18. b) Applying theory through teamwork, Conversation and Brainstroming (Discovery Room 2).

Applying Theory Through Teamwork, Concession and Brainstorming

Chris Liassides (International Faculty)

 What is this about?

This is a brainstorming exercise. Participants will be given a short presentation of the exercise, including facts, and the idea they need to work on.  (10 minutes)

The participants, in groups, will have to come up with new ideas about the name of the product assigned to them. (5 minutes)

The groups will be then asked to share with each other what they came up with.  The instructor (me) will monitor the whole process and, in the end, provide advice as to how this practice could be applied to other disciplines, other projects, depending on the needs of the colleagues present, to engage their students in similar exercises. (5 minutes)

 How will colleagues benefit?

Given that this presentation/exercise is based on an idea coming straight from the industry, the students are engaged in a creative exercise.  It keeps students interested throughout the course of the semester and adds value to their knowledge with regard to employability, since it prepares them in dealing with similar issues at work.  Colleagues attending the conference will be interested in this session because they may search to find opportunities for their departments to develop similar exercises, following the method in question, in line with their disciplines, especially if they intend to bring a better balance into their programmes' "coursework maps", trying out new methods of assessment that are indeed more pleasant to work on and definitely more aspiring, as well as matching the Sheffield Graduate attributes.

18. a) An Analysis and advancement of Sustainability marketing education in Postgraduate University Curiculla: A sheffield University research case study on three different perspectives: Student , academic and Business (Discovery Room 2).

An Analysis and Advancement of Sustainability Marketing Education in Postgraduate University Curricula: A Sheffield University research case study on three different perspectives: student, academic and business

Teodora Alexandra Nicolau (external, Vimto International), Dr Nicola Newman (Management), Dr Panayiota Alevizou (Management)

 What is this about?

The core mission of the Sheffield University Management School concerns the delivery of a socially responsible learning environment, highlighting the importance of sustainability education. Despite this, within postgraduate programmes, sustainability is currently lacking on the curricula, as a withstanding module. This work and model proposed focuses on how sustainability is taught, how it is performing and aims at exploring new methods of teaching and incorporation.  Worldwide, an increasing number of companies are implementing more sustainable practices, whilst universities are following suit. The question we face is: are these programmes effective enough to equip future business professionals? This session addresses this issue and justifies why the answer is still negative. It also addresses the issue of sustainability incorporation within the curricula, justifying why it is a key issue towards an effective bedrock for the future. The research carried involves a case study for the University of Sheffield and a research practice dialogue between the businesses community, academics and students.

 How will colleagues benefit?

With the help of sustainability education literature and qualitative research in the form of case study approach (lecture observation, interviews and focus groups) some key areas were analysed that were previously missing within the literature. These are the usefulness of sustainability marketing education for postgraduate students, identification of more useful/helpful teaching resources (taking into account aspects regarding practicality versus theory) and discipline implementation students. By bringing in these three different perspectives, this paper contributes to the area of sustainability education that differs from anything that was previously done. This helps pave the way for future resource engagement between businesses, governments, NGOs, whilst adding more knowledge by using these different stakeholders. Deriving from this, future research can be expanded to a national level, by including what other universities are teaching/practicing to compare, contrast and bring to the attention the different results that sustainability education might have on graduates.

17. b)Improving emloyabilty of Students: PGRs as principal investigators on Think Ahead: Sheffield Undergraduate Research Experiance (TA:SURE) (Discovery Room 1)

Improving Employability of Students: PGRs as principal investigators on Think Ahead: Sheffield Undergraduate Research Experience (TA:SURE)

Dr Lucy Lee (Faculty of Medicine, Dentistry and Health)

 What is this about?

This session reports the impact of the TA:SURE scheme which offers PGRs an opportunity to act as principal investigators on a research project and allows undergraduate students to gain experience of life as a researcher. PGRs are trained to manage a successful research project from initial competitive research grant application, through student recruitment, writing applications for external scholarships and student supervision.  Impact evaluation analysis of the scheme reveals improvements in PGR leadership, project management, supervise/manage others and creatively. The scheme also resulted in a portfolio of research outputs which will be highlighted.

TA:SURE also provides a valuable experience to undergraduates of what pursuing a career in research would entail and has had great impact on their skills, techniques and knowledge. Many have gone on to carry out a PhD, improving the quality of recruitment within FMDH. It’s an effective tool in advancing the careers of both PGR and undergraduate students.

 How will colleagues benefit?

This session presents:
(1) the drivers for PGR student transferable skills development activities
(2) student development activities that take place as part of the programme
(3) short and long term impact on undergraduate students
(4) short and long term impact on PGR students

17. a) Beneficial internships for doctoral Students: research benefits, student development and eployer engagement (Discovery Room 1).

Beneficial Internships for Doctoral Students: Research benefits, student development and employer engagement

Dr Hilary Jones (Careers Service), Dr Gavin Boyce (Research and Innovation Services)

 What is this about?

This session will report on the impact of  a doctoral internships scheme -  the Sheffield Internships for Postgraduates (ShIPs) – a competitive scheme for PGRs that has been set up in collaboration with Sheffield City Council and the Cabinet Office.  A winner from each faculty was selected, and an internship team of PGRs was put together to work with Sheffield City Council’s Lifelong Learning, Skills and Communities Department on a three-month project relating to unemployment, social exclusion and the roles of social enterprise and the third sector in Sheffield.

By reflecting on learning from the ShIPs project, the session will outline some tricks and tips to ensure that an internship is a success as well as considering how to measure the impact of an internship scheme  – particularly important when writing funding proposals or reporting to funding bodies.  The session will also outline the support available from the Careers Service.

 How will colleagues benefit?

Colleagues will benefit by:

a) finding out about support that’s available from the Careers Service regarding the set-up and management of internships
b) understanding how best to articulate and measure the impact of internship activities.  This can be useful in the preparation of funding proposals and in impact reporting
c) learning the tricks and tips to ensure that an internship brings the maximum benefit to the research, the student and the organisations involved

16. b)Embedded Information literacy curriculum in arts and humanities (Inox Conference Suite 3).

Embedded Information Literacy Curriculum in Arts and Humanities

Clare Scott (Library), Professor Penny Simons (Languages and Cultures)

What is this about?

This session will explain how the Faculty of Arts & Humanities Directors of Learning & Teaching worked strategically with the Faculty Librarian and the Library to embed information literacy skills in the Level 1 academic curriculum. We will discuss the benefits of working collaboratively and strategically to give our students the tools they need to develop from learners into independent researchers by targeting our interventions around specific student assignments. Our pedagogical approach is based on an action research model, the SCONUL seven pillars model and ANCIL (Secker, J. & Coonan, E. (2011) A New Curriculum for Information Literacy.) We successfully streamlined the Information Literacy tuition across the whole of Level 1, to ensure a consistent and supported experience for all first year students in the Faculty.  We will explain how we achieved strategic buy-in from all parties, our progress to date and our future plans for developing information literacy together.

How will colleagues benefit?

We will draw out a set of factors for successful partnership working which will be applicable in other areas of strategic change; this will include how we used the Faculty structure to achieve our goals, how we shared responsibility between Library and academic staff and how we worked to get buy-in from all interested parties.

16. a)Sharpening information literacy skills : for and through assessment and feedback (Inox Conference Suite 3).

Sharpening Information Literacy Skills: For and through assessment and feedback

Vicky Grant (Library), Maria Mawson (Library)

 

What is this about?

Selecting and critically evaluating information to engage with the literature of the discipline, accurate citation and referencing, awareness of plagiarism are all aspects of information literacy (IL). IL is essential for academic success, is one of the attributes of the Sheffield Graduate and is a transferable skill for employability. This session will showcase the newly updated online Information Skills Resource (ISR), and will demonstrate how librarians are collaborating with academic departments to embed support for IL into the curriculum. The session will present examples of how IL has been incorporated into assessment criteria and will encourage attendees to consider how they assess these skills.

 Attendees will see how online information skills tutorials could be used when giving feedback to students who need to develop in this area. It is likely that students who can see a clear pathway towards improving their academic performance will have higher levels of satisfaction.

 How will colleagues benefit?

Colleagues will see how information literacy teaching and online information skills tutorials are being incorporated into the curriculum. This will raise awareness of resources and their use in improving assessment and feedback. The session will also give colleagues the opportunity to learn more about the Library’s Information Skills Advisory Service and other face to face support for information literacy, including our plans for supporting students in the Diamond, due to open in September 2015.

15. b)The SURE programme and its benefits for continuing learning and research (Inox Conference Suite 2).

The SURE Programme and its Benefits for Continuing Learning and Research

Dr Carmen Levick (English) and Holly Gilson (English)

 What is this about?

This session will discuss the challenges and benefits of the University of Sheffield SURE programme and the ways in which students participating in it can further develop their learning and research skills. The paper will be presented by a supervisor and a student from the School of English, who took part in the SURE programme and developed their topic through further projects. We will discuss the pedagogical significance of such a programme within the framework of graduate employability and further research.

 How will colleagues benefit?

Colleagues will benefit from this joint presentation through a clear presentation of the aims and objectives of the SURE programme; the various ways in which students can engage with the programme and the skills they acquire during it; and possible applications in everyday curriculum of the principles of SURE.

15. a) Student Staff Research partnership that develops students learning? SURE (Inox Conference Suite 2).

 Student-Staff Research Partnership that Develops Student Learning? SURE.

Tracy Mayes (301 Student Skills & Development Centre)

 What is this about?

The Sheffield Undergraduate Research Experience (SURE) scheme offers undergraduate students funded research scholarships to work in partnership with an academic on a dedicated piece of research, enabling students to develop a deeper knowledge of a subject that they are passionate about.  The scheme provides opportunities for students to develop a variety of skills outside of the formal curriculum, not only enhancing their research skills and providing insight into academic research, but developing numerous transferable skills such as project management, collaboration, communication and dissemination.

The session will introduce delegates to this particular model of staff-student research partnership, exploring the ways in which it facilitates student skills development.  Delegates will hear from previous student and academic staff participants, who will offer insight into how their SURE experience has benefitted them.

 How will colleagues benefit?

The session aims to provide delegates with an appreciation of the potential that partnership models such as SURE offer for enabling students to develop a range of academic and transferable skills.  It may stimulate reflection of current practice, leaving colleagues to consider opportunities for students to develop their research skills either within or alongside the curricula.

14. c) The golden Triangle (Self, Staff and peer Marketing) (Inox Conference Suite 1).

c) The Golden Triangle (Self, Staff and Peer Marking)

Kate Campbell-Pilling (Law), Andrew Callaghan (Law), Sarah Robson-Burrell (Law)

 

What is this about?

Exploring and demonstrating self, staff and peer marking in formative assessments. We will exhibit examples of each method of marking within three of our modules, explain their delivery and reflect on the student experience of and student feedback on these.

 How will colleagues benefit?

By seeing technologies we employ and considering how they could be used on other modules/courses. We will highlight benefits of using such methods, both for staff and for students and also consider the drawbacks. This should enable staff to make informed decisions on whether or not to adopt any/all of these methods.

14. b)The integrated design project: A case Study showing how project based learning is used to bridge the gap between academia and the construction industry, with a focus on peer assessment (Inox Conference Suite 1).

The Integrated Design Project: A case study showing how project based learning is used to bridge the gap between academia and the construction industry, with a focus on peer assessment

Paul Hulbert (Civil and Structural Engineering)

 What is this about?

The session will describe the key features of the award winning 'Integrated Design Project', a 60 credit module for Y3 students in the Department of Civil & Structural Engineering, which runs full time for all 15 weeks of the spring semester. The innovative project, which is based on the 'Problem Based Learning' (PBL) approach, builds on technical knowledge from the first two and a half year of students' degrees, whilst developing key problem solving and employability skills including independent learning and research, creativity / option identification and evaluation, critical assessment, reflection, communication / presentation, project management and group working.

The talk will particularly focus on the challenges of feedback and peer assessment in large group project work.

 How will colleagues benefit?

They will obtain invaluable insights into the challenges and benefits of developing and running large group projects, with particular reference to the logistics of running such a project, the challenges of feedback and peer assessment in large group project work, as well as feedback from students who have successfully completed the project and how they have benefitted in terms of seeking employment and being better prepared for working in industry.

 

14. a)Diverse academic literacy practices in higher education: An exploration of different models of academic literacies, as experianced by students (Inox Conference Suite 1).

a) Diverse Academic Literacy Practices in Higher Education: An exploration of different models of academic literacies, as experienced by students

Victoria Mann (English Language Teaching Centre)

What is this about?

The session relates to students' acquisition of academic writing skills, which are often considered to be a key component of achieving academic success.  Whilst this is traditionally translated as undertaking essay based assignments, diverse tasks are often a feature in higher education, for example creating posters or journal based reflective accounts.  The session considers the specific demands that  diverse assignments make on students  and explores ways that tutors can support students in responding to diversity of tasks.

How will colleagues benefit?

The session will provide an opportunity for tutors to review the diverse literacy practices that they employ and to discuss how to support students to respond to diversity effectively. Additionally, it invites tutors to consider the purpose for such diversity, for example, developing transferable skills

13. Piloting PASS in Aerospace engineering: A model for peer learning (Discovery Room 3).

13) Workshop

Piloting PASS in Aerospace Engineering: A model for peer learning

Matthew Martin (301 Student Skills & Development Centre)

What is this about?

This session introduces the Peer Assisted Study Sessions (PASS) pilot programme which was launched within the Faculty of Engineering in September 2014. PASS is attached to 2 modules, Aerospace Engineering’s MEC194 and Civil and Structural Engineering’s CIV150. PASS uses the skills and experience of higher year students who have previously completed these modules to facilitate additional study sessions for students studying the same module in lower years.   These sessions aim to support both an increased understanding of the academic content of the module and the development of study and transferable skills within both the Leaders and participants, particularly communication and team-working.

PASS is an internationally utilised model for peer learning and this session will outline the PASS model and how it has been applied at Sheffield. The session will also provide an opportunity to experience PASS and to discuss PASS within the broader context of peer learning initiatives.

How will colleagues benefit?

Delegates will:
•       Gain an overview of Peer Assisted Study Sessions (PASS) as a model to facilitate peer learning and discuss the benefits of PASS to both the participants and PASS leaders
•       Discover how PASS is being implemented at Sheffield
•       Hear from students who are involved in the PASS pilot programme
•       Learn more about the evaluation of the PASS pilot programme which is being completed in collaboration with WPREU (Widening Participation Research Unit)
•       Get the opportunity to experience PASS in action (student led activity)
•       Discuss how the 301 Student Skills & Development Centre could support them in implementing/ developing peer learning activities with their students