12.00 – 12.50 – Parallel Session 1 – Room: tbc Chair: tbc
1.1 – Developing actions that will enhance your teaching approaches through technology – Stuart Hepplestone and Ian Glover, Sheffield Hallam University
This session will engage academic staff in considering how technology can support and facilitate their existing or future teaching approaches. Through a range of activities and resources, participants will reflect on current practice and take away an action plan of how they will enhance their teaching approaches through existing technologies.
1.2 ‘The boggart in the wardrobe’: a workshop on supporting transitioning students to face and defeat their demons through creative practice – Jill LeBihan and Rachel Mason, Sheffield Hallam University
This workshop will introduce participants to a planned induction/transitioning session focused on breaking some learning and thinking habits as a stepping stone to supporting creativity in academic writing. It is an output from the Students as Researchers project.
1.3 The Essence of Belonging – Emily Connor and Emmet Cleaver, Sheffield Hallam Students Union
This session looks at what it means for a student to belong at University, whether that’s a classroom room, their cohort or subject and how that can inspire excellence in the classroom. Participants will be discussing Hallam Union’s research on The essence of Belonging’ to produce ideas on how to apply this knowledge elsewhere.
1.4 Presentation Skills: Co-creating Rubrics for Learning – Kalman Winston, Bangor University
The session presents a collaborative, engaging method for teaching presentation skills. First year undergraduate students developed their own assessment rubrics for group oral presentations, and used these rubrics to inform their own presentations and grade those of their peers, resulting in enhanced understanding of the elements of successful presentations.
1.4 An investigation into the demand and design of entrepreneurial Action Learning programmes based on the entrepreneurial intent of students at Coventry University -David Wick, Thomas Williamson and Simon Hill, Coventry University
The objective of this study was to highlight the student’s entrepreneurial attitudes, business start up activities and their entrepreneurial intent when they entered the University. The aim was to understand the demand and investigate how support programmes such as SPEED Plus need to design to benefit the student entrepreneur.
1.5 The ‘Living Document’: Situating Reflective Commentary in the PhD Student-Supervisor Relationship – Henry Lennon and Laura Kilby, Sheffield Hallam University
This paper introduces a distinct approach to nurturing reflexivity in the PhD student/supervisor relationship. We explore how relations of power within the institutional context can be acknowledged and redressed through the practice of reflexive commentary. Furthermore, we demonstrate the efficacy of embedding reflexivity as an ‘experiential’ part of the PhD journey.
1.5 Flexibility in assessment – should students choose how their learning is assessed? – Ciara O’Hagan, Molly Hashmi-Greenwood, Michelle Newberry & Jo Long, Sheffield Hallam University
The aim of this paper is to review and discuss the findings of a pilot study of student’s feelings about and achievement in assessments in which there is some degree of choice in the method of assessment.
1.6 Podcasts: Do students use them? – Stephen Robertson , Edinburgh Napier University
Previous studies into students’ podcast usage have focussed on questionnaire data. What picture emerges if we use system logs from the VLE? What types of podcasts do student use and when do they use them? The session explores what this means for module design.
1.6 Using in-class voting for formative feedback: Student-centricity in the teaching and learning of business mathematics – Stephen Dobson and Jayne Revill, Sheffield Hallam University
This paper presents evaluation questionnaire results (n=240) from the 2013-14 FAB cohort on student perception of using in-class voting technology for CIMA maths. Additionally, a comparison of phase test results statistics between 2012-13 and 2013-14 is reported to identify any performance impacts after the change in CIMA maths delivery using in-class voting in 2013-14.
1.7 Bring Your Own Devices! How students and staff using their own smart phones and tablets to support student learning – Anne Nortcliffe Dave Wetherall, Andrew Middleton and Nigel Williamson, Sheffield Hallam University
More than 1,300 personal smart phones and tablets have been connected to the University email exchange by staff at Sheffield Hallam University. In ACES, 87% of students report owning a smart device. This paper will present findings from a survey that describes how personal devices are changing teaching and learning.
1.8 Student library blues. An investigation into low NSS library scores for selected courses, methodologies, actions, student behaviours and expectations – Peter Gledhill & Olive Nyaga, Sheffield Hallam University
To discuss an LTA funded project investigating low satisfaction scores for specific courses in the NSS survey 2013 relating to library resources and services. Identifying reasons for the scores, what we found, and what subsequent actions were taken. We will detail our analysis of student library usage, student feedback and how the approach and findings could be applied elsewhere.
1.8 Collaborative Learning – exploring the staff and student experience (Students as Researchers Project 2013/14) – Jackie Cawkwell, Mark Boylan and Adam Talbot, Sheffield Hallam University
This presentation will share the work and outcomes of a small-scale research project exploring the student and staff experience of collaborative learning within a large Level 4 module. A survey and process value mapping was used to evaluate an assessed piece of group work, identifying strengths and opportunities for enhancement.
14.10 – 15.00 – Parallel Session 2 – Room: tbc Chair: tbc
2.1 What can we learn from what’s happening in schools? – Ranald Macdonald, Sheffield Hallam University and Damian O’Reilly, Highfields School, Matlock
The approach to teaching and learning at Highfields School in Matlock focuses on students becoming more active, independent learners. The five Rs of the Highfields Heroes initiative – Responsible, Resilient, Reasoning, Resourceful and Reflective – will be presented as the basis for exploring your own teaching and the experiences of learners.
2.2 Enhancing student engagement using a classroom response system (CRS) – Jeff Waldock, David Greenfield, Sue Forder, Mike Robinson, John Metcalf, Wodu Majin, Xinjun Cui, Hannah Bartholomew, Sheffield Hallam University
In this workshop we will introduce a free tool allowing any web-enabled device to actively engage students in classroom discussions. Participants will be able to experience the system, explore its advantages, and discuss a variety of ways in which it can be used to enhance student engagement in the classroom.
2.3 Audio Feedback to enhance the academic and student feedback experience – Anne Nortcliffe, Michelle Blackburn, Jill Gould, Pat Day, Claire Taylor, Andrew Middleton, Mathew Willett, and Rachel Bower, Sheffield Hallam University
Audio feedback, in its many forms, has been shown to improve the students’ use of feedback by being clear, personal and timely. This session will provide participants with an opportunity to explore with academics and their students some of the ways it is being used across the university.
2.4 The I to the we: a working methodology to encourage student engagement through group work – Caroline Molloy, Coventry University
With increasing student class numbers, how do you keep predominately kinetic learners engaged in the classroom and ensure they are advancing their learning?
This paper will discuss a pilot scheme I run with level 2 photography students, in which they had weekly collaborative group tasks to complete; evidenced online on shared goggle docs; which supported their learning, developed their independence and encouraged peer to peer learning.
2.4 The student view on Peer Assisted Learning – Cathy Pink, Jake Ledger, Jack Wordsworth, Sherin Rajan, Philip Watson, Sheffield Hallam University
This year ACES piloted a Peer Assisted Learning programme to investigate raising attainment. Although much is made of the potential benefits of PAL for participants, this session allows us to hear the student perspective on delivering peer support. Second year Computer Network Engineering students will talk about their experiences of facilitating Peer Assisted Learning sessions with first years. Students will explain what they did, how they did it and how it went.
2.4 Midwifery PALS: a student account of Peer Assisted Learning scheme, one year on from a successful pilot – Cathy Malone, Sheffield Hallam University
This year is the second year that a peer assisted learning scheme has been running in Midwifery. In the last year students have been involved across all three years of the programme, with a small cohort of third years meeting throughout the year with two recent graduates who work locally.
The students involved in the delivery of the scheme (PAL leaders) will provide an account of PALs in Midwifery, reviewing student evaluation of the scheme and its relevance to the development of professional identity among Health Professionals.
2.5 Preparing to Fly – How a highly selective extra-curricular UG Leadership Development programme identifies and then develops real talent – Francesca Walker, University of Central Lancashire
LaunchPad – During a two-year period students develop a wide range of ‘soft’ skills, take part in projects and networking, evolving through a series of challenges that take them through comfort and stretch to panic! Our workshop will showcase achievements to date, support required and the road ahead.
2.5 Using independent research to enhance engagement, employability, and learner autonomy with first year History students: A case study of the Aspects of Sheffield History module – Chris Corker and David Holland, Sheffield Hallam University
The session will demonstrate an approach to teaching history utilising an Enquiry Based Learning model with first year students. We will highlight the positive effect this has had on student experience from our evaluation of this method. We will also show the transferability of our approach to other disciplines.
2.6 What does it mean to be an inspirational teacher? – Caroline Heaton, Andrew Middleton and Nathaniel Pickering, Sheffield Hallam University
Within the context of the University’s commitment to student-nominated inspirational teaching awards, this paper will share findings from our research into staff and student perceptions of ‘good’ teaching and will encourage participants to enhance their mutual understanding of how we can identify and promote teaching excellence.
2.6 Remembering the student in student satisfaction: Psychological factors and the National Student Survey – David Bowles and Catherine Day, Sheffield Hallam University
Typically, university-commissioned studies into student satisfaction ignore the fact that satisfaction is a psychological variable. This paper is aimed at addressing those limitations. Key findings presented here indicate that self-esteem, self-efficacy, and psychological need fulfilment, especially the need for a sense of competence, are essential to student satisfaction.
2.7 Service user involvement in a simulation exercise for assessing students – Sarah Naylor, Marcus Elkinton and James Harcus, Sheffield Hallam University
This is an evaluation of service user involvement in assessing first year diagnostic radiography students. Feedback was obtained using email and face to face discussion with students, service users and academic staff. The venture proved successful with benefits to both students and service users, with only minor issues to overcome.
2.7 Establishing effective communities of practice in simulated learning environments: a case study on Clinical Legal Education – Jill Dickinson and Vicky Thirlaway, Sheffield Hallam University
Focusing on a new level 5, Clinical Legal Education module as a case study, this paper examines the value of creating communities of practice within a simulated, work-based learning environment, and also suggests ways within which such communities can be effectively established.
2.8 Delineating course identity: How is ‘Psychology & Sociology’ different from ‘Psychology’ and ‘Sociology’? – Stefanie Ashton Wigman, Diarmuid Verrier, Lynne Spackman and Dave Siddens, Sheffield Hallam University
Dual-honours courses are at risk of a relatively diffuse or poorly defined course identity. This project investigates students’ experience of the BSc Psychology and Sociology to determine their perception of what makes their course unique and the degree to which they experience a sense of ‘belonging’ on their course.
2.8 International student integration: The students’ view – Krassimira Teneva, Sheffield Hallam University
Many international students fail to establish meaningful relationships with home students or local people while studying in Sheffield Hallam University. Over the last five years we have increased the effort and resource invested in improving the social integration opportunities for international students. And yet there is a significant proportion of our international students who are not satisfied with their opportunities to interact with the host culture and to make UK friends.
This prompted us to undertake an impact evaluation of the social integration projects we run, to understand how we can engage students better and whether students expect more from the University to support their interaction with the host culture. This short paper will present the findings of this research
15.40 – 16.30 – Parallel Session 3 – Room: tbc Chair: tbc
3.1 Public Participation in Student Learning: The Scholarship of Engagement – Hazel Horobin, Claire Craig, Charmaine Myers, David James, Sheffield Hallam University
The desire to enhance citizenship and civic engagement has brought about a new form of scholarship, the scholarship of engagement. Lecturers within SHU have found ways to engage staff into student learning to encourage student engagement, and work for public good. The co-lab presents and explores experiences across the university.
3.2 Making inclusive practice just teaching practice – Paddy Turner, Dave Lomas and Viv Thom, Sheffield Hallam University
To show how inclusive LTA practices can be designed and implemented exemplified using one specific module. From qualitative feedback from staff and students, we will see how fears were not realised and benefits accrued. To use a workshop process to explore how other subjects and contexts can be similarly approached.
3.3 Supporting Writing Development: Peer Workshop as a Community of Practice – Elizabeth Barrett, Fozorun Boshir and Mark Dunn, Sheffield Hallam University
Education Students on a Level 5 module have used a weekly peer-supported workshop to give and receive feedback on their developing writing. The sharing of drafts is facilitated through communities of practice; participation in this process is documented and contributes to assessment. This presentation will offer student perspectives on the experience of writers’ workshop and its contribution to their personal and professional development.
3.3 Bringing experiential learning into the lecture theatre through the use of 3D printing – David Smith, Sheffield Hallam University
Large group teaching need not be delivered in the standard lecture format and many elements of experiential learning can be successfully brought into this environment. 3D printing is becoming affordable and technologically accessibly. This technology has been used to engage students through the use of 3D objects as learning tools.
3.3 Can a Tapestry be a good essay? – MarK Beachell, Sheffield College
This presentation reports on the findings of a FE college lecturer and fine artist exploring the idea of “other literacy’s” such as films, collages, performances, sculpture, tapestries.. Being not only a valid, but often more appropriate form for presenting research, development, and argument.
3.4 We’re walking paradigms’: the richness of multiprofessional doctoral education – Hilary Piercy and Frances Gordon, Sheffield Hallam University
The aim of this paper is to present the findings of a study conducted to explore the personal meaning that students hold regarding the value of multiprofessional engagement in a professional doctorate programme for health and wellbeing professionals.
3.4 Challenges and benefits of interdisciplinary teaching in Higher Education – Siân Davies-Vollum, Stephen Dobson, Kaushik Pandya and Alexandra Savage, Sheffield Hallam University
Interdisciplinary teaching and learning can create innovative thinkers who have skills to address complex problems but interdiscplinary approaches to education at universities is uncommon. We explore this conundrum using a Strengths, Weaknesses, Opportunities and Threats analysis that details the benefits and challenges of interdisciplinarity to teachers, learners and institutions.
3.5 Is “What gets measured, gets managed” applicable to modern Higher Education in the modern age? This session will look at entrepreneurial teaching practice to see if there is a link between the ‘off the radar’ hard to measure practice academics engage with and the enhanced student experience…, Matthew Willett, Sheffield Hallam University
The session aims to provide:-
1. Overview of what ‘Inspirational’ teaching characteristics are both from a student experience and academic practice perspective
2. Discussion of the performance measures in HE as rational constructs – what HE focuses on in terms of ‘productive’ activity and does this fit with the students view?
3 Analysis of areas and mapping exercises to show that the ‘off the radar’ perceived ‘unproductive’ activity is actually what is enhancing the student experience at university.
4 Cultural analysis of different areas of the university and how the culture is perceived by different academics in terms of freedom, flexibility, autonomy, trust and creativity vs. management control and process delivery, looking at the barriers in place which prevent more entrepreneurial behaviour.
Leading to “What makes a creative, supportive HE culture”? – is there an ideal balance between performance measurement and management of innovation?
3.5 Beyond the NSS: insights from student researchers – Hannah Bartholomew, Gemma Clarke, Brodie Burton and Mike Robinson, Sheffield Hallam University
This presentation reports on the findings of two student researchers investigating student experiences on mathematics and engineering courses. We will report the key findings, reflect on the process of working with student researchers in this way, and consider the possibilities for improving practice based on the insights offered.
3.6 Students as CEOs (Course Enhancement Officers 2.0) – Caroline Heaton, Helen Kay and Luci Cockayne, Sheffield Hallam University
This presentation will show how Sheffield Hallam University has built upon a Higher Education Academy initiative to enhance student engagement in quality enhancement processes. We will share how a small-scale innovative project relating to course re-approvals has developed and quadrupled in size, impacting on the experiences of over 3600 students.
3.6 Embedding employability and encouraging engagement with PDP/careers: a case study focussing on law students – Jill Dickinson and Ter-Lisa Griffiths, Sheffield Hallam University
Concentrating on the level 5 law programme, this paper analyses different methods for embedding both employability and personal development planning within undergraduate degree programmes. Focusing on 2 core modules, it explores how academics and careers advisers have worked together to design specific employability/PDP curricular interventions and evaluates effectiveness by reference to both student and staff feedback.
3.7 Transcending Modularity through Flexible Formative Feedback – Oli Johnson, University of Sheffield
What is the role of feedback in promoting learning across modules? This paper, which will be presented by a staff-student team, examines the findings of a student-led consultation on feedback at the University of Sheffield and considers the implications of its findings for supporting a transition to self-regulated learning.
3.7 The PassPort Portal: An online resource to support transition to an International Future – Andrew Wilson, Angela Maye-Banbury and Adeline Tui, Sheffield Hallam University
‘PassPort’ is a student-led initiative that acknowledges the critical importance of intercultural competencies to effective contribution to the global construction industry. It also responds to the contradiction that skills development in these areas is seldom formally represented in learning by creating an immediate and self-sustaining learning resource.
3.8 Enlightened vocationalism in a Writing, Editing, Publishing Programme: Effecting excellence – Roslyn Petelin, The University of Queensland
This paper will analyse the challenges overcome in establishing, delivering, and sustaining a vocationally oriented postgraduate programme in a traditional English Department in an intensive research university. The paper argues that the impressive outcomes achieved by graduates are the result of expectations of excellence presented at the entry of each new cohort of students.
3.8 Understanding Postgraduate Communities at Sheffield Hallam University through the Postgraduate Taught Experience Survey (PTES) – Nathaniel Pickering, Sheffield Hallam University
This session aims to provide insight into the PTES findings that show the importance of belonging and academic communities to the postgraduate experience. These themes and the barriers to them will be explored, while giving the participants the opportunity to discuss and share their own experiences.