Journals (University of Staffordshire)
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Developing Independent Learning through Undergraduate Supervision
No full textDeveloping Independent Learning through Undergraduate Supervision, Kiri Langmead, Lecturer, [email protected]
Tutoring During Transition: Students\u27 Experiences and Preferences Towards Personal Tutoring in UK Higher Education
Full text linkIn highlighting the difficulties and challenges associated with the transition into higher education (HE), the current study looked to explore students lived experiences and perceptions of personal tutoring during their first year of university. The personal tutor may play an important role in supporting students to successfully integrate and adapt to university. In addition, the study looked to understand students’ preferences and experiences of online or face-to-face personal tutoring as tutors and tutees were required to move online during the coronavirus disease 2019 (COVID-19) pandemic. Utilising a mixed methods approach, quantitative (e.g., questionnaire; n = 203) and qualitative (e.g., semi-structured interviews; n = 6) data were gathered from undergraduate students at a post-92 UK university. Once both qualitative and quantitative data were analysed, three meta-inferences were developed, guided by the aims of the research. First, students highlighted the multifaceted role of the personal tutor, expecting tutors to provide a range of different types of support (e.g., pastoral, academic, professional), whilst being flexible with their provision to meet the specific needs of the student. Second, students perceived the personal tutor to be a crucial source of support during the transition period but also sought consistent support throughout the duration of their degree. Finally, while students recognised the challenges with the rapid shift to online learning, students preferred face-to-face tutoring as it was perceived to facilitate a better tutor-tutee relationship compared to online interactions. Overall, the current paper offers insights into the provision of personal tutoring and whether effective relationships and communities can be developed virtually to facilitate the transition into HE. The implications for HEI’s and the provision of personal tutoring are also discussed
Facilitating a SOTL community of practice for teaching in a trauma-sensitive classroom
Full text linkHow can we support faculty in enhancing student learning and creating a welcoming learning environment in a trauma-sensitive classroom? The research shows that fostering the scholarship of teaching and learning (SoTL) is more effective through faculty learning communities compared to individual teaching grants, seminars, and workshops for faculty (see Cox, 2003).
This paper presents the case study of building a faculty learning community, or a community of practice (Wenger et al., 2002), among faculty in the university weekend/preparatory program for refugees (OLIve) in Budapest and Berlin in AY 2020-2021. Refugee learners carry diverse experiences of displacement, having endured a unique trauma as a result of conflict in their homeland. Since trauma affects students’ capacity to learn and develop academic skills (see Kroó, 2020), it is even more important to provide tailored support to faculty who teach them. Community of practice (CoP) aimed to support faculty development along the continuum of growth towards the scholarship of teaching - from reflecting and growing in their own teaching, to engaging in a dialogue with colleagues about their teaching practises (see Weston & McAlpine, 2001).We present strategies, processes, and activities used to build the CoP - by providing a safe and supportive online space in which faculty can share and discuss challenges, investigate new approaches to teaching, and with the help of facilitators, engage with relevant SoTL research. The discussed approach is not only relevant to any trauma sensitive classroom, but also more broadly for building CoP and supporting faculty, especially in a challenging pandemic context
Towards Improving Success Rate in Technically Challenging Computer Science Modules through Active Collaborative Learning
Full text linkTowards Improving Success Rate in Technically Challenging Computer Science Modules through Active Collaborative Learning, Marc Frincu, Senior Lecturer Computer Science [email protected]
Improving Student Outcomes through Student-Led Formative Assessment
Full text linkImproving Student Outcomes through Student-Led Formative Assessment, Neil Radford, Lecturer, School of Social Sciences, NTU, [email protected]
Book Review Chatfield, T. (2022) Critical Thinking: Your Essential Guide. London: SAGE Publications Ltd.
Full text linkFor at least 60 years it has been recognised that students perform better ifthey take a more critical approach to their studies (Flecker, 1959), and, morerecently, critical thinking has become ‘a defining characteristic of universityeducation’ (Ahern et al., 2012, 125). In essence, this book is a clarion call forits readers to spend more time challenging and expanding their own viewsrather than always believing what they hear, read or see, and only seekingconfirmation of their existing beliefs. For me, critical thinking seems to be abroader version of scientific thinking whereby laboratory experiments aredeliberately designed to disprove pre-existing hypotheses; other academicdisciplines may also have their own terminology
Are student attendance and engagement related to achievement?
Full text linkAre student attendance and engagement related to achievement? Chris Young, Senior Lecturer in Psychology, School of Social Sciences, NTU, [email protected]
Supporting nursing students with mental health challenges to improve retention
Full text linkSupporting nursing students with mental health challenges to improve retention, Sarah Taylor, Senior Lecturer, School of Social Sciences, NTU, [email protected]
Enhancing student outcomes through a revised assessment strategy: Can formative academic writing and referencing essays improve student summative outcomes?
Full text linkEnhancing student outcomes through a revised assessment strategy: Can formative academic writing and referencing essays improve student summative outcomes?, Craig Nolan, Lecturer, School of Social Sciences, NTU, [email protected] 
The retention of information taught online versus in-person
Full text linkThe retention of information taught online versus in-person, Angharad N. Williams, Senior Lecturer, Andrew Mackenzie and Lucy V. Justice. Dept of Psychology, School of Social Sciences, NTU, [email protected]