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Take a look at the LATEST CASE STUDIES
Working in Partnership with the Academic Skills Team to Develop Effective Student Guidance on Designing and Producing an Infographic Assessment
Dr Angela Mazzetti from NUBS explains her partnership work with Liv Jonassen of the Academic Skills Team from the Library to produce engaging and informative assessment support videos on the subject of designing infographics for BUS2040, resulting in an improvement in student achievement, and increased confidence when engaging with the assessment.
Supporting students through Personal Extenuating Circumstances (PEC) via tailored infographic
John Holton, Director of Education in HCA explains how student demand for clarity on navigating the PEC process led him to develop a bespoke, student-facing infographic, re-packaging important information and key take-aways in an engaging and easy to understand format, resulting in a reduction in student anxiety, increasing confidence in the process, and reducing workload for staff responding to queries.
Giving new life to an old presentation: A Module Revamp Case Study
Emily Smith, LET Coordinator in FMS TEL, describes how she worked with Sue Campbell and Krissie Howkins from the Chemotherapy Nurse Training module team, responding to negative student feedback to review and revamp materials for an unpopular topic in the module, replacing text heavy resources with animated infographics, and interactive quizzes using H5P, turning the topic into one of the most popular of the module.
Engaging Students in the Co-creation of Session Content: A Global Human Resource Management Example
Dr Angela Mazzetti, Senior Lecturer in Management Practice in NUBS explored how the transferability of human resource management concepts to a wider global context could be enhanced through involving international students in the co-creation of session content, enabling the concept of ‘the quality of working life’ to be explored from a diversity of global perspectives, encouraging students to reflect on how these insights might impact their future practice as people professionals.
Using AI in a Problem-Based Learning session: “Hunger hotspots”
Dr Amy Proctor and Dr Beth Clark designed a problem-based learning session for students of Sustainability in Practice – a new shared module for Agriculture, Earth and Environment, and Applied Social Sciences Cluster (AESSC) students. In this session, students will use AI tools to generate solutions to food insecurity, and evaluate them critically.
Virtual Tours of the NU Farms
As part of the Agriculture, Earth and Environment, and Applied Social Sciences Cluster (AESSC) Curriculum Redesign Project within SNES, we have developed virtual tours of NU Farms using H5P. These virtual tours provide an immersive experience during Open Days, familiarise students and colleagues with the farms prior to field trips, and enrich fieldwork activities.
The Magic of Scratch Cards for Immediate Feedback
Benjamin Bader, Senior Lecturer in International Human Resource Management in NUBS, combined the critical tenets of active learning and formative assessment by incorporating the active learning method of Immediate Feedback Assessment Technique (IFAT) scratch cards into the BUS3021 module, moving students away from the passive intake of information to a more engaged, dynamic learning process where they could apply their understanding to solve problems, think critically, while making learning enjoyable and stimulating.
Using experiments to teach economics
Jytte Seested Nielsen (Reader in Economics) from Newcastle University Business School developed decision-making experiments for her students to participate in, promote engagement in the module and encourage active learning to consolidate their understanding and prepare them for assessment.
Data Ethics: Are there globally accepted ethical principles around data?
Lee Fawcett, Senior Lecturer in Maths, Stats and Physics, discusses how he collaborated with the University of Florida to develop a short virtual exchange course around the use/misuse of data – enabling students to collaborate with overseas students, while also addressing inequalities relating to physical mobility opportunities and embedding intercultural awareness into the undergraduate curriculum.
Incorporating the Peer Mentoring Induction Period Challenge on United Nations Sustainable Development Goals into Teaching
Dr Helen Mason and Gabrielle Vallons explain how the Peer Mentor Induction Period Challenge on the UN’s Sustainable Development Goals is incorporated into first year teaching and delivered to students studying Nutrition and Dietetics, creating opportunities for students to submit group proposals for creative and innovative solutions to campus related issues with the potential to have lasting impact across the student body, alongside enhancing Peer Mentors’ personal and professional development.