Abstract

Greater participation, and the associated increase in student diversity, has changed university education worldwide. The old ways of teaching a small number of well-qualified committed students do not work as well with large classes and more diverse student needs. This essay documents one approach to this challenge. It involves understanding student needs and preferences better, developing a range of ways to deliver learning and assess the results, and finally reflecting on the outcomes. The annual process of reflection allows changes that improve alignment of course aims with their delivery and assessment, and results in improved student learning and perception of the subject.

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