Using Evidence for Enhancement

Since October, STEER colleagues have been designing and delivering a series of webinars commissioned for QAA Scotland.  These sessions aimed to discuss the current Enhancement Theme which debates the use of ‘evidence for enhancement’.  The national programme of Enhancement Themes, led by the Scottish Higher Education Enhancement Committee (SHEEC) and managed by QAA Scotland, aims to improve…

STEER leads sector wide webinars on ‘evidence for enhancement’

In collaboration with the Quality Assurance Agency (QAA) for Scotland, and related to current Scottish Enhancement Themes, STEER colleagues have been designing and delivering a range of free webinars concerning evidence for enhancement.   Engaging student and staff voices (26th October 2018) Dr Liz Austen explored the scope, principles and practices of engaging student and staff…

Workshop: The impact of widening participation and why it matters

  12.00 – 14.00 Tuesday 18th July In 2016/17, the Student Engagement, Evaluation and Research Team (STEER) has begun to evaluate the impact of widening participation at Sheffield Hallam. We will be running a workshop on Tuesday 18th July, 12 noon until 2.00 pm, which introduces participants to the Widening Participation impact evaluation process, highlights  emerging findings,…

Modelling ‘high impact pedagogies’: workshop reflections

by Liz Austen Workshop: High Impact Pedagogies for Student Engagement Led by Liz Austen, Stella Jones-Devitt, Jill LeBihan This workshop was held at Collegiate Crescent on 27th March 2017.  The aim of the session was to introduce participants to the evidence base underpinning high impact pedagogies.  In 2015, Carol Evans and colleagues from the University…

New publication analysing written feedback to undergraduate students

Research exploring the construction of written feedback has been published today in the Practitioner Research in Higher Education journal.  “Balancing academic gatekeeping and interpersonal positioning: A qualitative analysis of written feedback to undergraduate students” by Liz Austen (STEER), documents an analysis of 136 pieces of written feedback on summative student assessments.   Evidence of linguistic variations in written feedback are…

Using integrative review to drive effective practice

09 March 2017, 13.00 to 15.30, Cantor – 9003 Offered as part of our Interventions with Impact series of workshops, Using integrative review to drive effective practice considers how to construct an integrative review (IR) for building evidence-based practice in emerging and / or contested areas By participating in this workshop, you will engage with the…