Integrating reflective practice into module and assessment design
Dr Amy Proctor describes how a new module was developed in SNES which embedded continuous reflection in taught sessions and through a reflective essay assessment.
Category: Reflective Practice
Embedding Sustainable Development through interdisciplinary problem-based learning
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.
Using portfolios to capture competency and engagement beyond module assessment
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.
Concept Mapping: a novel way of evaluating student understanding
As part of a doctoral research study, Dr Lucy Hatt, a Senior Lecturer in NUBS, conducted concept mapping workshops across all years of an undergraduate entrepreneurship programme. This case study explains how the workshops enabled the evaluation of students’ understanding of entrepreneurship and discusses the benefits of concept mapping as a tool to help students and educators visualise the development of conceptual understanding.
Using in-class debate to deepen students’ understanding of a teaching topic
Dr Xin Li, Senior Lecturer in International Management and Degree Program Director for MSc International Business Management describes how he used in-class debate with the 2022/23 cohort of full time MBA students, using group work to develop presentations and debate to encourage communication, self-reflection and learning by giving students the opportunity to listen to and engage with different opinions.
Technologies for Feedback & Advice in PGR Supervision
Dr Stacy Gillis and Dr Chiara Pellegrini present the findings of their NUTELA Funded project researching the technologies used by supervisors to provide feedback and advice to postgraduate students, highlighting the the most and least popular methods of feedback and making recommendations for best practice to improve the student experience of feedback.
The SustainaWHAT? Gatherings – embedding Education for Sustainable Development in PGR education and researcher development
Rosalind Beaumont, Senior Lecturer in School X discusses how Newcastle PGR students had the opportunity to come together via a cross-faculty series of events during COP26 in November 2021, to explore and discuss their research through the lens of sustainable development. This allowed students to develop a wide range of skills, collaborate across disciplines and reflect on their experiences and learning.
Supporting student groupwork
Group work was introduced right at the start of this Planning module to get students working together ready for their assessed group project. Find out how it worked.
Enhanced Personal Tutoring: Embedding Academic Mentorship
An overhaul of the personal tutoring system resulted in the introduction of Academic Mentorship in the School of Medical Education. Find out how this impacted on student evaluation, portfolio usage metrics, and academic performance
Using structural and stylistic domains within formative feedback to enhance students’ writing and communication at Level 3
Professor Caroline Walker-Gleaves used formative feedback extensively with final year students to improve professional skills.