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.
More than 130 Newcastle Law School students translate theory into action by getting involved in one of several pro-bono /community-based projects. The projects are wide ranging, from delivering awareness raising sessions through the Street Law Project, to other social justice-based initiatives with various partners which allow students to participate in live-client advice and research campaigns. Read more about Street Law: Bringing Legal Education to Newcastle Community[…]
Dr Cong Zhang, Lecturer in Phonetics and Phonology in ECLS, discusses embedding authentic, engaging, and practical digital literacy skills into phonetics learning through interactive tools, online assessments, and creative multimedia projects.
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 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.
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.
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.