Group Work & Assessment in Engineering
Dr Henny Mills, Senior Lecturer in the School of Engineering discusses creating inclusive groups and supporting collaboration in Civil Engineering.
Author: Michelle
The LOV AI Co-Creation Approach: Creating Business Teaching Cases with Deep Research AI
Dr David Grundy used the Lecturer Oversight and Verification of AI (LOV AI) Co-Creation Approach with ChatGPT o3 Deep Research and expert supervision to to produce extended case studies, concise summaries, and a suite of derivative teaching materials.
CHEMmunicate: an ice breaking game to boost communication and community
Dr Cristina Navarro Reguero and Dr Matthew Hopkinson designed CHEMmunicate, a fun team game where students draw chemical structures by asking yes/no questions—boosting communication skills and reinforcing organic chemistry knowledge.
Using Inspera Digital Exams for a Language Module Assessment Strategy
Loiana Leal, Lecturer in Modern Languages, worked with the LTDS Digital Exams Team to introduce digital exams using Inspera in a Portuguese module—co-creating authentic assessments with students to improve marking, feedback, and the overall experience.
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.
Using Applied Pedagogy to Deliver Social Value, on a Management Consultancy module
Jo Clark (NUBS) describes working with MBA students to deliver a consultancy project, using the social value model, adding authenticity and contemporary relevance to academic theory, testing students’ skills as business consultants, and delivering value to a client organisation.
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.
Creating consistent and automatic feedback for large student cohorts in Engineering
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.
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.
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.