A postgraduate student focus group exploring belonging and community provided valuable insights into authentic assessment, industry engagement and critical approaches to AI, helping inform curriculum redesign through the Leading Edge Curriculum (LEC) pilot.
The Medical School teamed up with NUBS to create Scrubs and Suits, a collaborative tabletop simulation game, bringing healthcare and business students together, helping them explore ethical healthcare management, resource allocation, digital innovation and patient care.
Dr Kate De Rycker describes how she designed public-facing alternative assessments in Renaissance literature modules so students can demonstrate their ability to translate complex academic knowledge into real-world outputs such as theatre programmes, exhibition guides and teaching packs while retaining academic rigour through the inclusion of a rationale.
Dr Kayvan Pazouki describes a Postgraduate engineering project where mixed-discipline teams collaborate over a year on a design task. Assessment covers both output and teamwork, with structured feedback, peer review, and individual contributions shaping final marks and skill development.
Reflective oral assessments in which students present a professional report based on research outputs developed in a final-year Combined Honours module in HaSS (HSS3099).
This case study explores the design and use of Professional Conversations as an authentic oral assessment within credit-bearing career development modules, supporting reflective, work-related learning, and employability. Our challenge / opportunity Our 20-credit, year-long career development modules are structured around work-related learning, with a focus on personal and professional development, self-awareness, reflective practice, and skills Read more about Professional conversations as authentic oral assessment in career development modules[…]
Dr Patrick RosenKranz discusses how the School of Psychology designed enterprise challenges with charities to help students apply psychological literacy to real community issues, develop employability skills, and see how their subject knowledge can make a difference beyond professional psychology careers.
Dr Carys Watts explains how embedding short overseas research projects into the curriculum gives bioscience students a structured, supported and equitable way to experience international research without committing to a full semester or year abroad.
CultuRACE is a longitudinal, embedded pedagogical framework that uses playful, experiential, and reflective approaches to support culturally responsive practice, enabling students to engage safely and progressively with culture, power, bias, and professional responsibility.
In the Business School, Gill Holden and Fiona Thompson use peer assessment to ensure fairness in group projects.