Students studying HIS3212 : Reconstruction and the New South, 1865-1914 are asked to find there own primary resources resulting in a variety of resources and a number of new insights.
Dr James Gerrard used formative tests with postgraduate students which helps to encourage engagement with resources and contributes to better summative assessment grades.
The ‘You are what you make’ Archaeology module uses a mix of online videos and physically engaging practical activities to create an effective and engaging learning environment.
“Will robots replace teachers in the future? Discuss” Dr James Stanfield uses blogs to encourage MA students to answer this and other big questions. This case study outlines how he does this and what the outcomes are.
Find out how the HSS8002 information and library skills module (part of the HASS PG researcher development programme) was transformed from face-to-face delivery into blended (i.e. online and face-to-face) format.
A 6 week MOOC that has been accessed in over 125 nations. Professor Ian Haynes highlights how collaborative working has helped ensure success as well as giving an overview of some of the teaching and learning lessons that can be applied more widely.
Dr Philip Garrett has introduced a series of podcasts for all students on the ‘A Survey History of Japan’ module. You can listen to a section of one of the podcasts for some inspiration.
Dr Helene Tyrrell, Northern Law Awards Law Teacher of the Year, focused on engaging students with working cases during lectures. This has resulted in lots of positive feedback and student marks have also increased.
Tom Astley, winner of the Outstanding Contribution to Feedback Teaching Excellence Award shares his approach to providing continuous feedback to students.
Find out more about how Peer Mentors support Business, Accounting and Finance students with placements.
Image by Duncan Elliott