SEED Award Winners

Student co-founded a peer-led learning group.

Student became a mentor to biology students, acting as a supportive role model and sharing valuable advice.

Student acted as a mentor in the QM Buddy Scheme and provided tailored academic and emotional support.

Student worked as a Peer-Led Team Learning (PLTL) leader for BUS267 Working with Business Data, assisting Year 2 students in understanding the module.

Student facilitated Excel-based analytics sessions for students, covering forecasting, hypothesis testing, correlation analysis, and data visualisation.

Student founded The UltraLearn Project.

As a Student Ambassador at SBBS, the student actively promoted the university, supported fellow students, and organized events that fostered academic, social, and personal growth.

Student co-created a Python help guide to support other students in building a strong foundation in coding.

Student worked with a team of students to create interactive textbooks for the Computational and Symbolic Dynamics modules taught within SEMS.

Student worked as part of a team to convert the module notes for EMS515U Spacecraft Dynamics, into a digital, online and interactive textbook.

Student played a vital role in helping students get ready for working with Generative AI in the future. 

As a PASS mentor, the student guided first-year students with essay plans, referencing tutorials, and engaging sessions, fostering collaboration and critical thinking. 

The student was a PASS Mentor and his goal was to help first-year students integrate smoothly into the bustling world of university.

The student developed virtual meeting rooms and an exhibition gallery using Mozilla Hubs, aimed at aiding students in the Interactive Media Design and Production course. 

The student's project focuses on equipping students with essential analytics skills through hands-on Tableau training as Tableau Academic Ambassador.

The student devised a question on ARM architecture, reviewing course slides.

The student interned at Queen Mary Academy from November 2022 to June 2023, as part of the Learner Intern Programme.

The student took charge of planning and delivering sessions on 'reading and notetaking,' 'preparing for assessments' and 'enhancing group working skills.

The student evaluated the pilot digital learning platform Cadmus used in the BMD265 Cellular and Molecular Neuroscience module. 

As a PLTL leader for BUS108 Economics for Business and Society, the student designed inclusive sessions that catered to diverse learning styles through various teaching methods. 

As a PASS mentor, the student facilitated first-year student adaptation by conducting weekly support sessions aligned with course content. Additionally, I provided CV guidance and development support.

The student contributed to two key projects: "Integrating Generative AI in Higher Education," which focused on data from the Faculty of Medicine and Dentistry, and "Learner Attitudes Toward AI in Education," which analysed data from various departments.  

By becoming a buddy scheme mentor, the student was able to inform her mentee about the support variety that QMUL is offering.

The student developed and assessed the effectiveness of a new education tool.

"My SEED Award project involved co-creating a QMPlus resource on 'AI for Student Learning and Research' to equip students with foundational AI knowledge."

The student started participating in Peer Assisted Study Support Sessions (PASS) during her second year of studies.

As a Queen Mary Academy Learner's Intern for 2023/24, the student contributed to the Editorial Team on the "AI for Student Learning and Research" module for the Faculty of Medicine and Dentistry where she focused on enhancing content and improving the visual experience for users

As Co-Head of Digital for the Queen Mary Social Venture Fund, the student was engaged in marketing the project's public online forum and a flagship competition.

Student participated in a project regarding Learner Engagement Analytics (LEA), where she focused on understanding students’ privacy and ethical concerns related to engagement data.

As a PASS mentor, the student played an essential role in supporting the academic journey of foundation and first-year students

Student provided strategic recommendations for IBM on enhancing AI for student learning and helped Inferential Futures with marketing strategies, supported by her involvement in the Student Consultancy Project (SCP). Additionally, as a committee member of the SKETCH symposium event, she contributed to collaborative discussions and initiatives.

Student delivered teaching sessions, including mock OSCEs, to medical students from various medical schools.

The student restructured the learning objectives into four main areas: GP-related, Clinical, Ethical, and OSCE topics, better aligning the content with exam preparation.

Student developed resources, including a survey-driven platform, to guide students in managing their finances. 

Student created an anonymous feedback form to provide her cohort with an opportunity to reflect on their Year 2 experience.

Student facilitated collaborative problem-solving sessions for first-year students.

Student fostered collaboration and addressed key learning challenges by engaging students through anonymous feedback forms, tailored communication, and open dialogues.

Student worked extensively on improving the student experience in the School of History. (SoH)

Student was in involved in a project aimed to improve inclusive teaching for neurodiverse students by increasing engagement with training and other resources. (Law)

Student was part of a team of five who designed, developed, and led workshops tailored for the transition of BTEC/A-level students to BSc at QMUL. (SBM)

The project empowers students through a dynamic platform offering summarised concepts and refined revision strategies using AI prompting. (IoD)

Student worked on designing and implementing augmented reality guides for essential chemistry laboratory skills. (SPCS)

As a TELT Student Ambassador, the student works with other students and Professional Services staff to improve Queen Mary technology services. (Law)

Student supported groups of second year students through the PLTL program, helping them improve their statistical techniques. (SBBS)

Student assisted students verbalize and articulate the concepts taught in lectures in a new dynamic way. (SBM)

Student designed and developed the LAD prototype.

Student designed and led study and workshop sessions for year 2 Management students. (SBM)

Student helped co-create a mock climate change negotiation. (School of Geography)

Student was a senior assistant for BUS 267 – Working with Business Data. (SBM)

Student supported groups of second year students, helping them to improve their statistical techniques. (SBBS)

Student was part of creating a workshop which provided additional support with fine motor skills. (IoD)

Student was involved in two Students as Partners projects as part of the Institute of Dentistry Student Support Office. (Iod)

Student taught third-year medical students. (SMD)

Student was involved in two Students As Partners (SAP) schemes. (IoD)

Student contributed to the 'Teaching Excellence' project. (SEF)

Student was responsible of digital platforms used for learning, such as Q-Review and QMplus.

SBM Consult Programme [SBM]

Near Peer Teaching [Barts]

Student Support and Inclusion Intern [SBM]

Mentor - Tech Industry Gold Autumn Challenge competition [SBM]

Co-creating pre-clinical and clinical modules [FMD]

SEED Prize winner 21/22

Peer-Led Team Learning (PLTL) [SBBS]

Project ReMAKE [SBM]

SEED Prize winner 21/22

Assessment and Feedback Intern - Queen Mary Academy [CCLS]

Peer-led team learning (PLTL) [SBBS]

Peer-led team learning (PLTL) 
[SBM]

SEED Working Group [BLMSD]

Global Health Anti-Racism Sub-Committee [IPHS]

"Student-generated teaching resources as a tool to enhance inclusion and diversity" project [SBCS] 

Increasing assistance and accessibility for students with learning difficulties. [SoH]