Two alternative assessments were introduced by Newcastle University Business School, designed to meet diverse student and employer needs. Find out more from Angela Mazzetti.
Colleagues in the Careers Service and the School of Mathematics, Statistics and Physics are working together to deliver the Mathematical Skills and Career Management module. This case study shares how they are successfully embedding employability into the curriculum.
Following students expressing anxiety over their ‘employability’ and their lives postgraduation, a year long research project in the School of Arts and Cultures explored how employability is embedded within teaching practice and ethos of the School as a whole. The Beyond Employability teaching pack provides a summary of the research, key findings and a number of teaching activities.
The new Transition Officer has a real positive impact on students in the School of Mathematics, Statistics and Physics. This is achieved through a proactive approach to providing both pastoral and academic support. Dr Kate Henderson shares how this works in practice.
Creating a community can be challenging, particularly in a modular course but the School of English Literature, Language and Linguistics have started to address this with the ‘Doing the Degree’ sessions. Read about their programme of events and find out how it all came together in this case study.
The School of Dental Sciences have created an effective learning community giving students across stages and programmes the opportunity to work together and learn from each other.
Virtual exchanges can support internationalisation of curricula as well as developing a range of skills that students might need to live and work internationally. This collaborative case study covers the who, how and why of incorporating virtual exchanges into the MA in Applied Linguistics and TESOL.
Creativity and Innovation challenges are interactive, intensive, competitive student events that the Enterprise Team run with a variety of disciplines. Students are put into teams and presented with the opportunity to work collaboratively on a real life ‘problem’ that they need to solve through developing a product, service or intervention. Read on to find out what happened in Combined Honours…
Students studying HIS3212 : Reconstruction and the New South, 1865-1914 are asked to find their 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.