Sheffield Hallam University (SHU) – Academic Advising (AA): SHUAA23**

All taught students at SHU are allocated a named AA and their primary role is to provide:

• Academic Development & Progression.
• Personal Development.
• Professional Development.

University of Birmingham (UoB) – Exploring Personal Academic Tutoring (PAT): UoB-PATE23**

All taught students at UoB are allocated a named PAT and their primary role is to provide:

• Academic Development & Progression.
• Personal Development.
• Professional Development.
• Act as a referee when applying for jobs for further study.

Manchester Met University (MMU) – Exploring Personal Academic Tutoring (PAT): UKAT-MMU23**

All taught students at MMU are allocated a named PAT and their primary role is to provide:

• Academic Development & Progression.
• Personal Development.
• Professional Development.

University of Leicester (UoL) – academic/personal tutoring (PT): LRUoL23**

All taught students at UoL are allocated a named PT and their primary role is to:

• Know their tutees.
• Advising and problem solving.
• Personal support.

University of East London (UEL) – Academic Advising (AA): LRAAUEL24**

All taught students at UEL are allocated a named AA and their primary role is to support:

• Academic success.
• Pastoral support.
• Careers first.

Yorkshire Consortium for Equity in Doctoral Education (YCEDE) – :YCEDEWS1 / YCEDEWS3

Sheffield Hallam University (SHU) are part of the YCEDE Partnership. YCEDE is a project funded by the Office for Students (OfS) and UK Research and Innovation (UKRI) that hopes to tackle race/ethnic inequalities in Postgraduate Research (PGR) access by evidence-based changes to institutional policies and procedures for recruitment, selection and retention of PGRs. YCEDE is taking place across five Yorkshire universities: University of Bradford; University of Leeds; University of Sheffield; Sheffield Hallam University; and University of York. Researchers from Sheffield Hallam University will be carrying out the evaluation of the YCEDE Programme. 

Armed Forces Families: LRAF2024

Exploring the experiences of students from the Armed Forces Families.

HWLS: Exploring Nursing students University experience

This project’s aim was to understand Nursing students’ experiences and engagement with their course. The project wanted to capture belonging and support, engagement with peers and assessments, and any challenges that they faced in their module.

Aspire – mentors, supervisors and scholars: LRAM24 / LRAS24 / LRAspireMen / LRAspireSch / LRAspireSup

This project aimed to gather the experiences of those who have participated on the ASPIRE Programme in terms of being a mentor, scholar and supervisor. 

Public Health: LRPH2024

An opportunity for students to share their experiences on the Public Health course, led by Dr Ifeoma Onyeka, Senior Lecturer in Public Health, Course Leader for MSc Public Health.  

Minority Ethnic Male Mental Health and Wellbeing

Minority Ethnic Male Mental Health project aimed to understand the mental health perception and support services preferred by the ethically minoritized male students at Sheffield Hallam University.

The Student Wellbeing Service and STEER (student engagement, evaluation, and research) conducted this research to explore perceptions, barriers, and enablers in accessing SHU mental health services. The focus of this research was to build an understanding of the perceptions and preferences of mental health support services for minority ethnic male university students’, and their willingness to declare, and seek support for their mental health.

Neurodiversity Project: LRND22STUDENT

This project aimed to promote a more inclusive university environment by asking neurodivergent students to share their experiences in a safe environment.

Neurodivergence includes ADHD, dyslexia, dyspraxia, autism, Asperger’s, epilepsy, OCD, bipolar and more. Participants didn’t need to disclose their neurodivergence to SHU or more widely, nor didn’t need to have an official diagnosis.