Tutors share exemplary essays with students to improve their research and writing skills. One tutor is actively encouraging students who receive marks in the 80s to publish their papers. The tutor has recommended an appropriate academic journal and guided the student to publish. The students paper is now accepted for publication.

In 2021–22, the TEI offered introductory and intermediate modules in Hebrew and Greek on an evening when no other modules were delivered. Students were encouraged to take the modules for credit, to be sure, but they were also encouraged to audit these modules as they were able. This afforded an opportunity for some familiarity with the biblical languages without pressure or expectations.

The External Examiner noted that, 'There is an unusually high level of ecumenical learning in this TEI, particular in conversation with Orthodox traditions, and some good awareness of global Christianity in places, which I commend to Durham and other TEIs. Appreciation and comparison with other Christian traditions not only benefits church unity, but greatly enables students’ self-awareness and reflectivity about their own tradition and context.'

The TEI’s flipped-classroom approach means that students come to learning sessions having already done some learning at home: the TEI is able to use the space for problem solving and applied learning, thus depending the learning experience for students. This is now the standard approach across the College.

Student-led seminars, where they attend having engaged with pre-reading and lead themselves in discussion, are very well received, as are ‘flipped classroom’ sessions where 45-60 minutes of recorded lecture material is watched beforehand, and then the class meets for 45 minutes of staff-facilitated discussion.

CGH (among other pathways) is increasingly making use of narrated PowerPoints as a method of delivering teaching content. This has enabled a “flipped classroom” approach for some modules which students have greatly appreciated both for the flexibility it offers in accessing content, but also in freeing time in scheduled sessions for student-led discussion and interaction.

The ASE Reviewer commended the TEI for developing a set of guidelines around how to create safe spaces for learning in response to student feedback. The ‘Guidelines for Teaching and Learning’ ensures that trigger warnings are offered before the introduction of potentially triggering material, and outlines expectations that students must be prepared to come prepared for class, be prepared to actively participate and engage in in learning, and be respectful in discussion. It also outlines expectations on staff to ensure a diversity in resources and materials.

The TEI requires a declaration of appropriate handling under safeguarding regulations of any disclosure of historic (or current) abuse in real-world assignments.

The following examples of
online teaching tools recommended in the TEI forum:

Jamboard (Google) – equivalent to a flip-chart, with ‘sticky notes’ that could be moved around and organised, and an image that could be saved at the end;

Zoom whiteboard – expected to improve to become more like Jamboard – users had a choice between two apps with full functionality and sticking to one (Zoom) with less;

Slido – useful for in-session Q&A where there were many participants, replacing the need to use the ‘chat’ function as it prioritises the most popular questions;

Gather.town – useful for informal gatherings, being more fun, with a tiny avatar that walked around the screen;

Wonder.me – similar to Gather.town

The College  has been adaptable in the pressures of the pandemic in several areas:

(1) despite pressures on staff time, the college has continued to support staff in research activity including facilitating research leave;

(2) The use of research seminars regularly across the national staff using Zoom;

(3) a culture of support for students with adaptability in how modules are taught, the use of blended learning and flipped classroom, together with a review of assessment in the light of the limitations that the pandemic brought on students.

The introduction on small reflection groups as a regular feature of our ministerial pathway learning days has been very positive so far. This is both because it is a valuable source of peer support and reflection in itself, and also because it sets patterns for positive reflective practice for future ministry.