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: Science, Agriculture and Engineering
Intelligent Assessment in the Age of AI: Enhancing Digital Pedagogy in Bioscience Education
Dr Matt Bawn convened a cross institutional workshop on GenAI and assessment and developed inclusive AI aware approaches that strengthen student critical thinking, transparency, and digital literacy through research informed practice.
Team Teaching in Computing
Dr Jennifer Warrender discusses how the School of Computing have utilised Team Teaching across multiple modules.
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.
Group Work & Assessment in Engineering
Dr Henny Mills, Senior Lecturer in the School of Engineering discusses creating inclusive groups and supporting collaboration in Civil Engineering.
CHEMmunicate: an ice breaking game to boost communication and community
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.
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.
Viewing a module’s exam questions to enhance student engagement
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.
Creating consistent and automatic feedback for large student cohorts in Engineering
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.
Space Investigators: a cross-university astronomy exhibition co-developed by students and staff
In this case study Dr Vicky Fawcett, Research Associate in Astrophysics, describes how Newcastle, Durham and Northumbria Universities collaborated to design a hugely successful astronomy exhibition at the Great North Museum, with the aim of getting more children from low socioeconomic backgrounds, as well as their families and the wider local community, interested in STEM subjects.