This case study describes how formative tests are used in the School of Engineering to scaffold students learning prior to summative assessment.
Rajesh Tiwari from the School of Engineering shares how he uses videos to deliver a flipped classroom.
Graham Paterson, Computing Technician School of Engineering Science, Agriculture and Engineering What did you do? Staff in CEGS give out Galaxy Note 10 to first-year students in the School for use in lectures, seminars and private study. Who is involved? IT technician in the School Graham Patterson sourced the devices and provides support and training, Read more about Use of mobile devices[…]
Professor Tom Joyce, Professor of Orthopaedic Engineering School of Engineering Science, Agriculture and Engineering What did you do? The School of Mechanical and Systems Engineering (MSE) changed the Stage 2 Design module to a Design and Manufacturing module, and completed the transition from a paper-based design exercise to a group exercise which required students to Read more about A hands-on project-based mechanical engineering design module focusing on sustainability[…]
Dr Lindsay Marshall, Senior Lecturer Computing Science, Agriculture and Engineering What did you do? The School of Computing Science has appointed a “coursework czar” to act as an internal checker on the setting of all pieces of coursework. Who is involved? Dr. Lindsay Marshall serves as a “coursework czar” and reviews assessments as they are Read more about A School-appointed ‘Coursework Czar’ reviews the setting of assessments[…]
Dr James Stach, Senior Lecturer School of Natural and Environmental Sciences Science, Agriculture and Engineering What did you do? The third-year/MSc module BIO3030/BIO8041 asks students to watch recorded online lectures and complete further reading – both so that they take responsibility for their own learning and so that they can make better use of timetabled Read more about Rethinking the lecture in order to engage students in active learning and discussion[…]
Dr Glynn Atksinson describes the benefits of peer feedback for Stage 1 engineering students.
Professor Tom Joyce School of Engineering Science, Agriculture and Engineering What did you do? Newcastle University’s School of Mechanical and Systems Engineering used a combination of Primal Pictures anatomical software, bespoke teaching materials and peer to peer learning within the Bioengineering module. This allowed Bioengineering students to quickly construct an understanding of anatomical principles which Read more about Teaching anatomy to engineering students using state-of-the-art anatomical software[…]
Dr Phil Ansell, Senior Lecturer, DELT and Dean of Sport School of Mathematics, Statistics and Physics Science, Agriculture and Engineering What did you do? FLUX event for Mathematics & Statistics, Modern Languages and Computing Science students Who is involved? Dr Phil Ansell (Maths & Stats), Jean-Christophe Penet (SML), Steve Riddle (Computing), Dawn Weatherston (Careers Service) Read more about FLUX for maths, computing and languages[…]
Dr Phil Ansell, Senior Lecturer School of Mathematics, Statistics and Physics Science, Agriculture and Engineering What did you do? Students were asked to submit, as part of a group assessment, a video instead of a written report Who is involved? Phil Ansell (Maths & Stats) Stage 2 Undergraduate students How do you do it? Students Read more about Video submission and assessment for group projects[…]