Discover how a flexible, adaptable 3-week summer project focusing on science communication can enhance bioscience students’ academic and professional skill gains, placement attainment rates, confidence, as well as provide a transnational educational opportunity.
Dr David Hope reflects on using ArcGIS StoryMaps as a summative assessment for a second-year undergraduate module and offers practical advice and inspiration for colleagues interested in the potential of this digital tool as a form of authentic assessment.
Dr Henny Mills, Senior Lecturer in the School of Engineering discusses creating inclusive groups and supporting collaboration in Civil Engineering.
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.
Dr Alessio Iannetti (FMS) explored how best to support international students—while comparing their needs to those of home students. Guided by student and colleagues feedback, his pilot project suggests practical ways to strengthen support and foster inclusive learning communities.
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.
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.
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.
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.
Dr David Grundy, Director of Digital Education Newcastle University Business School Faculty of Humanities and Social Sciences What did you do? I was part of the Learning Analytics Pilot who were using the Jisc platform, Data Explorer, to have data-informed conversations with my students about their progress and support. I usually have four meetings a Read more about Looking Beyond the Data – Using Student Learning Analytics as a Conversation Starter[…]