Author Archives: Daphne Bikker

In my previous blog on my intervention design, I discussed creating an intervention that brings together students from different year groups to strengthen peer-to-peer connections. The aim is to foster meaningful interactions that enhance students’ sense of belonging while creating opportunities … Continue reading →

As a non-native English speaker, I have experienced firsthand the gap between an English-based curriculum and the challenges faced by students who speak English as an additional language (EAL). UAL’s Equality, Diversity and Inclusion Annual Report 2025 (UAL, 2026) states … Continue reading →

One of the main outcomes I value for my students is not one I have direct influence on. It’s not the skills I teach them, or the knowledge I pass on. It is something that happens somewhat out of my … Continue reading →

As a lecturer on a BA Footwear Design course, I increasingly recognise that students’ relationships with fashion and materials are shaped through intersecting identities, beliefs and lived experiences. Vegan and Vegetarianism After reading the article A ‘Life-Style Choice’ or a … Continue reading →

The three videos of Ade Adepitan, Christine Sun Kim, and Chay Brown each explore everyone’s disability. In addition to this, their disabilities all intersect with all three of their unique positionalities, which include identity factors that are often marginalised. Videos … Continue reading →

Session/artefact to be observed/reviewed: Professional Portfolio Size of student group: 11 students Reviewee: Daphne Bikker Reviewer: John O’Reilly Part 1: Reviewee to complete What is the context of this session/artefact within the curriculum? This session is with the year 2 cohort of the BA … Continue reading →

Session/artefact to be observed/reviewed: Alice’s Backdrop Painting Club! Size of student group: 5 students       Reviewee: Alice Karsten Reviewer: Daphne Bikker Part 1: Reviewee to complete What is the context of this session/artefact within the curriculum? This is a club that … Continue reading →

Session/artefact to be observed/reviewed: Design Sketchbook Review Size of student group: 11 students Reviewee: Daphne Bikker Reviewer: Alice Karsten Part 1: Reviewee to complete What is the context of this session/artefact within the curriculum? This session marks the halfway point … Continue reading →

Workshop The focus of Workshop 3 was Assessment, and we were asked to produce three statements reflecting a challenge, a personal insight, and a hope or expectation for the future of assessment in the arts. Challenge As a design lecturer, … Continue reading →

Learning Outcomes When briefing a new unit, the section where I introduce the learning outcomes and assessment criteria is often met with blank stares and the sound of crickets chirping in the distance. Students frequently appear uncertain about their meaning … Continue reading →