case studies on UG cohorts
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.
Dr Alessio Iannetti (FMS) explored how best to support international students—while comparing their needs to those of home students. Guided by student and colleagues feedback, his pilot project suggests practical ways to strengthen support and foster inclusive learning communities.
Loiana Leal, Lecturer in Modern Languages, worked with the LTDS Digital Exams Team to introduce digital exams using Inspera in a Portuguese module—co-creating authentic assessments with students to improve marking, feedback, and the overall experience.
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.
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.
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.
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.
Dr David Grundy, Director of Digital Education Newcastle University Business School Faculty of Humanities and Social Sciences What did you do? I was part of the Learning Analytics Pilot who were using the Jisc platform, Data Explorer, to have data-informed conversations with my students about their progress and support. I usually have four meetings a Read more about Looking Beyond the Data – Using Student Learning Analytics as a Conversation Starter[…]
Dr Chris Graham, Director of Digital Learning in Maths, Stats and Physics, explains how he uses the Q&A functionality in Vevox as a channel for student questions during lectures, how he has refined his approach to responding to questions during the lecture, and how students have reacted positively to the option to ask questions anonymously.
Dr John Holton, Senior Lecturer in Ancient History, describes designing a poster assignment for his stage 2 module that builds and tests diverse skill-sets, promotes student engagement by enabling students to self-select and then personally research their choice of topic, resulting in students showing an increased assessment confidence and unusually high engagement with the task.