This is the registration page for Sheffield Hallam University’s Learning and Teaching Conference 2014.
Outline information about the programme is presented below, followed by details of the parallel sessions. Review the information and select your choices through the registration form at the bottom of the page.
Programme from the day
9.00 – 9.30
|Arrival – Refreshments and Registration||
9.30 – 9.45
|Welcome – Professor Liz Barnes, Deputy Vice-Chancellor.||
|Keynote Speaker – Professor Norman Jackson||
10.40 – 11.20
11.30 – 11.50
12.00 – 12.50
|Parallel Session 1||
13.00 – 14.00
14.10 – 15.00
|Parallel Session 2||
15.10 – 15.30
15.40 – 16.30
|Parallel Session 3||
16.40 – 17.30
|Celebrating another year of excellent teaching||Heartspace|
Review the parallel session abstracts that follow. Select one session from each of the three parallel sessions that you wish to attend and make a note of the session numbers.When you have made your choices go to the registration form at the bottom of this page and select from the numbered sessions.
Parallel session abstracts
Use this link to view the short abstracts for each parallel session or view the extended abstracts by clicking on the session title in the list below. If you prefer to view the extended abstracts as pages, then click the following links:
- Parallel session one: extended abstracts
- Parallel session two: extended abstracts
- Parallel session three: extended abstracts
Parallel Session 1
- 1.1 Developing actions that will enhance your teaching approaches through technology Stuart Hepplestone & Ian Glover This session is now full.
- 1.2 ‘The Boggart in the Wardrobe’ – Supporting transitioning students through creative practice Jill LeBihan & Rachel Mason This session is now full.
- 1.3 The Essence of Belonging: Sheffield Hallam Students’ Union ethnographic research into student communities Jessica Baily, Emily Connor & Emmet Cleaver, SHU Students’ Union This session is now full.
- 1.4 Presentation Skills: Co-creating Rubrics Kalman Winston, Bangor University
Design of entrepreneurial Action Learning programmes David Wick, Thomas Williamson & Simon Hill, Coventry University
- 1.5 Situating Reflective Commentary in the PhD student – Supervisor Relationship Henry Lennon & Laura Kilby
- Flexibility in assessment – should students choose? Ciara O’Hagan, Molly Hashmi-Greenwood, Jo Long & Michelle Newberry This session is now full.
- 1.6 Podcasts: Do students use them? Stephen Robertson, Edinburgh Napier University
Student-centricity in the teaching and learning of business mathematics Stephen Dobson & Jayne Revill
- 1.7 Using smart phones and tablets to support student learning Anne Nortcliffe & Andrew Middleton
“Presenting Yourself Positively” – building confidence in verbal and non-verbal communication skills Paddy Turner
- 1.8 Student Library blues: student behaviours and expectations Peter Gledhill & Olive Nyaga
Collaborative Learning Jackie Cawkwell, Mark Boylan & Adam Talbot
- Explorations into collaborative open online learning (in 1.1) Sue Beckingham & Chrissi Nerantzi
- Kinetic typography promoting the first year of BSc Nursing (in 1.2) Sara Morris Docker
- Mapping Sheffield-based nutrition enterprise (in 1.3) Jenny Paxman, Katie Robinson, Rachel Rundle & Ruth Whiteside
- E-Exams: Could we? Should we? Exploring options and opinions (in 1.4)Catherine Duckett & Laura Frost
- The student experience and effectiveness of semi-automated personalised feedback (in 1.5) Christopher Wilson, Teeside University
- The benefits of BYOD in higher education (in 1.6) Brent Littler
Parallel Session 2
- 2.1 ‘What can we learn from what’s happening in schools’? Ranald Macdonald & Damian O’Reilly This session is now full.
- 2.2 Enhancing student engagement using a classroom response system Jeff Waldock, Hannah Bartholomew, Xinjun Cui, Sue Forder, David Greenfield, Wodu Majin, John Metcalf & Mike Robinson This session is now full.
- 2.3 Audio feedback to enhance the academic and student feedback experience Anne Nortcliffe, Michelle Blackburn, Rachel Bower, Pat Day, Gill Gould, Andrew Middleton & Claire Taylor
- 2.4 “From the I to the we: collaborative learning as a teaching pedagogy” Caroline Molloy, Coventry University
The student view on Peer Assisted Learning Cathy Pink, Jake Ledger, Sherin Rajan, Philip Watson & Jack Wordsworth Midwifery PALS: one year on from a successful pilot. Cathy Malone
- 2.5 Turning First Year History Students into Historians Chris Corker & Sarah Holland Challenges and benefits of interdisciplinary teaching in Higher Education Sian Davies-Vollum, Stephen Dobson, Kaushik Pandya & Alexandra Savage
- 2.6 What does it mean to be an inspirational teacher? Caroline Heaton, Andrew Middleton & Nathaniel Pickering
Remembering the student in student satisfaction David Bowles
- 2.7 A discussion about the advantages and disadvantages of service user involvement in student assessment James Harcus, Sarah Naylor & Marcus Elkington
Establishing effective communities of practice Jill Dickinson & Vicky Thirlaway
- 2.8 Disentangling course identity: How does ‘Psychology and Sociology’ differ from ‘Psychology’ and ‘Sociology?’ Stefanie Ashton Wigman, David Siddens, Lynne Spackman & Diarmuid Verrier
International student integration Krassimira Teneva
- An evaluation of a flipped approach to biomechanics (in 2.2) Sarah Churchill & Polly McGuigan
- Studio Learning: staff collaboration and the holistic curriculum (in 2.3) David Dennison & Adam Mead, University of Central Lancashire
- The richness of multi professional doctoral education (in 2.5) Hilary Piercy & Frances Gordon
- Smart Curation (in 2.6) Anne Nortcliffe
- Use of tablet computers to provide annotated digital feedback (in 2.8) Andrew Garrard
Parallel Session 3
- 3.1 Public Participation in Student Learning: The Scholarship of Engagement Hazel Horobin, Claire Craig, David James & Charmaine Myers This session is now full.
- 3.2 Making inclusive practice just teaching practice Paddy Turner, Dave Lomas & Viv Thom This session is now full.
- 3.3 Supporting Writing Development Elizabeth Barrett. Fozorun Boshir & Mark Dunn
Bringing experiential learning into the lecture theatre David Smith
Can a tapestry be a good essay? Mark Beachell, Sheffield College
- 3.5 “What gets measured, gets managed” applicable to modern HE? Matthew Willett
Beyond the NSS: insights from student researchers Hannah Bartholomew, Brodie Burton, Gemma Clarke, Mike Robinson
- 3.6 Students as Course Enhancement Officers Luci Cockayne, Caroline Heaton & Helen Kay Embedding employability and encouraging engagement with PDP/careers Jill Dickinson & Teri-Lisa Griffiths
- 3.7 Transcending Modularity through Flexible Formative feedback Oli Johnson, University of Sheffield
The PassPort Portal: An online resource to support transition to an international future Andrew Wilson & student ambassador
- 3.8 Enlightened vocationalism in a Writing, Editing, Publishing Programme: Effecting excellence Roslyn Petelin, University of Queensland
Understanding Postgraduate Communities at Sheffield Hallam University through the Postgraduate Taught Experience Survey (PTES) Nathanial Pickering
- #Success! Using Twitter to create networks for employability (in 3.5) Emma Taylor & Kat Low
- Supporting students to reference well (in 3.6) Peter Gledhill, Bea Turpin & Paul Stewart
- A reflective account of how technology can support the learning experience (in 3.8) Michelle Newberry & Alessandro Soranzo
Bookings are closed for this event.