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Higher Education Pedagogy Projects



SEERIH sits within the Faculty of Science & Engineering at the University of Manchester. The University has a proud history of teaching excellence. SEERIH staff have exchanged their knowledge of teaching pedagogies with academic STEM lecturers in order to futher enhance the Undergraduate and Postgraduate student experience.



Across the Divide: Teachers and Lecturers exploring each other's teaching settings

Across the Divide was a qualitative research project run by the Science and Engineering Education Research and Innovation (SEERIH) and funded by The Centre for Higher Education Research, Innovation and Learning (CHERIL) at the University of Manchester. Findings from Across the Divide highlight how the development of school-university professional development partnerships can influence university academics’ pedagogic practice in Science, Technology, Engineering and Mathematics (STEM) and have a positive impact on their teaching and learning practices.

Key words: university-school partnership, professional learning, STEM education, relational approach.

Download the project report


Mind the Gap: Using Lesson Study to Develp Cross-Sector Landscapes of Practice in Science & Engineering

This report offers information and reflections on the cross-sector professional development project, ‘Mind the Gap’, that took place between January 2017-July 2018. The project focused on the cross-fertilisation of teaching practice and pedagogical design between teachers in primary, secondary and Higher Education STEM subjects. It built on the successful CHERIL-funded study, ‘Across the Divide’ (Ralls, Bianchi & Choudry 2018), in seeking to explore the ways in which the quality of STEM teaching and learning in HE can be influenced through participation  and engagement in cross- sector collaborative professional development between primary and secondary school STEM colleagues.

Key words: university teaching excellence, pedagogy, transition, professional learning

Download the report


Yes-But: Exploring the practice of Student Feedback in Higher Education STEM Teaching

The project focused exploring the practice of Student Feedback in the School of Mechanical, Aerospace and Civil Engineering at the University of Manchester. As a Teaching & Learning strategic priority academic lecturers and postgraduates were supported by the Science & Engineering Education Research and Innovation Hub in the ‘Yes… But! Project’ during 2018-19.

Read the academic posters published by the lecturer collaborative groups here, including:

Using Case Studies to Enhance Students’ Learning (A Bottacin Busolin & O J Bakker)

Identifying Good Practices from Popular Course Units (O J Bakker & A Bottacin Busolin)

What do student perceive as good feedback in their university courses and how can we translate this into improved teaching practice? (Marialuisa Gentile, Han-Mei Chen & Glen Cooper)

Does increasing the granularity of student unit evaluation impact on (positive) outcomes for student groups/ cohorts? (Mark Quinn, Katharine Smith, Rodger Edwards, and Lavanan Vengadasalam)

Staff Perceptions of Feedback within the School of MACE (Martin Simmons, Akin Atas, and Masoud Jabbari)


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