Home — Sharing practice — Case studies in teaching
Here we share ideas that may be relevant to your practice.
Adapted from Christopher Squire’s biochemistry class, this hands-on group activity promotes creativity, discussion, and a fresh approach to engaging with course content.
Senior Lecturer Ake Nicholas demonstrates how embedding relationship-building can enhance engagement, equity and inclusivity in whakatakoto reo (written Māori) courses.
Amanda Di Ienno helps engineering students build stronger, more accountable teams early in their group work.
Blair Sowman boosted student engagement and retention by embedding interactive quizzes in instructional videos.
Dr William Lee and Dr Jesin James encourage students to learn beyond the test by reflecting on their preparation and performance.
Dr Courtney Ruha (School of Chemical Sciences) helps students connect chemistry to real life through creative, collaborative group projects using generative AI.
Associate Professor Danping Wang uses relationship-building to transform the way languages are taught.
Can Gen-AI tools enhance architectural students' design process and critical thinking skills? Read on to find out.
In this instalment of our Constructive Failure series, we delve into how a lecturer’s first full teaching experience - met with harsh student feedback - sparked a bold reimagining of his approach to education.
Curious about FeedbackFruits? See how its Group Member Evaluation tool can help create fair individual assessment in team assignments.
See how Feedback Fruits’ Peer Review tool in Canvas has helped foster continuous skills practise through peer-driven feedback.
Dr Nigel Gearing reminds us of a few simple steps to enhance teaching and course design that can help alleviate the phenomenon of student disengagement.
Discover how Associate Professor Alice Mills (Criminology) is transforming assessments in her large undergraduate courses to better support students with learning impairments.
In the latest tale from our Constructive Failure series, we explore a teacher’s experiment with student autonomy, testing the limits of self-directed learning in higher education.
We uncover a teacher’s journey to forge deep connections through relational pedagogies—a path marked by both unparalleled success and an unexpected twist.
In their tech-infused courses, Patrick Dodd, Inna Piven, and Dr Shahper Richter, are shaping a digital marketing curriculum that aims to prepare students for an AI-centric future.
Lesley Gardner and Udayangi Muthupoltotage discuss how timely, frequent and constructive feedback has a powerful influence on student achievement. However, its impact on higher education students is hotly debated and often highly variable.
Step into Anna Fergusson’s classroom, where STATS 220: Data Technologies is more than just a course - it’s an adventure in data science.
Engaging students in creative exploration of German language and culture.
Explore how Dr Miriam James-Scotter is challenging traditional mindsets and practices within nursing education.
A Law course redesign emphasises student-centric learning, enriched with tutorials and quizzes.
Dr Gabriela Baron integrates various pedagogies, including relational, indigenous, TEL, and assessment-for-learning methodologies in DESIGN 233: Design and the Natural Environment.
Helping develop students' abilities to collaborate in teams comprised of people with different backgrounds and skills.
In Mechanical Engineering, students apply 3D printing technology to real-world industrial applications.
Ruth Lemon has started reorganising the teaching and assessment schedules of courses, to reduce student workloads and stress for better student wellbeing.
Alys Longley provides choice and authenticity in assessment for DANCE 101 in order to engage students’ intrinsic motivation and interest.
Jayden Houghton introduced student choice into his Law course assessments through having them create quizzes to support their fellow students.
Using curriculum mapping to maintain coherence across an interdisciplinary core and create a consistent student experience.
Improve student writing by teaching students how to assess a piece of written work and introducing a peer review element to their essay.
Prepare students for their future working lives by developing new skills in emerging technologies through assessments.
Self-paced and self-directed tasks for self-assessment/formative feedback (MUS103 and MUS130).
In the course, Principles of Microbiology, Dr Kathryn Jones provides students with a choice of essay topics for a writing assignment.
Piata Allen's Te Reo Māori Pronunciation Online course includes a range of activities for self-assessment.
Recording your feedback to students as video or audio can be time-efficient and more personalised, and students report paying more attention to it than written comments.
Maxine Lewis has used patchwork assessment to make assessment both more engaging and more inclusive.
Using peer review in Canvas discussions to develop skills in constructing arguments and critiquing peer work.
Associate Prof Jennifer Lees-Marshment incorporated authentic scenarios in the writing assignments to help students develop relevant writing skills for their future careers.
Students use PeerWise to answer, create and share multiple-choice questions with their peers.
