in the chat, or speaking out. 

Use break-out rooms to facilitate social learning activities. 

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Clarify how students will be assessed, including any links to coursework and individual competencies where appropriate.

Clarify how students that were unable to attend the lab class, or who may have been unsuccessful in generating appropriate data, can still complete any linked assessment.

Provide activities after the event that help consolidate learning and explain any data analysis that is required. This could be a timetabled in-situ session, or bespoke materials designed for asynchronous delivery.

Benchmark: Minimum Requirements​

(from September 2024)​

Benchmark: Good Practice​

(by September 2026)​

Benchmark: Aspirational​

(examples only)​

Ordinarily, students would not be working unsupervised in labs. However, there may be exceptions to this such as Level 6 or Level 7 independent research projects. Where this is the case, the academic supervisor will ensure that:

1. Supervisors have completed a full risk assessment and made that available to the student.
2. Students are familiar with relevant health and safety requirements.
3. Tutors have demonstrated all key techniques and watched students attempt each technique to ensure competence.
4. Students have contact details of key staff.
5. Students are encouraged to carry a mobile phone and shown how to use the Safe Zone App to ask for help in an emergency. ​