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HE institutions persistently seek to increase student engagement and satisfaction with assessment feedback, but with limited success. This study identifies the attributes of good feedback from the perspective of recipients. In a distinctive participatory research design, student participants were invited to bring along actual examples of feedback that they perceived as either 'good' or 'bad' to 32 interviews with student researchers. Findings highlight the complex interdependency and contextual nature of key influences on students' perspectives. The feedback artefact itself, its place in assessment and feedback design, relationships of the learner with peers and tutors, and students' assessment literacy all affect students' perspectives. We conclude that standardising the technical aspects of feedback, such as the feedback artefact or the timing or medium of its delivery is insufficient: a broader consideration of all key domains of influence is needed to genuinely increase student engagement and satisfaction with feedback.

In this paper we highlight the issues and opportunities of a participatory action research (PAR) and co-design project, currently being undertaken as engaged research between academics at Durham University and practitioners at the UK's International Centre for Life in Newcastle-Upon-Tyne (CfL; see creativescienceatlife.com for more information and developments). The focus is on the use of PAR to enable university researchers and Science Centre professionals to co-design Informal Science Learning exhibits that enhance creativity and innovation in young people. We define the principles of PAR and explore reasons for adopting the approach. An account is provided of the iterative co-design and piloting of a novel exhibit within a new exhibition space at the CfL. Reflections collated independently by the practitioners and the academics involved highlighting the development of ideas and insights over the course of the PAR process. We discuss how PAR enabled effective engagement with and creation of enriched knowledge, and innovation, in both the academy and science-learning professionals. The added value of PAR and co-production to our project aligns with current calls for a redefining of how societal impact of academic research is considered.

[[1]] Sulphide-sulphide liquid immiscibility as an additional mechanism for Norilsk ores PGE enrich... Fractional crystallisation of sulphide liquids is widely recognised as the main mechanism of palladium-group platinum group element (PGE) enrichment of Norilsk magmatic sulphide ores. Two styles of PGE-Cu-Ni mineralisation are hosted in the Critical Zone-like sequences: (i) contact PGE-Ni-Cu mineralisation confined to the basal parts of the intrusions and within the footwall and (ii) reef-style (strata-bound) PGE horizon associated with discontinuous chromitite seams in the upper part of the intrusions [[1]]. Nickel sulphide mineralisation in Lower Zone serpentinised ultramafic rocks as well as PGE-Cu-Ni mineralisation in Critical Zone lithologies are targets of the recent exploration campaign by Lesego Platinum Uitloop (Pty) Ltd on the Uitloop II body [[1]] (Figure 1). Widespread, albeit low volume, chalcopyrite-galena symplectite ores at the top of the Oktyabrsky sulphide body indicate an onset of sulphide-sulphide immiscibility in residual sulphide liquid and its possible role in separation of the chalcophile elements. As the main carrier phase of chalcophile elements, immiscible sulphide liquid in mafic-ultramafic magmas has been considered as the crucial factor in forming magmatic Ni-Cu-(PGE) sulphide deposits. [Extracted from the article]

HE institutions persistently seek to increase student engagement and satisfaction with assessment feedback, but with limited success. This study identifies the attributes of good feedback from the perspective of recipients. In a distinctive participatory research design, student participants were invited to bring along actual examples of feedback that they perceived as either 'good' or 'bad' to 32 interviews with student researchers. Findings highlight the complex interdependency and contextual nature of key influences on students' perspectives. The feedback artefact itself, its place in assessment and feedback design, relationships of the learner with peers and tutors, and students' assessment literacy all affect students' perspectives. We conclude that standardising the technical aspects of feedback, such as the feedback artefact or the timing or medium of its delivery is insufficient: a broader consideration of all key domains of influence is needed to genuinely increase student engagement and satisfaction with feedback. [ABSTRACT FROM AUTHOR]

In this paper we highlight the issues and opportunities of a participatory action research (PAR) and co-design project, currently being undertaken as engaged research between academics at Durham University and practitioners at the UK’s International Centre for Life in Newcastle-Upon-Tyne (CfL; see creativescienceatlife.com for more information and developments). The focus is on the use of PAR to enable university researchers and Science Centre professionals to co-design Informal Science Learning exhibits that enhance creativity and innovation in young people. We define the principles of PAR and explore reasons for adopting the approach. An account is provided of the iterative co-design and piloting of a novel exhibit within a new exhibition space at the CfL. Reflections collated independently by the practitioners and the academics involved highlighting the development of ideas and insights over the course of the PAR process. We discuss how PAR enabled effective engagement with and creation of enriched knowledge, and innovation, in both the academy and science-learning professionals. The added value of PAR and co-production to our project aligns with current calls for a redefining of how societal impact of academic research is considered. [ABSTRACT FROM AUTHOR]

The article announces that the Roses Creative Awards' Grand Prix prize and gold for Television (TV)/Cinema commercial were presented to FRESH--Smoke Free North East's 'Don't be the 1' TV commercial which was part of an integrated mass media anti-smoking campaign in North East England in 2014.