Tag Archives: curriculum design

295 – Inspiring Learner Engagement: the development of a curriculum design toolkit – Andrew Middleton, Panni Loh

This poster presents a framework to help curriculum design teams think about ways to heighten leaner engagement. The Learner Engagement Design Lens and the associated materials in the online Teaching Essentials resource-base have been developed with input from academic staff and students from all faculties this year. These ideas for good academic practice from Sheffield Hallam University are organised according to widely understood principles for Learner Engagement (i.e. Chickering & Gamson, 1987, and others) and they are complemented with information for design teams to explore further.

Course design suffers when potential design partners including students, employers and support staff, are excluded due to a lack of useful support. Nicol & Draper (2009) say transformative academic innovations can be stifled by a lack of teaching and learning knowledge among those tasked with designing courses. The design lens is intended to address this by presenting a set of seven inspirational and informative cards for use by multi-stakeholder teams involved in designing and reviewing effective and engaging curricula together.

Further information about the online Leaner Engagement toolkit, links to key resources and information about other design lenses will be shared in the poster.

295 Andrew Middleton Learner Engagement Poster

285 – Reactions to Workshops in the Undergraduate Nursing Curriculum – David Wood

Lecturers should aspire to provide excellent quality in their provision of teaching in higher education and ought to constantly reflect and evaluate both the effectiveness of their teaching and the value of the curriculum. Innovation is an evolutionary concept, continually unfolding and responding to a rapidly changing world (Burnes, 2004). This particularly applies to the higher education nursing curriculum. And at a time when drop out rates are high and undergraduate nurses embark on university programmes in ever greater numbers, teaching students in large lecture groups may be a false economy, without also backing that teaching up with smaller group activities.  This paper considers the implementation of changes to the delivery of a sociological module within the undergraduate nursing curriculum. When introducing innovation in any organisation it is useful to be aware of models of managing innovation. The diffusion of innovations model put forward by Rogers (2003) was used during this process.  The number of large group lectures was reduced replacing them with smaller group workshops, an elementary innovation, but one that produced particularly positive results. When these changes were evaluated a majority of students stated that they enjoyed the discussion sessions and other workshop activities. Some of the students praised the module delivery for ‘promoting interactive learning’ and a large number felt that their understanding of the subject had increased. After reflecting on this experience of innovation, it could be argued that changing the delivery method of this module has made a significant contribution to the module and to the undergraduate nursing curriculum.

283 – Student partnerships and employability: case study of the Course Design Consultancy @ SHU – Manny Madriaga, Luci Cockayne, Andrew Squire, Lizzie Webster, Barbara Gonzalez Jaspe, Neil Morris & Chris Corker

This interactive workshop raises questions about the extent of our partnerships with students in their learning.  How are we ensuring that students are reflecting upon their own professional development in volunteering and/or work-based learning activities?   How transparent are we making the skills and attributes students are developing while working in partnership with academic staff? In pondering these questions, this workshop will include a show-and-share of how students and staff within the institution collaborated on a project to enhance student engagement in the curriculum design process this year.  This institutional initiative, Course Design Consultancy, was supported by the Higher Education Academy’s Students as Partners change programme, which is run in partnership with Birmingham City University.  This presentation highlights how both Venture Matrix™ students and Faculty Student Representatives from the Sheffield Business School were recruited to become course design consultants (CDCs).  It will describe the role of CDCs from students who have taken on this role.  The CDCs will share their experience of working with course leaders and course planning teams to first identify areas of improvement to inform course (re)development.  In addition, the CDCs will share their experience of working alongside their student peers and prepping, organising and running of ‘solution-based’ workshops to develop ideas for course improvement.  CDCs will discuss the work involved, particularly in producing CDC Reports which include recommendations based on student ideas taken from workshops.

254 – The development of a relationship centred community nursing programme – Patricia Day and Jill Gould

The specialist community nursing programmes were recently revalidated to meet the increasingly complex needs of clients in the community. Content was influenced by and in some instances pre-empted government policies based on client-centred care (DH 2010, DH 2011b, DH 2012). National agendas regarding children, families and the elderly highlight the demand for transformational nursing practitioners to lead services (DH 2011, DH 2013).

Research into effective interactions with clients has begun to change the face of health care. There is now less emphasis on advice giving and more on client autonomy, self-care and choice (DH 2012, DH 2012b). The new curriculum is based on the premise of ‘making every contact count’ (Cummings and Bennett 2012) and the latest evidence based approaches to engage with clients and work collaboratively with them. The programme innovatively meets the professional requirements for specialist practice (NMC 2001 and NMC 2004) through a skills based approach and the close connection between theory and practice. The spirit of motivational interviewing (Miller and Rollnick 2013) underpins the curriculum enabling students to work in partnership with clients in making lifestyle changes and to increase self-efficacy to optimize health outcomes.

A spiral curriculum means that the foundations of person-centred care and behaviour change taught in the first semester are built on in in the later stages of the programme. This includes exploration of complex client need and the leadership and teaching skills required to transform practice. The new programme has been delivered and positively evaluated by two student cohorts, with two further cohorts in progress. This session explores our experience of delivering the new programme and how a cohesive interdisciplinary delivery and spiral structure have contributed to excellent evaluations and high student achievement.

Cummings J and Bennett V (DH) (2012) Developing the culture of compassionate care: creating a new vision for nurses, midwives and care-givers

DH (2010) Liberating the NHS

DH (2011) Health Visitor Implementation Plan 2011–15

DH (2011b) The Operating Framework for the NHS in England 2012/13

DH (2012) Liberating the NHS: Developing the Healthcare Workforce From Design to Delivery

DH (2012b) Health Visitor Teaching in Practice: A Framework Intended for Use for Commissioning, Education and Clinical Practice of Practice Teachers (PTs)

DH – Department of Public Health Nursing (2013) Care in local communities – district nurse vision and model

Francis R (2013) Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry Executive summary TSO

Miller W and Rollnick S (2013) Motivational Interviewing New York Guilford Press

Nursing and Midwifery Council (2001) Standards for specialist education and practice

Nursing and Midwifery Council (2004) Standards of proficiency for specialist community public health nurses 

Presentation:  254 LTA conference presentation 2013 SCPHN and CSP

253 – MoRKSS: black and minority ethnic student retention and success – Manny Madriaga, Farhana Ahmad, Alan Donnelly

This paper will feedback on an aspect of a Higher Education Academy (HEA) – funded project at Sheffield Hallam University called MoRKSS (Mobilisation of Research Knowledge for Student Success). Sheffield Hallam University is one of eight institutions in England funded by the HEA to seek interventions to address the issue, particularly with student engagement in mind. This project attempts to examine the issue of gap attainment between white and black minority ethnic (BME) students in the institution, where there is a difference in ‘good honours’ (first or 2.1) achievement in studying for first degrees. Nationally, the difference is 18.4% (Equality Challenge Unit 2011). This paper presentation will share preliminary findings from one aspect of this MoRKSS project, where a research instrument, informed by Kuh’s work on student engagement, has been employed to gauge social and academic integration of particular courses where there is a disproportionate amount of BME students (Sims 2007). Student researchers were recruited to partner in the research design, analysis of data and conduct one-to-one interviews with students on the courses of study. Given the sensitivity and significance of this project, this presentation will also be an opportunity for ‘student’ researchers to share their experiences of being a part of this endeavour. It is hoped that the research findings from this project will be mobilised to inform change within the institution, as well as ignite questions for the rest of the sector.  This paper covers two strands of this conference: supporting students and course identity.

248 – An evaluation of the role of virtual support technologies in enhancing the student experience of work-related learning – Corina Bradbury

This presentation will report the findings from a Students’ as Researchers project centred around the engagement and disengagement of Level 6 Criminology students with virtual support technologies. The research aims to capture the students’ perspectives around the usefulness and applicability of the web 2.0 technologies in the form of blogs/journals, designed to aid the academic and professional development they gain from their participation in work related learning activities with various public, private and voluntary sector employers and organisations in and around South Yorkshire. Such organisations include South Yorkshire police and SOVA.

The project, funded and supported by Sheffield Hallam University “Students as Researchers scheme’, was conducted from a student-led approach by the Student Researcher, and supported and overseen by two staff members of the Criminology teaching team.

With the main researcher being a current student at the University, the objective was to obtain a clearer and more in-depth response around the students experience and attitude towards utilising these virtual technologies during their course progression. This presentation will highlight the initial qualitative findings of the project, gained from telephone interviews with two students and a focus group session with eight research participants. This will also discuss the perspective of the student researcher on her experiences and challenges involved with being in the student-researcher position.

The research findings will be used to inform improvements to the student experience and for potential future developments for the Criminology curriculum at Sheffield Hallam University.

248 corine bradbury Learning and teaching conference 2013-248 corina bradbury


305 – Professional Identity of Social Work – Chandi Patel

This paper is concerned with academics, students and key stakeholders experiences of social work courses particularly in relation to professional identity, professional practice and employability. Periodically social work education has been criticised for its failure to prepare students for the real world of social work practice. The arguments being that there exists a gulf between academic teaching and actual practice. It has been suggested that this impacts on service user experiences and the employability of social work graduates. The paper will explore the development and the consolidation of professional identity of students during the course of their journey from admissions to graduation.   Practice education will be explored as a key area in social work as it is designed to bridge the gap between the theoretical world of academe and the real world of professional practice. This comprises 50% of curriculum time and provides students with the opportunity to apply validate and integrate what is learnt in the university. How students engage with the practice components and make links to theory is a critical area that needs addressing. The further development of practice education also leads to better partnership working between students, employers and higher education institutions and in the enhancement of the quality of Social work programmes. The needs of the service users (clientele) will be examined within the context of their involvement in the student journey from admission to graduation. Currently service users are involved in the recruitment of students, the design of the curriculum and its delivery, the assessment of students and quality processes.  This paper has been developed by the Head of Department of Social Work, Social Care and Community Studies, in conjunction with key stakeholders including students, practice assessors and service users. It will be jointly delivered with a student and service user/lead.

276 – Staff-Student Consultation Committees – David Robert Broom

Giving students a voice is imperative and is one of the Key Performance Indicators of the National Student Survey particularly regarding the questions, ‘I have had adequate opportunities to provide feedback on all elements of my course?’, ‘My feedback on the course is listened to and valued?’ and ‘It is clear to me how students’ comments on the course have been acted upon?’ Whilst module leaders get students to complete module evaluation forms, all courses within the Academy of Sport and Physical Activity have a different process for gaining feedback from students to improve course delivery through the staff-student consultation committee process so the decision has been made to make this consistent. The session will highlight how the ‘Science’ suite of courses gleans feedback from students which has been suggested as a model of good practice from the former Academic Delivery Lead and student support officers. There will be discussion on what has worked well and what hasn’t and it is hoped colleagues will offer suggestions for improvement drawing on their own experiences of getting feedback from students.

Click to view presentation:  276 David Broom SHU LTA conference 2013

242 – Practical Strategies for Embedding Employability in the Curriculum – Jeff Waldock

For a variety of reasons, degree programmes are increasingly expected to better prepare graduates for the workplace.  Appropriate mechanisms for achieving this will differ from department to department and from discipline to discipline – but some generally successful principles can be described.  Employability skills comprise practical job seeking (i.e. Career Management) skills, that can be developed through short co- or extra-curricular sessions, and skills such as communication and team working that require longer term development.  Both are important, however this presentation will concentrate on the latter. Successful strategies include the use of work experience (particularly a full-year placement).  Skills in self-awareness are also important – the ability to recognise your own strengths, provide evidence to support this and develop strategies for improvement has a huge impact on gaining employment.  A process of reflection and action planning embedded within the curriculum will help develop these skills.  In addition, appropriate learning, teaching and assessment strategies can enable employability to take place alongside subject skill development.  Courses designed in this way will enable students to develop employability skills – and to recognise that they are doing so – without loss of content. This workshop will discuss the above issues and explore successful strategies for incorporating employability development into your curriculum.  The session will be interactive, and the intention is that you should come away with some specific actions to take to helpd evelop your own practice in this area.  I will be using the ‘Socrative’ classroom response tool to focus discussion and to collate participants’ work.  You can download the app for smartphones and tablet PCs, so come prepared!  (Search the App Store for ‘Socrative Student’)

Click to view presentation:  242 SHU_LTA_19June13_Employability

205 – Comparing the learning experience of students following cross-curricular and subject specific modules – James Scales

The importance of considering students’ perceptions of their course when discussing course evaluation is well documented (Schaeffer et al, 2003). While studies such as (Subramanian et al, 2012) may not be a gold standard they are certainly considered to represent the current best practise. Reasons cited for this is the combination of qualitative (Focus groups) and quantitative (Survey) methods of data collection that are used, as opposed to the more unstructured approaches used in earlier examples of course evaluation.The aim of this study is to investigate students’ perceptions of modules taught on a cross-curriculum basis and on a subject specific basis to inform the development of a module that is currently undergoing review.With institutional ethics approval 30 student volunteers from the teacher education courses at Sheffield Hallam University will complete an online survey comprising of a series of multiple item scales. Designed principally to highlight any statistically meaningful differences between students perception of the two module delivery methods.

Data collected from the survey will be used to inform discussion within focus groups using samples drawn from the same population. From which broad themes will be drawn and collated.

Findings from comparable studies have highlighted that there is a difference in the way students’ perceive the different module delivery styles. It is postulated that this difference may be due to a perceived increase of relevance of the subject matter.

The findings of this study are going to be acutely useful with informing the content of the teacher education courses at Sheffield Hallam University. Moreover in a broader aim the findings will be useful informing a range of course in higher education setting that may consider using a cross-curriculum or subject specific course delivery method.