Sheffield Hallam University Journals
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"Library shock" - the expectations and realities of library and research skills for international students
No full textThe article discusses the application of culture shock to library and information services, and discusses some of the challenges observed by library staff at Sheffield Hallam University concerning incoming international students' information literacy skills
Tutor roles in collaborative group work
Get PDFCollaborative assessed group work can create challenges for both students and tutors. Both the benefits and challenges of assessed group work are discussed with particular reference to the context of teacher education. The relevance of action research, the concept of living theory and the ethical nature of tutor practice in relation to group work are considered. The concept of 'role' is used to analyse aspects of tutor practice based on outcomes from an extended process of action research. A description of different tutor roles is given as a prompt for reflection and self-study
'Student' research on the student experience
Get PDFPanni Loh is is currently working as a researcher for Sheffield Hallam University whilst studying on a Creative Writing Masters degree, working freelance as an artist and leading creative thinking courses for businesses.. In this viewpoint, she shares her reflections in conducting research under the 2012 Students as Researchers Scheme at Sheffield Hallam University
The Objective Structured Clinical Exam (OSCE): A Qualitative Study Exploring the Healthcare Student’s Experience
Get PDFThe aim of this study was to explore the healthcare student’s experience of an OSCE (Objective Structured Clinical Exam). The OSCE is a form of assessment in which the student demonstrates clinical skills, underpinning knowledge, usually in simulated conditions. Historically, it has originated from medical education, and is now being adopted by other disciplines of healthcare education. The OSCE is a new experience for most students, so it is important as educators facilitating an OSCE, that we explore this assessment from the perspective of the student. A literature review revealed a paucity of research in this area. Hermeneutic phenomenology was used to guide this study’s methodology. Data was collected through semi-structured interviews with students. Analysis revealed three main themes; Anxiety about the OSCE. Preparation was a seen as a coping strategy. Simulation was a further cause of anxiety. Recommendations for future practice; are that students need to be supported appropriately. Preparation was seen as a key coping strategy, which requires effective planning, simulation needs to be grounded in practice. This study found that students valued the OSCE as a worthwhile assessment, however there are major concerns for students, which need careful consideration by academic faculty developing this type of assessment.
Dissertation by Portfolio - An alternative to the traditional thesis
No full textBoth the absolute numbers and proportion of international students in the student cohorts of postgradute computing and engineering courses rose dramatically between 2005 and 2009. One of the hardest tasks these students have to perform is the production of a dissertation in English. This paper will concentrate on experiences with students studying computing masters level courses.This paper asks the question whether we are assessing a students skills with academic English or their ability to meet the learning outcomes of the dissertation module. It will present an alternative to the traditional written dissertation in the form of a portfolio model which is applicable in highly technical research projects
Change Management - Practising what we Teach: Successfully Engaging International Students in the Teaching, Learning & Assessment Process
No full textIn this article we will review how a Teaching Enhancement and Student Success (TESS) project was used to undertake a particular type of action research on a module which attracts mainly international students, and was suffering from poor student engagement and a high incidence of plagiarism. The subject matter for the module is change management so we, as the module team, should have been able to use our expertise in this field to inform our approach to change, and hence ‘practice what we teach’. We will review how the findings from the action research project were used to change delivery of the module, and reflect on our own practice of conducting action research and managing change. As part of this, the common roots of action research and planned change management in the work of Kurt Lewin will be explored (Burnes, 2009), to help us in our reflections
Recognising the inspirational teaching of Claire Craig
Get PDFSally is Senior Lecturer in Innovation and Professional Development and is the lead in rolling out the internal Higher Education Academy Recognition Scheme within Sheffield Hallam University. She is an active member of the Staff and Educational Development Association (SEDA) Conference Committee and is undertaking her SEDA Senior Fellowship and Senior Fellowship of the HEA. She has undertaken research in the field of professional development and gained her PhD in Education Research from Lancaster University in 2010. In this viewpoint, Sally shares her thoughts about the teaching achievements of one our colleagues, Claire Craig
The Vision of the Student Engagement and Experience Journal
Get PDFThe managing editor of the journal shares his views on the journal since its launch this year and reiterates the vision of it
Can Students Assess Themselves and Their Peers? - A Five Year Study
Get PDFThis paper highlights the results and conclusions drawn from five year study of embedding formative peer feedback and self and peer assessment in a in a Web Programming module. As an academic, assessment and feedback of a student’s assignment submission offers only one opinion on the work which can limit the student learning experience, whilst peer formative feedback offers the opportunity to provide a greater number of voices expressing their view on a submission. Could this be a solution to providing effective formative feedback? The findings indicate that students can provide constructive feedback to their peers and that this feedback is valued by their peers. Equally with group based assessments an academic has limited knowledge of an individual’s learning in a group assignment. Therefore could students assess themselves and one another to provide an insight to an individual’s performance and contribution in a group-work, and do students’ perceive this is a fair approach? This paper presents the results of applying such methods of self and peer assessment. In brief, students do perceive it is a fair method of assessing a student performance and contribution to group-work, but unsure as to whether to repeat the experience
Conferences Are Like Swans
Get PDFApplying the article’s title as a metaphor, the author explores their own experiences of conference administration and delivery. Drawing from experiences of working on the HERSG Action Research Conference in 2011 the piece explains why conferences, when examined, are indeed like swans