Perspectives on Team Teaching
Adam Badger, Lecturer in Economic Geography, discusses sharing module responsibilities in Geography.
Tag: Collaboration
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.
Using Applied Pedagogy to Deliver Social Value, on a Management Consultancy module
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.
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.
“Who wants to be millionaire” as a game to enhance students’ engagement and teamwork skills in life sciences curricula
Does the competitive nature of a game help to improve student knowledge retention, while making a seminar session more fun and engaging? Dr Alessio Iannetti investigated this and shares the results in this case study.
Pottery for Promoting Honest Wellbeing Discussions
PGR colleagues Jerome Ruddick and Elly Polignano designed a wellbeing workshop to tackle mental health issues within academia for PGRs both within Newcastle’s History, Classics and Archaeology department, and beyond, in other northern universities.
In this case study Jerome discusses how a hands-on, creative pottery making activity became a highly successful part of the workshop, creating a calming environment providing mental and physical respite, allowing PGR students to disassociate from their own thoughts, engage with their peers, and practice self-evaluation by engaging with wellbeing questions on a deep level.
Data Ethics: Are there globally accepted ethical principles around data?
Lee Fawcett, Senior Lecturer in Maths, Stats and Physics, discusses how he collaborated with the University of Florida to develop a short virtual exchange course around the use/misuse of data – enabling students to collaborate with overseas students, while also addressing inequalities relating to physical mobility opportunities and embedding intercultural awareness into the undergraduate curriculum.
Incorporating the Peer Mentoring Induction Period Challenge on United Nations Sustainable Development Goals into Teaching
Dr Helen Mason and Gabrielle Vallons explain how the Peer Mentor Induction Period Challenge on the UN’s Sustainable Development Goals is incorporated into first year teaching and delivered to students studying Nutrition and Dietetics, creating opportunities for students to submit group proposals for creative and innovative solutions to campus related issues with the potential to have lasting impact across the student body, alongside enhancing Peer Mentors’ personal and professional development.
Get Sust! Working in partnership with students to co-develop a board game for raising student awareness of sustainable development
Tracy Scurry, Professor of Work and Employment and Sarah Carnegie, Senior Lecturer in HRM from Newcastle University Business School, discuss the Get Sust! project, working in partnership with students to develop a game-based learning approach to engage Business School students with sustainable development, to facilitate a social and developmental learning experience, and support the personal development of students by enhancing their teamworking skills and global and cultural awareness.