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.
Archaeology students submit an formative piece, “What will I get from my degree?” near the start of Semester 1. Find out more from Dr James Gerrard in this Case Study.
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.
Employability Ambassadors can help students with interviews, CVs and placements. Find out from Dr Beth Lawry how this scheme works in the School of Biomedical Sciences.
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.
This case study describes how formative tests are used in the School of Engineering to scaffold students learning prior to summative assessment.
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
Dr Helen Stringer describes how she introduced group seminar debates and a class book which includes essays from all students on the module. You can also read some feedback from one of the students on the module.
Rajesh Tiwari from the School of Engineering shares how he uses videos to deliver a flipped classroom.