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.
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.
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.
Jennifer Dodds-Vigouroux explains using a reflective learning framework supports students to develop self-awareness, critical thinking and problem-solving skills and provides a strategy for continuous learning and development. Implementing a peer-based reflective model enables students to learn more effectively.
Pip Kyle explores a psychologically informed approach to supporting students to present and critically engage with research on leadership and harm. The case study relates to an international cohort of postgraduate students studying on an MSc in Management programme, Developing Leadership Perspectives module, committed to enhancing their leadership development and practice.
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 Amy Proctor and Michelle Black reflect on how they embedded interdisciplinary problem-based learning into the design of a new module in SNES to help students explore sustainability challenges, develop a broad understanding of the SDGs and develop collaborative experiences and essential skills for future careers.