Journals (University of Staffordshire)
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Design Education – Learning, Teaching and Researching Through Design
Get PDFDesign Education – Learning, Teaching and Researching Through Desig
Brabazon, T. (2013). Digital Dieting: From Information Obesity to Intellectual Fitness. Ashgate Publishing Ltd Farnham, UK. ISBN 978-1-4724-0937-9
Get PDFBrabazon, T. (2013). Digital Dieting: From Information Obesity to Intellectual Fitness. Ashgate Publishing Ltd Farnham, UK. ISBN 978-1-4724-0937-
Widening Participation: Preparing Students of Diverse Backgrounds for Higher Education
Get PDFThis research project will aim to investigate what Staffordshire University (SU) is doing in order to encourage and support underrepresented students whom have the potential to benefit from Higher Education (HE). In particular this work will focus on how effective the SU (2013a) Step Up to HE University Foundation Certificate course is at supporting mature students towards a Level 4 qualification. The findings of this project will determine if there are any further actions the author can apply to their own practice in order to improve the level of support given to these students
Widening Participation: Are we prepared for our students?
No full textWP at Staffordshire University (SU) means students are from up to 40 % of the most deprived areas of England, as classified by 2010 Index of Multiple Deprivation. SU currently has minimum entry requirements for awards offered by the Forensic and Crime Sciences (FaCS) department, but do they prepare the staff for the students’ capabilities and what impact does that have on the potential for student success
Widening Participation - Supporting Students with Mental Health Difficulties at Staffordshire University
No full textThere is a growing acknowledgement that individuals with mental health difficulties are becoming more prominent within society and thus within universities too. It is often quoted that one in four people will at some point experience mental health difficulties (Goldberg & Huxley, 1992; Meltzeretal 1995). This figure is further supported by the results of all three Adult Psychiatric Morbidity Surveys (2009)
Employability: expectation - experience - reality
No full textResearch to compare how undergraduates, graduates and employers view desirable employability qualities and skills and employment expectations. The results will be used to suggest possible strategies to improve employment opportunities for graduates
Talking Results - trialing an audio-visual feedback method for e-submissions
Get PDFThe importance of good quality, personalised feedback for students in higher education is well documented by authors such as Cottrell (2010). Feedback is regarded as a key indicator of student satisfaction in the National Student Survey, and an important indicator of teaching quality by the Quality Assurance Agency.
The decision to move to an electronic submission system at the University of Derby in the 2011-12 academic year led to a number of academic staff investigating alternative feedback methods. Across the University four different audio feedback methods were tested. This author trialed Jing, an audio-visual feedback tool, on a group of 40 undergraduate students on the BSc Hons Diagnostic Radiography.
The results of the trial were encouraging, after an initial adjustment period scripts were much quicker to mark, and feedback was more detailed and personalised to each student. Student views on the feedback were found to be positive. Drawbacks all related to problems accessing the feedback file. It is hoped to be able to continue using an audio-visual feedback method during 2012-13 academic year to provide richer feedback to students
Cultures and change in higher education: Theories and practice.
Get PDFTrowler, P. (2008) Cultures and change in higher education: Theories and practice. Basingstoke: Palgrave Macmillan
Research and Teaching: beyond the divide
Get PDFBrew, A. (2006). Research and Teaching: beyond the divide. Basingstoke: Palgrave MacMillan
Stylish Academic Writing
Get PDFSword, H. (2012) Stylish Academic Writing. Cambridge, Massachusetts & London, England: Harvard University Pres