A photo of Dr Matthew Hopkinson and Dr Cristina Navarro Reguero

CHEMmunicate: an ice breaking chemistry game for enhancing communication skills and building a learning community

Dr Cristina Navarro Reguero explains how she and colleague Dr Matthew Hopkinson designed the CHEMmunicate game, a fun, interactive activity for teams of students to draw chemical structures by asking yes/no questions, with the aim of building students’ communications skills alongside fundamental knowledge of organic chemistry content. The game has been showcased at national and international conferences as well as in a paper published in the Journal of Chemical Education.

Photo of Loiana Leal

Using Inspera for a Language Module Assessment Strategy

Loiana Leal, Lecturer in Modern Languages discusses how she worked alongside the Digital Exams Team from LTDS to integrate digital examinations in a Portuguese language module using Inspera, collaborating with students to develop authentic assessments delivering enhancements in marking processes, feedback delivery and a high quality student experience during formative and summative assessments.

Photograph of Katie Wray

Using portfolios to capture competency and engagement beyond module assessment

Discover how Katie Wray, Senior Lecturer in Engineering, collaborated with colleagues from LTDS and FMS TEL to pioneer an innovative reflective portfolio approach that was used with first-year undergraduate engineering students.

Photo of Jo Clark

Using Applied Pedagogy to Deliver Social Value, on a Management Consultancy module

Jo Clark, Lecturer in NUBS, describes working with a group of postgraduate MBA students to deliver a consultancy project, using the social value model, offering a real-life consultancy opportunity, adding authenticity and contemporary relevance to academic theory, testing students’ skills as business consultants, and delivering value to a client organisation.

Photo of John Hedley

Viewing a module’s exam questions to enhance student engagement

John Hedley, Senior Lecturer in the School of Engineering, explains how his module’s NUMBAS exam assesses students’ effort during the module, by giving them the opportunity to see, practise and ask for advice on all exam questions prior to taking the exam, and in the process developing a deep understanding of the module’s learning outcomes.

Photo of John Hedley

Creating consistent and automatic feedback for large student cohorts

Dr John Hedley, Senior Lecturer in the School of Engineering, designed a marking criteria for a team of markers on a large population engineering module, enabling fast and consistent marking, alongside effective descriptive student feedback that is automatically generated.

A photograph of Vicky Fawcett and a colleague, standing in front of a Space Investigators Poster

Space Investigators: a cross-university astronomy exhibition co-developed by students and staff

In this case study Dr Vicky Fawcett, Research Associate in Astrophysics, describes how Newcastle, Durham and Northumbria Universities collaborated to design a hugely successful astronomy exhibition at the Great North Museum, with the aim of getting more children from low socioeconomic backgrounds, as well as their families and the wider local community, interested in STEM subjects.

Photograph of Jerome Ruddick

Pottery for Promoting Honest Wellbeing Discussions

PGR colleagues Jerome Ruddick and Elly Polignano designed a wellbeing workshop to tackle mental health issues within academia for PGRs both within Newcastle’s History, Classics and Archaeology department, and beyond, in other northern universities.

In this case study Jerome discusses how a hands-on, creative pottery making activity became a highly successful part of the workshop, creating a calming environment providing mental and physical respite, allowing PGR students to disassociate from their own thoughts, engage with their peers, and practice self-evaluation by engaging with wellbeing questions on a deep level.

A photograph of Chris Graham

Using Vevox as a back-channel for student Q&As

Dr Chris Graham, Director of Digital Learning in Maths, Stats and Physics, explains how he uses the Q&A functionality in Vevox as a channel for student questions during lectures, how he has refined his approach to responding to questions during the lecture, and how students have reacted positively to the option to ask questions anonymously.

A photograph of John Holton

Developing diverse skill-sets, student engagement, and self-evaluation in a poster assessment

Dr John Holton, Senior Lecturer in Ancient History, describes designing a poster assignment for his stage 2 module that builds and tests diverse skill-sets, promotes student engagement by enabling students to self-select and then personally research their choice of topic, resulting in students showing an increased assessment confidence and unusually high engagement with the task.