A warm welcome to new students joining us and those who are returning to study at Aberystwyth University.
In this blogpost, we will outline the changes that have been made to your digital learning environment, Blackboard, ready for the start of the academic year 2026-27
If you need help using Blackboard, see our Student Guide which contains all kinds of useful information.
We’ve also got FAQs available for the other tools that we support, including Turnitin for e-submission and Panopto for lecture capture.
AI Use Statement
Across the university, there will be new requirements for declaring the use of generative AI in assignments in the 2026-27 academic year. Students will now be expected to include this AI Tool-Use statement at the end of their assignments. The AI Tool-Use statement comes in the form of a tick box table and asks students to declare the type of tools that were used to help with their assignment.
Vevox
Vevox is Aberystwyth University’s polling tool. Vevox offers an interactive and collaborative experience for learners and teachers and can be used for activities such as gauging opinion or to provide participants with question & answer opportunities. As Vevox is used throughout the university, we would encourage students to bring a mobile device or tablet to their classes in order to participate in the Vevox activities.
Turnitin in Blackboard Assignments
Recently, an update has been rolled that allows Turnitin to be integrated into Blackboard Assignments at Aberystwyth University. During 2026-27 we are encouraging all staff currently using Blackboard Assignment to enable Turnitin on appropriate assignments. The submission, marking and feedback workflows will be the same as previously. All aspects of the process, apart from the Turnitin report, will be available in Welsh. Guidance on setting up and using Turnitin in Blackboard Assignment can be found in our Guide. For more information on Turnitin in Blackboard Assignment, have a look at our blog post.
Blackboard Ally
Following last years’ progress in stipulating a minimum accessibility score on all modules, work is continuing to ensure that content is as compatible with Blackboard Ally as possible. Blackboard Ally is a tool available to staff and students at Aberystwyth University to improve the accessibility of materials and content on Blackboard. From the instructor’s perspective Ally has features which allow you to assess the accessibility of materials and will provide recommendations for alternative formats to improve any weak areas. From a student’s perspective Ally has a number of tools available to make content easier to read, understand, and engage with.
Pronouns
For the upcoming academic year, an integration has been developed between the student record and Blackboard. This means that the pronouns you select on the student record will automatically update in Blackboard. The clearer visibility of staff and students’ gender expression strengthens the university’s commitment to gender diversity and inclusivity, in the classroom and online.
Course Access
Students will be able to gain access to their Blackboard courses once they have completed their enrolment. This webpage contains more details about the enrolment process.
A warm welcome to new staff joining Aberystwyth University.
In this blogpost we aim to provide you with information related to technology in learning and teaching, our training provision, support channels, and events that we run.
All the information that you need is on our webpages.
We write a blog full of the latest updates, details on events and training sessions, and resources.
Each module has its own dedicated course in Blackboard. Students can expect to find information about the module, learning materials, and e-submission guidance, as well as links to reading lists and lecture capture.
Please see our staff guide for further information.
Lecture Capture: Panopto
When teaching in person, be aware that all lectures (that is, teaching where the focus is on information being transmitted from staff to students) should be recorded using Panopto, our Lecture Capture software.
At Aberystwyth University, students must submit all text-based and word-processed work electronically as outlined in the University’s E-submission policy.
For this, we use our e-submission tools: Turnitin andBlackboard Assignment. Turnitin provides an automatic text matching functionality. We use Blackboard Tests to run online exams.
Polling can be used in learning and teaching activities as well as meetings to make the session interactive and collaborative with many different possibilities for use.
Resources and further help
We have a number of Guides and FAQs to help you use our software.
Training Provision
To support all staff with their teaching, we run a series of training sessions across the following strands:
E-learning Essentials: designed for colleagues new to the university, teaching, or who would like to get a refresher. The aim of these sessions is to ensure that colleagues can meet the university’s digital learning and teaching policies.
E-learning Enhanced: designed to build on the skills gained in our e-learning essentials series, colleagues will create an activity or assessment unique to their learning and teaching contexts.
E-learning Excellence: designed to offer colleagues the opportunity to create exemplary learning and teaching opportunities – often unique and sector leading.
You can find details of our annual CPD programme and book your place to attend via Book a Course page.
All of these are great opportunities to meet people from across the university and discuss Learning and Teaching issues and developments.
We look forward to seeing you at a forthcoming event. In the meantime, feel free to get in touch with us via elearning@aber.ac.uk if you have any questions.
In the August update, we want to draw your attention to the following Blackboard enhancements:
Manage group membership with drag and drop
Create multiple groups at once
Make notifications more accurate and reliable
Add sorting controls for users in Discussions
Restructured Gradebook grid view (Instructors)
Export question banks (Instructors)
Display answer-level feedback for selected options only (Instructors and Students)
Navigate courses faster with an improved user interface
Set release conditions based on journal submissions
Manage group membership with drag and drop
Managing groups is now quicker thanks to new drag-and-drop functionality.
Instructors
From the Groups management area, instructors can now:
Drag students directly from the unassigned list into a group.
Remove individual students from a group without having to clear all members.
Continue using existing assignment methods alongside drag and drop.
This makes it much easier to create and adjust groups, particularly when making small changes to membership or balancing students across several groups.
Image 1: Instructors can drag and drop students to assign them to a group.
Image 2: Instructors can remove individual students from a group instead of removing them all at once.
Create multiple groups at once
Setting up groups has also become much more efficient.
Instructors
Instead of creating groups one by one, instructors can now create multiple groups in a single action. Anywhere from two to 5,000 groups can be generated at once, making setup much faster for large modules.
After groups are created, members can be added manually, imported, or assigned automatically.
A few things to note:
When using Automatically assign, Blackboard creates the required number of groups based on your chosen group size.
When using Self-enrol, three groups are created automatically. Any additional groups created through the bulk creation option are added to those existing groups.
This update significantly reduces the amount of repetitive setup required when preparing collaborative activities.
Image 1: Instructors can now create multiple groups at once instead of adding them one at a time.
Image 2: Instructors can indicate how many groups to create at once, with the minimum 2 and the maximum 5,000.
Make notifications more accurate and reliable
Blackboard has improved the reliability of its notification system by fixing several issues that previously caused missing, duplicated, or mistimed notifications.
Instructors and Students
Improvements include:
Students only receive due and overdue notifications for groups they are actually assigned to.
Duplicate notifications for copied Group Discussions have been removed.
Notifications for discussions, blogs, journals, and wikis now work correctly after course content is copied.
Digest emails now include information about grade updates and cleared grades.
Failed digest emails are no longer incorrectly marked as delivered.
Announcement emails are sent only after their configured start date, ensuring students do not receive messages before content becomes available.
These changes should reduce unnecessary notification traffic while increasing confidence that alerts reflect what is happening in a course.
Add sorting controls for users in Discussions
Discussion areas now include sorting controls to help users navigate long conversations more easily.
Instructors and Students
Users can now:
Sort posts by Newest first or Oldest first.
Return to discussions and find them displayed in the same order they previously selected.
Sorting applies throughout the discussion, including reply threads, and works consistently on mobile devices.
This makes it easier to follow active discussions, review contributions, and find recent activity.
Restructured Gradebook grid view
The Gradebook Grid View has been reorganised to provide a more streamlined grading experience for instructors.
Question banks can now be exported directly from Blackboard.
Instructors
From the question bank management page, instructors can export a question bank as a file and save it locally.
This allows staff to:
Create backups of assessment content.
Share question banks with colleagues.
Reuse content across multiple courses.
The export process gives instructors greater flexibility when managing and preserving assessment materials.
Display answer-level feedback for selected options only
Blackboard has changed how feedback is displayed for multiple-choice questions.
Instructors
There are no changes to the way feedback is created. Staff can continue adding feedback to individual answer options using the existing workflow.
Students
After submitting an assessment attempt, students now only see feedback for the answer options they selected.
Previously, students could see feedback for all options. The new approach provides more focused guidance while preventing students from viewing feedback linked to answers they did not choose.
This allows feedback to remain targeted and relevant to individual responses.
Navigate courses faster with an improved user interface
Blackboard has continued its work to improve navigation and overall user experience.
These changes are intended to:
Make it easier to understand where you are within a course.
Reduce accidental navigation mistakes.
Improve consistency and performance.
Help students stay focused during assessments.
Importantly, course structures and content remain unchanged, so instructors do not need to redesign anything.
Full-page content navigation
Learning modules, folders, documents, assessments, media, and other content items now open as full pages rather than in overlay panels.
Opening content in a dedicated page creates a more consistent experience and makes it easier to move back through course materials without losing your place.
Image 1: Content now opens as a full page with consistent headers and navigation, rather than as stacked overlay panels.
Breadcrumbs for contextual clarity
Content pages now include breadcrumb navigation.
Breadcrumbs show where an item sits within a course structure and provide quick access back to parent folders and modules. They are automatically generated and require no setup from instructors.
This additional context helps users keep track of their location within a course and move around more efficiently.
Image 2: Breadcrumbs on a content page show the user’s location and allow quick movement back through modules and folders.
Clearer, intentional exit from content
The purple “X” previously used to leave content has been replaced with a clearly labelled exit option in the navigation area.
Making the exit control more visible and deliberate helps reduce accidental page closures and makes navigation more predictable.
Image 3: The exit option now sits within the navigation banner, reducing accidental exits.
Focus state for tests and assignments (Students)
When students open a test or assignment, Blackboard automatically switches to a focus state.
This view reduces visual distractions by minimising non-essential navigation elements and presenting a cleaner assessment screen.
The feature:
Helps students concentrate on assessments.
Does not affect grading or functionality.
Still allows students to navigate elsewhere if needed.
Requires no action from instructors.
Focus state is enabled automatically and cannot be switched off.
Image 4: In focus state, nonessential navigation is minimized so students can concentrate on completing an assessment.
Set release conditions based on journal submissions
Release conditions can now be linked to journal submissions.
Instructors
When configuring release conditions, instructors can choose journal submission status as a requirement. Once a student submits the required journal entry, the associated content becomes available automatically.
Importantly, instructors do not need to grade the journal before content is released. Blackboard records the submission as complete within progress tracking and uses that status to trigger content release.
This provides greater flexibility when designing structured learning pathways and prerequisite activities.
Image 1: Instructors select Engagement as the activity requirement for a journal.
Students
Students automatically gain access to new content once they submit the journal entry linked to a release condition.
There is no need to wait for marking or instructor approval before progressing, creating a smoother learning experience and reducing delays between activities.
Merging courses is an effective way of dealing with separate courses with the same content so you don’t have to upload materials to two or more different courses.
This process makes one course the Primary (previously parent), whilst the other course(s) becomes Secondary (previously child). There’s no limit on how many secondary courses you can make but there can only be one primary.
Examples from Aberystwyth
Many members of staff are currently using the merge course facility across the institution. Some examples are:
Modules are taught the same content but there’s a module available for different years.
Modules that bring together different degree schemes and have different module IDs, e.g. dissertation modules.
Essentially, any module/course that shares the same content is ideal for Merging courses.
What do students see?
Students will see the name of the course that they are enrolled on (even if it’s the secondary course) when they log into Blackboard but they will see all the content placed in the primary course. Instructors will not be able to place content in the secondary course.
Things to consider
Now, before the start of term and whilst course content is being built, is the perfect time for linking your courses. Whilst the linking of courses does save time in the loading of materials, here are some points to consider:
All content can be viewed as soon as the courses are merged (as long as students are enrolled on the course). In addition to PowerPoints and lecture materials, this also includes Announcements and other interactive tools on your primary course.
Historical student interactions on a secondary course (such as using blogs or posting in discussion boards) won’t be available once the courses have been merged.
Any submission points created on a secondary module before the merge takes place will no longer be able to be viewed. We would advise creating these again in the primary course.
How do I control content so that it is only viewable to a module cohort?
Whilst all content is automatically visible once the courses are merged, you can use groups and adaptive release if you only want the content to be visible to a specific module cohort. This might be useful, for example, if you have merged a 2nd year and 3rd year course but your students on the different courses have separate assignments. You can use groups – 1 for the 2nd year students and one for 3rd year students and limit who can see the assignment information and submission point. See our guidance on Creating Groups and Release Conditions.
Merging Courses and the Grade Book
Once the merging takes place, all students will appear in the Grade Book of the primary course. It is possible to filter the gradebook using Merged Modules so that you only see the information for students on the relevant modules.
Click the filter button highlighted below and choose from the dropdown for merged courses:
If you’d like further information on this process or have any questions, please contact us on elearning@aber.ac.uk.
In the July update, we want to draw your attention to the following Blackboard enhancements:
Add supplemental content to Learning Object Repository folders and learning modules
Add descriptions to Discussions and Journals
Run a Rubric Evaluation Report for graded activities
Control AI Conversation duration with time limits
Find your favourite courses faster with Course Switcher
Add supplemental content to Learning Object Repository folders and learning modules
Instructors can now add their own content to folders and learning modules pulled from the LOR. Before, these were locked—you could view them but couldn’t add anything. Now, you can add in your own course-specific materials while the original LOR content stays locked and still updates across courses. Your additions work like normal course content, so you can edit, update, or remove them anytime without affecting other courses. LOR content will always stay at the top, and anything you add appears underneath—it can’t be moved around within the original LOR materials.
Image 1: The Course Content page will show a learning module added from the LOR, with an instructor document at the bottom. LOR-owned items have the label “This item is managed by your institution.”
Add descriptions to Discussions and Journals
Discussions and Journals now have a Description field, just like other course content, which makes everything on the Course Content page more consistent and easier to scan. Instructors can use this optional field to give quick context or set expectations before students start an activity, while keeping the actual prompt focused on the task or question. The prompt itself no longer shows on the main content page. For students, this means they’ll see a clear, simple overview of what each Discussion or Journal is about before opening it, making it easier to understand what’s coming next.
Image 2: Instructors can add a description in the Description field for a Discussion.
Run a Rubric Evaluation Report for graded activities
Instructors can now run a Rubric Evaluation Report straight from the gradebook for any graded activity that uses a rubric. It pulls together data from all student submissions, giving a quick, clear view of how students are doing against each criterion.
To use it, open the gradebook, find a column with a rubric, and launch the report from the menu in either Grid or Gradable Items view. You can download it as a PDF or CSV.
Marks need to already have been posted in order to view the report. If there aren’t enough posted grading data yet, you’ll see a message letting you know.
The report includes an overview of the assignment, overall average scores, a visual breakdown comparing possible vs achieved points, and a detailed table showing how students performed across criteria, including stats like average, median, and standard deviation.
Control AI Conversation duration with time limits
Instructors can now control how long AI Conversations last by adding time limits, making things a bit more structured and easier to manage. There are two different ways to do this, depending on what you want to time — the whole activity or just the conversation part.
An AI Conversation has two parts: the chat itself and a reflection question that follows. You can either set a time limit for the entire assessment (which includes both parts) or just for the conversation. The full assessment timer already existed — if time runs out, it either auto-submits or gives students extra time, depending on your settings. The new option is a conversation-only timer, which stops the chat after a set time but does not limit students’ time on the reflection question afterward.
You can’t use both timers at once — it’s one or the other. If you turn one on, the other is automatically disabled.
Within the conversation constraints, you’ll also now see two controls: a message limit (how many replies students can send) and the new time limit. You can use either, both, or neither. Just note: once a student starts, the time limit is locked in.
Image 3: You can now set a time limit for either a student’s AI conversation, or their written reflection after the chat.
For students, a visible countdown helps them keep track of time. Where it shows up depends on the timer you picked — either inside the chat or at the top of the whole assessment. If only the conversation is timed, they can still complete the reflection question without time pressure.
Image 4: Depending on the instructor’s settings, the timer is shown when students are completing their chat or during their reflection.
Overall, this makes expectations clearer, supports accessibility needs, and gives instructors more flexibility when designing AI-based activities.
Find your favourite courses faster with Course Switcher
Finding your favourite courses is now easier with the updated Course Switcher. You can now see all your favourited courses right there, so there’s no need to keep jumping back to the Courses page. This builds on recent updates like search and recent courses, making it quicker to move around.
There’s a new Favourites tab that automatically shows what courses you have chosen as your favourites on the main Courses page. It sits alongside Recent and Search, so everything’s in one place. Overall, it’s a simpler, faster way to jump between courses and stay focused without the extra clicks.
Image 5: The Course Switcher now has a Favourites tab, allowing you to add a personalized list of frequently used courses..
In the June update, we want to draw your attention to the following Blackboard enhancements:
Grading with rubric
Student engagement with announcements
Changes to grading with rubric
To improve rubric usability, instructors can now edit the rubric grade directly. Changes to the rubric component grades will also update the overall grade immediately.
Image 1: Improved rubric usability when adding or adjusting grades.
In the past, instructors would have been blocked from changing the overall grade via the rubric. Now, the locking mechanism that previously prevented instructors from using the rubric to override a grade has been removed. Otherwise, grades entered into the rubric grade components will update the overall grade immediately.
The update also includes some changes in wording, such as updating the rubric score box label from “Submission” to “Rubric Score”, in order to improve consistency with the Flexible Grading page.
Student engagement with announcements
Instructors can now check which announcements a student has read or not read on the new ‘Announcements’ tab of the Student Overview page.
To access this feature, instructors should go to the ‘Class register’ under the ‘Details & Actions’ items on the right-hand side of a course landing page. After selecting a student, a log of whether or not a student has accessed an announcement will be visible for instructors under the new ‘Announcements’ tab of the Student Overview page.
Image 2: The Announcements tab on the Student Overview page shows when an Announcement was posted and when it was read.
If you have any enhancements to request from Blackboard, please get in touch with us via elearning@aber.ac.uk.
In the May update, we want to draw your attention to the following Blackboard enhancements:
Changes to managing groups
Graded discussions and flexible grading
Tests and questions
Content and release conditions
Course searching
Changes to managing groups
Instructors now start by choosing how they want to structure groups—before managing individual members. The options include:
manual assignment
automatic assignment
self‑enrollment
import
Image 1: Instructors now start by creating a group set by choosing how they want to structure groups—before managing individual members.
Automatic enrollment with clearer controls
Instructors can automatically assign students to groups by specifying the number of members per group. Blackboard creates the required number of groups and assigns students randomly in a single step, reducing setup time for large courses.
Image 2: Instructors can now automatically assign students to groups by specifying the number of members per group.
More flexible ways to assign students
Instructors can assign and unassign students using multiple methods:
Assign students directly from the unassigned list
Assign selected students to a specific group
Add or remove members from within a group
This flexibility reduces repetitive actions and makes it easier to focus on populating one group at a time or balancing membership across groups.
Sorting for group members and groups
Instructors can now sort:
Students by first name or last name (A–Z or Z–A)
Student ID
Groups by group name
Groups by number of members
Image 3. Instructors can now sort group members by first or last name, student ID and sort groups by group name or number of members.
Performance and reliability improvements
Managing groups in large courses is now significantly faster. Save operations that previously took several minutes—especially in courses with thousands of students—now complete in seconds. When a group is being saved, an instructor can close out the page and be assured that it is continuing to save in the background, allowing instructors to continue working without interruption.
Additionally, the previous maximum limits of 5,000 students and 1,000 groups are removed.
These improvements reduce frustration and improve confidence when managing groups at scale.
Second due date for Discussions visible in Gradebook
The second discussion due date now appears in the following pages in Gradebook:
Overview
Gradable Items
Under Due Date on the Discussion item on each Gradebook page, the item’s second, final due date is displayed. Next to that date is a circle icon with a lower case i inside. Hover over or tab to this icon, and a pop-up bubble displays details of both due dates. For example: This discussion has 2 due dates: Due date 1: 5/1/26, 12:00 PM Due date 2: 5/8/26, 12:00 PM
Image 1: The second discussion due date now appears on the Overview and Gradable Items pages in Gradebook.
Instructors benefit from clearer communication of discussion expectations, reducing the need to clarify deadlines and helping ensure students understand how and when their contributions are graded.
Carry group filter into Flexible Grading
The group filter selected in the Gradebook grid view now carries over into Flexible Grading. Instructors who filter by a group in the Gradebook will find only the students from that group when they enter Flexible Grading, and the active group filter is displayed within the Flexible Grading view. This update reduces the need to re-filter after switching views and keeps instructors focused on the most relevant students for their current grading task.
Provide answer-level feedback for multiple choice and multiple answer questions
Instructors can now add feedback for each answer option in multiple choice and multiple answer questions. This helps students understand why each choice is correct or incorrect after an attempt is submitted.
Instructors can now add feedback for each answer option in multiple choice and multiple answer questions. This helps students understand why each choice is correct or incorrect after an attempt is submitted.
Instructors
When creating or editing a multiple choice or multiple answer question, instructors can turn on Option Feedback, which prompts Feedback textboxes to appear beneath each answer option. Instructors can enter the answer options and feedback for any of the options.
Image 1: Instructors can enter answer-level feedback.
Turning on Option Feedback disables Automated Feedback option. The Automated Feedback option lets instructors provide feedback for the correct answer and for incorrect answers. Answer-level feedback also allows for automatic feedback, which instructors can configure in the Assessment results section of Assessment Settings.
For answer-level feedback to display for students, enable Show correct answers in the Assessment results section of Assessment Settings.
Students
After submitting an attempt, students receive feedback for each answer option they selected if the instructor has left feedback on that answer option. This helps students understand their performance at a more detailed level and supports learning from incorrect choices.
Lock answer options in a fixed position for multiple choice and multiple answer questions
When creating or editing a multiple choice or multiple answer question, instructors can designate specific answer options as locked. To lock an option in place, select Randomise answers in the Assessment Settings, then select the lock icon next to the answer option. Locked options remain in their set position during randomisation while all other options shuffle as expected.
Instructors can remove a lock any time while editing the question. Locking designations can also be updated as part of a regrading flow.
Image 1: Instructors can select the lock icon next to the answer option to lock that option in place. To trigger the lock icons, select Randomise answers in the Assessment Settings.
Visualize release conditions inherited by items in learning modules and folders
Instructors can now view release conditions inherited from a parent learning module or folder directly within the release conditions panel of individual items. Inherited conditions appear in a read-only format, giving instructors a clear picture of all conditions that apply to an item, including those set directly on the item and those cascading from a parent container.
This update also ensures that discussions hidden within a learning module are no longer accessible from the Discussions tab. Discussions now respect the release conditions applied at the learning module level.
Instructors
When instructors open the Release Conditions panel for an item inside a learning module or folder, a read-only summary of any conditions inherited from the parent container appears alongside any conditions applied directly to the item. This helps instructors understand the full set of access rules in place and determine whether additional conditions are needed.
Image 1: Read-only summary of conditions inherited from the parent container and conditions applied directly to the item appear in the Release Conditions panel.
Improved screen reader experience in Document view mode
Screen reader users now have a cleaner, more focused experience when navigating documents in view mode. Unnecessary row and column announcements have been removed to allow access to primary content in the correct order, left to right, across rows, columns, and blocks. Edit mode behavior is unchanged.
Improved search and navigation in Course Switcher
We’ve enhanced the Course Switcher in Blackboard Ultra Course View to make it faster and easier to move between courses. Users can now search for a course directly from the Course Switcher and navigate to it without first returning to the Courses page.
This update builds on the existing quick access to recent courses and helps reduce navigation friction when working across multiple courses.
Instructors and Students
The Course Switcher now includes a search box that allows users to quickly find and open any course they have access to. Instead of browsing the full Courses page, users can open the Course Switcher, search by course name or course ID and navigate directly to the selected course.
This enhancement complements existing options in the Course Switcher:
Quick access to the four most recent courses
A View All link that opens the full Courses page
By combining search with recent‑course access, the Course Switcher provides a centralised and efficient way to move between courses—helping users stay focused on their tasks rather than managing navigation.
Image 1: Course Switcher now has a Search courses capability allowing users to search for courses by course name or course ID.
If you have any enhancements to request from Blackboard, please get in touch with us via elearning@aber.ac.uk.
Hello! It’s great to be able to introduce myself in my first blog post in my new role. I’m Dan, and I joined the Digital Education Team just after Easter as a part-time Digital Education Co-ordinator. I’ve taken on this role alongside my PhD, which I am studying at the Department of International Politics.
I moved to Aberystwyth in 2022 to start my 1+3 research course at the university. After completing the research training component of the course, I began my PhD project on ‘the multi-level governance of second homes’ in 2023. During my time as a research student at the university, I have also gained valuable experience as a seminar teacher in the Department of International Politics, and as a Study Skills Tutor with Student Services.
As I head into the final straight of my PhD project, I’m very much looking forward to taking on this exciting new role. I’m very grateful for all the opportunities that the university has given me so far and I can’t wait to contribute to the excellent work of the Digital Education Team.
Before coming to Aberystwyth, I studied my previous degrees at Cardiff University and then worked in a couple of jobs in the politics sector of Cardiff Bay. Politics is never far from my mind, so I’ll be keeping a beady eye on the Senedd election campaign over the next month!
Other than politics, I have a keen interest in sports. As someone originally from Burry Port in Carmarthenshire, I am a big fan of the Scarlets and Swansea City FC. I also enjoy participating in sport myself, and over the summer I will be using the beautiful terrain of Ceredigion to help me train for a number of triathlons that I have entered in the Welsh Super Series. Last year, I also decided to come out of my rugby retirement to join Tregaron rugby club, where I play as a full-back.
When I want to take a more leisurely break from work, I enjoy going for a walk with my partner to see the farm animals near our flat in Lovesgrove, or going for a stroll down the prom in Aberystwyth to eat some ice cream.
I’m looking forward to getting to know more staff and students from across the university over the coming weeks and months!
