A collaborative project at INTO Newcastle University led by high achieving students to guide and support learners.
Politics instituted a full curriculum review, lasting over a year, to investigate how they could enhance their programmes in the following areas: feedback and assessment; student voice; employability; EDI; and teaching research methods. Find out more from Dr Michael Barr.
Module leaders worked collaboratively to create an assessment that related to authentic clinical practice of pain management. A number of approaches were used to achieve this including mapping out the module design and using rubrics in the assessment.
Some examples of moderation forms from across all three faculties.
Two alternative assessments were introduced by Newcastle University Business School, designed to meet diverse student and employer needs. Find out more from Angela Mazzetti.
Find out more about how listening and acting to student feedback, contact time with tutors and good quality staff support have helped develop a sense of learning community within Architecture.
This interdisciplinary approach to a flipped classroom gets students creating, engaged and sharing knowledge using short videos.
Students studying HIS3212 : Reconstruction and the New South, 1865-1914 are asked to find their own primary resources resulting in a variety of resources and a number of new insights.
Archaeology students submit a formative piece, “What will I get from my degree?” near the start of Semester 1. Find out more from Dr James Gerrard in this Case Study.
Dr James Gerrard used formative tests with postgraduate students which helps to encourage engagement with resources and contributes to better summative assessment grades.