Active learning is recognised as a crucial component of university courses in enhancing performance and retention. However, universities face numerous challenges in broadening the provision of active learning, including time constraints, and a lack of staff training and confidence to develop appropriate activities. This article outlines an approach taken at the University of Southampton to engage a team of graduate teaching assistants (GTAs) in the process of developing, delivering, and evaluating active learning resources to support small-group teaching in chemistry on a Science Foundation Year programme. A team of four GTAs developed nine activities during the 2015/16 academic year, with evaluation supporting their enhancement for 2016/17. The article outlines the progress of this work over two academic years, providing evidence of a positive impact on students and teachers alike.

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High efficiency solar cells can be produced by applying the front side metallization in a two-step process. A seed layer is printed followed by an electroplating step to increase thickness and reduce current loss. While traditional screen-printing can be used to print the seed layer, greater benefit is realized by utilizing a direct-write approach to simultaneously reduce the width and thickness of the seed layer. Aerosol Jet Printing is a noncontact direct-write approach that has been shown to have advantages for printing the seed layer. A multi-nozzle print head was developed to increase throughput to a level comparable to screen-printing. A modified screen-printing paste was used to print a seed layer for collector lines on 156 x 156 mm multi-crystalline silicon wafers. By adjusting print process parameters such as gas flow rates, operating temperature, and nozzle orifice openings, line width was controlled over a range of approximately 35-70 microns. In parallel, a single-nozzle print head was developed for printing busbars of around 1mm width in a single step.

Many instructors globally reported a lack of engagement in synchronous online sessions during the Covid-19 lockdowns. This article outlines the use of collaborative small group tasks mediated via breakout rooms in Teams during the 2020/21 academic year. The rationale for the activities, which are available for download, is described along with details of the evaluation of their impact. Key findings were that a majority of students reported enjoying the tasks and felt that they improved their learning during online sessions.