Journal of Scholarship of Teaching and Learning Enquiry

Linguistically inclusive teaching in higher education: A reflective framework for teaching academics

2026-06-24T14:38:53+00:00

Despite increasingly diverse student populations, including international and home students with multilingual backgrounds, higher education teaching practices often remain implicitly oriented towards monolingual English norms, alongside a continued emphasis on standardised academic English. This linguistic landscape can inadvertently disadvantage multilingual students, shaping their participation and, at times, their assessment performance.

Drawing on exploratory practice research conducted within my own teaching context (Bulut Al Baba, 2024), alongside a review of relevant literature (Darling, 2026; Ryder and Lazar, 2025), I propose a self-evaluation tool designed to support teaching academics in assessing linguistic inclusion in their practice. The tool conceptualises three broad stages of engagement: multilingualism phobic, multilingualism tolerant, and multilingualism cheerleader.

This self-evaluation framework is grounded in the premise that linguistic inclusion requires not only pedagogical awareness but also cultural acceptance and intentional pedagogical strategies. It encourages academics to critically reflect on their underlying assumptions about language, challenge monolingual biases, and explore how multilingual pedagogies can be meaningfully integrated into their teaching.

By connecting research insights with practical, actionable approaches, this work invites higher education educators to reconceptualise linguistic diversity not as a challenge or deficit, but as a valuable resource for enriching teaching and learning.

Do We Really Know Our Students? Student Expectations of Higher Education and Implications for Universities

2026-06-23T08:53:06+00:00

The aim of the roundtable session is to debate and discuss the following questions:

Do we know who our students are?
What do students want from universities?
Is a ‘one size fits all approach’ to student engagement and success feasible?
Student typologies: do they exist and are they helpful?

The student population within higher education (HE) has changed dramatically in recent years (Mehta et al, 2024) and traditional approaches to standard classroom delivery and a one size fits all approach to student success is argued against (Nunez et al, 2026). Understanding who our students are and their individual needs are deemed necessary to student success and engagement however, in an ever-changing dynamic HE landscape, it is becoming increasingly difficult to fully understand and manage the expectations of HE students. Crabtree (2023) suggest that many barriers to student engagement and ultimately student success exists, and having a greater understanding of student needs is vital.

Towards a Course-Level approach to teaching evaluation at Sheffield Hallam University

2026-06-12T11:19:14+00:00

Response rates of 30-40% are quite typical for digital surveys that evaluate university students’ learning experience (Chaudhury and Jenkins, 2021). At Sheffield Hallam University, a module-level approach has been the tradition through Module Evaluation Questionnaires (MEQ). However, the average response rate across the university in 2024-25 was 19%. This brings into question the trustworthiness of such data in terms of it yielding actionable intelligence for course delivery teams. In academic year 2025-26, Sheffield Hallam University piloted a Course-Level Evaluation Questionnaire (CLEQ) across three of its nine schools and institutes with the aim of achieving a more meaningful response rate. The new course-level approach offered two main advantages. First, it mitigated the issue of survey fatigue among students (see Porter et al., 2004) since a survey was distributed once per trimester rather than on completion of each module. Second, the survey was administered through a new platform which no longer hinged upon module leaders to launch the survey and drive completions. The CLEQ was piloted among 8,287 students in trimester one and achieved a response rate of 11%. This presentation focuses on challenges encountered to date and the shared learning acquired from piloting the survey across the three different schools and institutes. The CLEQ was repeated in trimester two and we plan to share the outcomes, which we anticipate being both positive and significant, at the SHU Scholarship of Teaching and Learning 2026 conference. The presentation will include reflections from an advisory group of student representatives who were recruited and paid to support the review of the CLEQ.

University Projects: Online Learning - multiple perspectives

2026-06-23T14:30:04+00:00

This round table discussion and contribution to the conference draws upon four SoTL projects around online learning as part of a larger University wide evaluation of the topic. The projects represent staff and/or student perspectives on a range of online teaching and learning experiences from the Sheffield Institute of Education, Institute of Social Sciences, Sheffield Creative Industries Institute and the School of Computing and Digital Technologies. The focus of the projects vary between the evaluation of the 25/26 mode of delivery change to alternate weeks of online and face to face teaching, the experience of distance learning students and an evaluation of online assessment support.

Following a Theory of Change approach, the projects have utilised a range of methods to gather data to gain rich understanding of perspectives of online teaching and learning. The methods include surveys, questionnaires, reflective tasks, use of demographic data and focus groups. These will also be reflected upon during the round table discussion.

The session will be led by one of the project leads asking questions pertinent to the project teams’ findings and plans moving forward to ameliorate practice. We aim to unpick aspects of good practice and identify where difficulties have emerged. Learning from innovative practice across the University will be drawn in to the discussion highlighting possible implications for practice across the University in different disciplines.

Evaluation of involvement of clinical nurses in higher education institution simulated practice

2026-06-24T11:06:29+00:00

Simulation-based education has become a valued part of the practice learning experience for pre-registration nurses (Nursing and Midwifery Council, 2024). The inclusion of registered nurses from practice learning partners and other care providers has enabled development of scenarios relevant to their experiences that has been found to enhance authenticity and currency of simulation-based education (Moule et al., 2008); they are seen as strengthening and maintaining contemporary practice within simulation-based education delivery and in many cases have contributed to the development of activities and scenarios through their feedback (Nursing and Midwifery Council, 2024).

The need for seamless collaboration between Higher Education Institutions and Trusts/Health Boards to maximise the benefits of simulation-based education has been identified (Royal College of Nursing, 2023). Simulation-based education also offers a good opportunity for clinical staff to be practice supervisors in simulated practice activities (Royal College of Nursing, 2023).

At one Higher Education Institution an initiative has taken place involving clinical nurses from the local trust supporting simulation-based education for the under-graduate nurses. This emerged as a direct consequence of a previous research study, which identified the challenges undertaking simulation-based education with large class sizes. The nurse secondments are being facilitated by the National Health Service at no cost to the university, to contribute to the pre-registration nursing course with the hope that they will reap benefits further downstream.

The study is aimed at evaluating this initiative from the three stakeholder groups: students, secondees (nurses) and their managers (representing the provider trust).

From Structural Completion to Analytical Performance: Using Artificial Intelligence-Generated Artefacts to Diagnose Gaps in Student Reasoning

2026-06-25T12:06:36+00:00

This paper presents a structured pedagogical method that shows the gap between structural completion and analytical performance by using deliberately misleading artificial intelligence (AI)-style submissions as evaluation artefacts. The approach responds to an emerging challenge in AI-assisted student work, where students increasingly produce outputs that are fluent and structurally complete but fail to demonstrate the analytical processes required to meet learning outcomes. In such contexts, surface quality can obscure underlying weaknesses in reasoning. The method operates by combining task-function clarification, evaluation of deliberately misleading AI-generated artefacts, and explicit mapping between observed outputs and assessment criteria. Students are anchored to the functional purpose of each component of the task, then evaluate a structurally complete but analytically weak submission, and link observed deficiencies to marking expectations. The approach was developed within a postgraduate marketing module, where AI use is already embedded in student workflows and permitted for idea development and structuring, but not for substantive analysis, and implemented as a first-iteration, partially integrated teaching intervention. This work reframes AI-generated outputs not as shortcuts or risks, but as diagnostic artefacts that surface gaps in analytical reasoning against assessment criteria. It offers a transferable approach for supporting students in developing higher-level analytical capabilities in AI-enabled learning environments.

Supporting Students to Develop Good Practice in Using Artificial Intelligence

2026-06-29T14:27:25+00:00

In common with other HE institutions, Sheffield Hallam University is adapting to the increasingly ubiquitous developments of Artificial Intelligence (AI). Responding to student queries about AI, Librarians and Skills Advisers identified an information gap between institutional policies and practice by staff and students. We therefore developed a library guide, initially to guide students about whether and how AI could be used, and more recently to highlight aspects relating to academic integrity and critical thinking. The guide has been well used already. We also consulted students to identify some common dilemmas and FAQs which can provide colleagues with an opportunity to clarify their own understanding of good practice about the use of AI.

Enhancing the Experience of Online Students

2026-06-23T16:16:30+00:00

Asynchronous online learning has become a central component of higher education provision, offering flexibility for diverse student populations. However, maintaining a high-quality student experience at scale remains challenging. This presentation reports early findings of a SoTL project evaluating the experience of online students in a fully asynchronous, tutor-supported online learning model for Master’s courses in Business, Computer Science, Nursing, and Psychology, implemented at Sheffield Hallam University in partnership with Higher Ed Partners (HEP). This study examines online students’ perceptions of course design, delivery, and engagement. These students are typically mature learners, balancing study with work and personal commitments, and tend to prioritise flexibility and accessibility. Understanding their experiences is therefore critical to sustaining engagement and reducing dropout rates. Adopting a mixed-methods approach, this project draws on student surveys, focus groups, and learning analytics to examine patterns of engagement, satisfaction, and attainment across and between courses. The aim is to identify key strengths of our provision, which may include flexible learning structures and modular design, alongside challenges like feelings of isolation, varying levels of peer interaction, and differing expectations of tutor support. This presentation will also identify priority areas for enhancing student experience, considering how these improvements can be implemented as the provision scales. By focusing on the student perspective, this study contributes to emerging evidence on effective asynchronous learning design for intensive online models and offers practical recommendations for developing flexible, inclusive, and engaging online provision.

Transparent Use of Generative Artificial Intelligence in Assessments

2026-06-25T13:16:47+00:00

At Sheffield Hallam University, assessment briefs must inform students how generative artificial intelligence (GenAI) can or cannot be used, and students submitting assessments must be transparent about their use of GenAI. The University recommends the use of the Artificial Intelligence Transparency Statement (AITS) (Purvis, 2025) in assessment briefs to identify the extent to which students might use GenAI in assessments. In the School of Sport and Physical Activity, we chose not to adopt the AITS as it was difficult to interpret, operationalise and was not flexible enough to prohibit the use of GenAI in one section of an assignment and permit the use in another. In the School of Sport and Physical Activity, all assessment briefs include the DEFAULT position statement, which encourages the use of grammar and spell checkers. Plus, one or more statements associated with if the use of GenAI is: PROHIBITED, ELECTIVE, or INTEGRAL. Any one or more of these statements could apply to any part of the assessment. Where GenAI use is ELECTIVE, students are not obligated to use AI, and no additional credit/marks are awarded for its use. These statements are supported by clear descriptions (based on work from the Bristol Institute for Learning and Teaching, (2024)) of how GenAI could be used. On completion of the assessment, students are required to complete an AI Usage Declaration, which provides clear direction about the ethical use of GenAI in assessment. This poster addresses the principles adopted by School of Sport and Physical Activity for the transparent use of GenAI and the efficacy of the AI Usage Declaration form.

From Lectures to Likes – Conceptualising Short-Form Social Media for Enhancing Student Engagement

2026-06-19T11:56:36+00:00

Student engagement remains a persistent challenge in higher education, particularly in the post-pandemic context where lecture attendance has declined (Kerrigan & Foster, 2021; Ross, 2022), students increasingly balance paid employment with study (Higher Education Policy Institute, 2025), and digital technologies are reshaping learning behaviours (Jisc, 2025). At the same time, short-form social media platforms such as TikTok, Instagram Reels, and YouTube Shorts have become central to how many students consume information and engage with digital content (GWI, 2025; We Are Social, 2025). Despite their popularity, the pedagogical potential of these platforms within higher education remains underexplored, particularly in applied disciplines such as Hospitality and Tourism (H&T). This conceptual paper examines how short-form social media can be integrated into H&T curricula to enhance student engagement and support learning.

Drawing on literature relating to student engagement, social media, micro-learning, and Cognitive Load Theory, the paper proposes that carefully designed short-form video content may provide accessible, engaging, and cognitively manageable learning resources (Bilderback & Farrell, 2025; Sweller, 1988). Such content can be used to support lecture preparation, reinforce key concepts, guide learning activities, and facilitate assessment and revision (Cirillo, 2006). The paper further explores the value of lecturer-generated and student co-created content as a means of promoting active participation, relevance, and community building within the learning environment.

To investigate these propositions, a mixed-methods research design is proposed, involving the development and pilot implementation of short-form educational videos across selected H&T modules. Quantitative measures of engagement, attendance, and academic performance will be complemented by surveys and semi-structured interviews with students and staff to explore perceptions of effectiveness and usability. The intended outcome is the development of a conceptual framework to guide the pedagogically informed integration of short-form social media into higher education teaching. The study contributes to emerging discussions on digital learning by offering a new perspective on how familiar social media formats can be leveraged to enhance student engagement, accessibility, and learning outcomes in contemporary higher education settings.

Education isn't fun anymore, is this why students use AI?

2026-06-29T11:39:31+00:00

In contemporary academic environments, students are increasingly employing artificial intelligence (AI) for purposes that extend beyond traditional support functions such as shaping ideas and correcting grammar or spelling. While much of the existing discourse focuses on concerns around increased efficiency, reduced student engagement, and the erosion of authentic learning, this research reframes the issue from a broader perspective: the enjoyment of the educational experience.

Rather than positioning AI solely as a threat to engagement, this study explores what students themselves find meaningful and engaging in their learning. Insights are drawn from end-of-year student feedback alongside discussions with academics participating in the “Universities Pull the Plug” Signal group. These data suggest that students respond positively to learning environments that are interactive, socially engaging, and intrinsically motivating.

Within this context, the research investigates the role of game-based learning as a mechanism for enhancing engagement and enjoyment. Specifically, it examines the application of the PlanIT Sustainable Development Game as a pedagogical tool that integrates entertainment with the practical application of knowledge and skills acquired during teaching. Student feedback following gameplay is used to evaluate how such approaches influence engagement, understanding, and perceived relevance of course content.

The overarching aim of this study is to develop a narrative and strategic framework for student engagement that emphasises enjoyment, active participation, and personal development. By fostering environments where students experience intrinsic motivation and recognise the value of their own skills development, the research seeks to encourage deeper engagement with learning processes—independent of reliance on AI tools.

How to Develop an Engaging and Interactive Online Module that has positive Outcome for Students?

2026-06-21T13:50:15+00:00

Designing an engaging and effective asynchronous online learning experience remains a significant challenge for higher education institutions seeking to support diverse student populations while maintaining academic rigour and positive learning outcomes. This paper examines the development and delivery of a fully asynchronous postgraduate enterprise and entrepreneurship module designed for working professionals in the UK and internationally, studying in a flexible online environment. The module was underpinned by the Community of Inquiry framework (Garrison, D. R., Anderson, T., & Archer, W. 1999), which informed the integration of social, cognitive, and teaching presence, alongside principles of constructive alignment to ensure coherence between learning outcomes, learning activities, and assessment. Drawing on a reflective case study approach, the paper outlines the application of six design principles: flexibility, coherency, consistency, bite-sized learning, presence, and orientation in the development of the module. The findings indicate that a carefully structured online learning environment can enhance student engagement, critical reflection, and the application of enterprise and entrepreneurship theory to professional contexts. Students demonstrated the ability to identify opportunities, evaluate theoretical frameworks, and apply learning to real-world challenges through practice-based assessments. Positive feedback from external quality reviewers, external examiners, and students further highlighted the quality of the learning experience, the authenticity of assessment, and the effectiveness of personalised feedback. The paper contributes practical insights into online curriculum design and suggests that intentionally designed asynchronous modules can promote deep learning, student success, and the development of employability-related graduate attributes in contemporary higher education contexts.

Assessment Design and Completion in the Age of GenAI: Exploring Student Perceptions

2026-06-25T19:33:07+00:00

The proliferation of GenAI has necessitated discussion around its impact on assessment of students’ learning across the university sector. Following the first year of implementation of a GenAI transparency scale to indicate permitted and actual use of GenAI within student assessments on Teacher Education courses, a focus group was used to gain understanding of student perceptions on assessment design and completion in the age of GenAI. The focus group offered insight into ways in which students had and would like to use Gen AI to support their work on assignments, reflections on the AI transparency scale implemented and their ideas for how assessments could be designed for their specific courses in the age of GenAI.

Exploring the Role of Generative AI in Creating an Inclusive Business Curriculum through Staff Development and Collaboration

2026-06-24T14:54:16+00:00

The concept of inclusivity in higher education has evolved in response to widening participation agendas and the need to address persistent attainment gaps among ethnic-minoritised and other disadvantaged student groups (May & Bridger, 2010; Berger & Wild, 2017). The rapid emergence of Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, is challenging traditional assessment practices (Moqbel & Al-Kadi, 2023), while offering new opportunities for inclusive curriculum design and delivery (Nilson et al., 2024).

This project investigates how GenAI might be harnessed to support inclusive curriculum and assessment practices within a large UK Business School, through staff development and cross-disciplinary collaboration. It explores four key questions:

What are the critical considerations for integrating GenAI into curriculum and assessment?
How is GenAI currently used across Business School disciplines, and what benefits have emerged?
What are the perceived staff development needs?
What are the implications for designing a CPD programme to support GenAI integration across the Business School and beyond?

Using a mixed-methods, pragmatic approach, the study combines a narrative literature review with internal and external case studies. This paper presents initial findings from the literature review and preliminary insights from a staff survey currently underway across the Business School. These early findings will inform the development of a staff development framework aimed at supporting ethical, inclusive, and pedagogically sound integration of GenAI into curriculum and assessment design.

Agentic Retrieval-Augmented Generation AI Assistant for Enhancing the Student Experience

2026-06-23T11:43:15+00:00

Finding accurate information about courses, fees, accommodation, and support services is often confusing and time-consuming for students. This is more so for the international students who are unfamiliar with the UK higher education system and cannot easily ask a friend or family member for guidance (Ecochard & Fotheringham, 2017). Important details are scattered across many different webpages, and students often have to search repeatedly or contact staff directly for answers that should be simple to find. This project explored whether a conversational AI assistant could make it easier by allowing students to simply ask a question in their own words and receive a clear, accurate answer. This is drawn from official university information, with a web search used as a backup when something falls outside the existing material. This is building on growing evidence that conversational AI tools can offer students immediate and personalised support (Labadze et al., 2023).

The assistant was tested against a set of real student questions and was found to give accurate and relevant answers in the great majority of cases. For students, this kind of tool offers a faster, more approachable way to get the information they need, particularly at moments of stress such as applying, enrolling, or settling into a new country. For the university, it offers a way to reduce repetitive enquiries to staff while ensuring every student receives consistent and accurate information, regardless of when they ask or how confident they feel about navigating the system. As an international student who experienced these challenges directly, the co-author reflects on how student-led innovation of this kind reflects a genuine partnership between students and the institution (Healey et al., 2014). It also considers what role AI assistants might play in supporting, rather than replacing, the human guidance students already rely on.

Co-Designing for Belonging: A Digitally Enabled Intervention to Support First Generation Students

2026-06-25T12:55:30+00:00

First generation students often navigate higher education without the inherited knowledge, cultural capital, or sense of belonging that many peers possess. The poster reports on a co‑designed intervention created in collaboration with first generation students, framed through an approach in which learning is digitally enabled and teaching fosters social interaction and collaboration.

The project brought staff and students together as partners to identify impediments, prototype technology solutions, and evaluate iterative designs. Through a series of focus groups and in-person co-design workshops, first generation students designed and implemented an intervention in collaboration with teaching staff that was aimed at improving their knowledge of university processes, academic skills and sense of belonging. Digital platforms provided accessible, flexible routes for participation that complimented face‑to‑face teaching sessions and enabled shared problem‑solving and community-building.

The findings demonstrate that co‑design not only amplifies first generation student voice but also strengthens belonging by positioning students as contributors to institutional change. The poster highlights how intentionally blending digital enablement with collaborative teaching practices can create a dynamic learning community that supports first generation students more effectively.

Belonging From the Start: Flexible Library Induction for Students Learning Beyond Campus

2026-06-23T14:03:55+00:00

This paper will explore the theme of student experience regarding developing a sense of belonging when accessing the Library services. The Library Induction Group is developing a new online Induction module to address reduced attendance at live sessions. Nearly half of the University’s students commute to campus, meaning attendance of in-person library sessions is not always possible as students often need to balance numerous and varied time commitments. This shift reflects a wider trend across the Higher Education sector, where commuter students are increasingly applying cost-benefit analysis to on-campus activities (Hill et al., 2024). We identified that our offer needed to be more flexible, moving beyond traditional Induction formats to better engage students. The new online module will enable students to access key, foundational information about library resources and support at a time and pace that suits them. This will help to build students’ confidence levels and sense of belonging throughout their academic journey. The paper will first share findings from evaluative student feedback collected after live induction sessions during the first semester of the academic year 25/26, where students were asked what aspect of the Library services, they found the most useful. It will then discuss how this feedback has informed the structure and content of the new online module. Finally, the paper will outline the next stages of the project, including its launch and integration into the University’s cross-institutional Welcome Framework. This paper will particularly benefit attendees who are aiming to develop asynchronous resources to support hybrid learning.

Designing for Experience: Meeting the Needs of Mature Learners

2026-06-17T11:15:08+00:00

While it is recognised that mature students often engage with university differently to younger students, data is limited in relation to their actual lived experience, making it difficult to design meaningful, targeted pedagogy and support. Our study responded to that challenge by using the Listening Rooms method to capture honest, peer-to-peer conversations, offering insight into how mature learners experience teaching, engagement, and belonging.

This workshop is intended to bring that thinking back into our own context, creating space to reflect on what the work might mean in practice. After a short overview of the study and emerging themes, participants will be invited to explore how these insights relate to their own practice. Through small-group discussion and practical activities, the workshop will focus on identifying realistic ways to adapt teaching, curriculum, and support, with mature learners in mind.

The emphasis is on working together to move from insight to action. The session will create an opportunity to share ideas, discuss challenges, and think collectively about what change might look like in different areas of practice. Participants will leave with a set of practical, context-specific ideas to take forward, contributing to a more inclusive and responsive learning environment.

Designing out navigation anxiety: a neuroaffirming, anticipatory approach to campus wayfinding in higher education

2026-06-24T13:08:29+00:00

Navigating an unfamiliar university campus places significant cognitive and emotional demands on students, and those demands fall hardest on people for whom the built environment is least legible (Lynch, 1960). For autistic students in particular, difficulty with new situations and unexpected change is a consistently reported source of stress during the transition into higher education (Van Hees, Moyson, & Roeyers, 2015), and campus spaces are frequently experienced as inaccessible or overwhelming (Madriaga, 2010; Mostafa, 2008). Rather than treating this anxiety as an individual deficit to be managed, this paper begins from a neuroaffirming premise: that exclusion is produced by environmental and informational barriers, not by students themselves (Milton, 2012).

This presentation reports on a multimodal wayfinding intervention developed over the past 18 months on the MA Autism programme at Sheffield Hallam University. The approach is deliberately anticipatory and universal: it assumes that any student may feel anxious about any aspect of arriving at and orienting within the campus. Students receive a navigation pack combining annotated photographs, step-by-step written directions, and first-person walkthrough videos. These route not only to teaching rooms from the railway station, car parks and help desks, but also to the everyday destinations that quietly shape comfort and belonging – toilets, water fountains, cash machines, shops and security points – alongside guidance on what to do if something goes wrong.

Consistent with the principles of Universal Design for Learning (CAST, 2018), the intervention was designed to benefit the whole student body rather than only those who are autistic or otherwise disabled. Feedback from students, staff and visitors reports increased confidence, reduced anxiety, and improved engagement and accessibility – factors closely associated with retention and a sense of belonging in higher education (Thomas, 2012). The paper argues that relatively simple, low-cost changes that prioritise clarity, predictability and information-rich design across physical and digital spaces offer a scalable, replicable model for building more equitable campuses, and it offers practical guidance for embedding such practice into everyday institutional provision.

"You Said, We Did”: A Student-Led Industry Visit Model to Enhance Learning, Satisfaction, and Employability in Bioscience Education

2026-06-20T03:01:28+00:00

University-industry engagement is often conceptualised as institutionally driven, with students positioned as passive participants rather than active agents. This paper challenges that framing through a case study of a partnership between Sheffield Hallam University and Labcorp Drug Development, a global contract research organisation. The collaboration began when an undergraduate placement student brokered a meeting between Labcorp and postgraduate course leaders. This initial engagement led to securing funding for a field trip and subsequently developed into a sustained partnership. The relationship has since deepened to include industry-delivered guest lectures across three modules, and ongoing discussions of student placements, a combined theory-practice degree, joint undergraduate and postgraduate research projects, and a joint BMRC grant application. Drawing on students-as-partners theory (Bovill et al., 2011) and literature on postgraduate and international student engagement (Mercer-Mapstone et al., 2017), the study evaluates the field trip using a purpose-designed pre- and post-intervention Likert-scale survey instrument (n = 25) spanning pharmaceutical industry understanding, academic relevance, career and employability awareness, and student experience. Mean scores increased across all domains (overall mean from 3.98 to 4.27/5), with the largest gains in industry understanding (+0.44) and the highest absolute scores in belonging and satisfaction. Reflective post-visit data highlighted the value of connecting theory to practice and emphasised the importance of the student-led nature of the initiative. The findings suggest that when postgraduate and international students are involved early as partners rather than asked to participate in pre-defined activities in industry engagement, the resulting partnerships generate significant gains in disciplinary understanding, career confidence, and institutional belonging, and can grow intosustained curriculum and research collaborations. The case offers a model for cultivating student ownership as an institutional strategy, rather than treating it as a peripheral practice.

From Confusion to Clarity: The Impact of Coursework Checklist

2026-06-24T13:22:32+00:00

A concise, student facing checklist can play a significant role in supporting successful coursework submission, particularly when assessments require learners to complete multiple interconnected tasks. A well-designed checklist distils the essential components of the submission process into a clear, accessible format, highlighting key information such as deadlines, required file types, and the sequence in which activities should be completed. By making expectations explicit, the checklist reduces cognitive load and helps learners navigate complex assessment briefs that may otherwise feel overwhelming or easy to misinterpret. For many students, especially those balancing competing academic, professional, and personal commitments, the checklist functions as a practical time management tool. It provides a visual overview of the workflow, enabling learners to plan their progress, monitor their completion of tasks, and avoid last minute oversights. This structured support helps minimise common issues such as missing components, late submissions, or incomplete uploads—factors that can lead to delays in marking, loss of marks, or unintended failure. In higher education contexts, the use of checklists aligns with inclusive teaching practices by offering clarity, reducing ambiguity, and supporting learners with diverse organisational and processing needs (Makram et al., 2022). Early evidence from implementation within higher education settings suggests that students perceive checklists as a valuable academic aid that enhances their confidence and autonomy when engaging with assessment tasks (Makram et al., 2022). This paper explores the pedagogical value of assessment checklists, their impact on student experience, and practical considerations for integrating them into coursework design to promote equitable and effective learning outcomes.

Listening to Student Voices: Exploring Undergraduate Understandings and Expectations of Equity, Equality, Diversity and Inclusion in Learning and Teaching

2026-06-26T08:27:40+00:00

Equality, Equity, Diversity and Inclusion (EEDI) has become an increasingly prominent focus within higher education policy and institutional practice (Advance HE, 2024; Universities UK, 2024). A substantial body of research demonstrates that inclusive educational practices are associated with improved student belonging, engagement, and academic success (Thomas, 2012; Healey et al., 2014; McDonald et al., 2025), yet comparatively little research has explored how psychology students themselves conceptualise EEDI and what they expect from staff, curricula and learning environments. While existing work (e.g., Hashmi et al., 2024) provides valuable educator-led examples of inclusive pedagogy in psychology curricula, less attention has been given to how students themselves conceptualise EEDI and articulate expectations for its implementation across teaching and academic support. This study addresses this gap through a student-partnership approach. Informed by Scholarship of Teaching and Learning (SoTL) principles of student partnership and student voice (Cook-Sather et al., 2014), this project investigated undergraduate perspectives on EEDI in learning, teaching and academic support. Conducted in partnership with the Institute of Social Sciences EEDI Working Group, second-year BSc Psychology students adopted a student-led qualitative research design to explore three areas: understandings of EEDI; expectations of Academic Advisors and tutors; and perceptions of how EEDI should be embedded within curriculum content and teaching practice. Data were collected through questionnaires, semi-structured interviews and focus groups and analysed using reflexive thematic analysis (Braun & Clarke, 2022). Findings revealed considerable variation in students' understandings of EEDI, highlighting the need for clearer communication and more explicit dialogue around inclusive practice. Participants identified authentic curriculum representation, culturally responsive teaching, accessible academic support and learning environments that recognise diverse identities and experiences as central to meaningful inclusion. Students also emphasised the importance of staff–student relationships, partnership and co-creation in fostering belonging and engagement. These findings support existing evidence linking inclusive educational practices with student belonging and success, supporting previous literature (Thomas, 2012), while contributing a discipline-specific perspective on how undergraduate psychology students conceptualise EEDI and identify priorities for embedding inclusive practice within teaching, learning and academic support. The study demonstrates the value of engaging students as partners in generating evidence to inform inclusive curriculum development and academic practice, contributing to ongoing SoTL discussions of student voice, partnership and EEDI implementation in higher education.

What Are the Experiences of Quieter Learners in Mental Health Nurse Education?

2026-06-24T14:46:02+00:00

Research within Higher Education suggests learners with quieter character traits are perceived in a more negative light than their extroverted and chatty colleagues (Colley, 2019; Davidson et al, 2015; Medaille and Usinger, 2019; Ollin, 2008; Reda, 2009). Assumptions made about the motivations and reasons for quietness in the classroom often include negative labels such as misfits, disorganised, resistant, unprepared for class, passive learners and disengaged (Davidson et al 2015; Medaille & Usinger, 2020; Reda, 2009; Yue, et al, 2022). These negative assumptions can have a significant impact on learners’ confidence, motivation to learn and sense of wellbeing (Colley, 2019; Davidson et al 2015; Reda, 2009). There are numerous reasons why learners prefer to be quiet in the classroom, but quietness is often seen as problematic and an issue that needs to be addressed or solved (Cain, 2012; Colley, 2019; MacFarlane, 2014; Ollin, 2009; Reda, 2009; Remedios, et al, 2008).

The favouring of more outgoing qualities in the classroom could have significant implications to mental health nurse education given specific nursing skills that sit within a quiet approach such as reflection, critical reasoning and listening are widely regarded as a fundamental part of mental health nurse practice (Nursing and Midwifery Council, 2018; Health Education England, 2020). The experiences of quieter learners have been investigated within the wider educational literature, however there are minimal accounts of quiet students experience within nursing, particularly in the UK. The purpose of the study is to explore quieter learners’ experiences of nurse education to inform future curriculum delivery and wider educational practice.

Improving student experience through the use of an e-Portfolio

2026-06-24T14:43:35+00:00

This paper will explore the use of PebblePad by secondary trainee teachers to support the delivery of a cohesive curriculum in a one-year PGCE course. The DfE requires providers of initial teacher education to design a developed, evidence-based curriculum and be able to demonstrate how its taught components and classroom practice are integrated (DfE, 2025). Inspection frameworks anticipate that this curriculum will be implemented, not only by university-based teacher educators, but also by school-based mentors (Ofsted, 2025). To this end all stakeholders are looking to find ways of building a collaborative learning community. In 2024-2025 we introduced the use of PebblePad to the secondary course as a collaborative project between the secondary education team and the Digital Learning team. This innovative approach was intended to enrich the learning experience of students as the workbook would allow them to make the most of the opportunities presented by their school placements. It supported them to make the links between own learning and the application and development of this knowledge whilst on placement. The paper will consider opportunities this platform provides to ensure equity of experience for all students as it can be accessed from anywhere at any time by both trainees and their tutors, allowing trainees to organise their work in a way that suits them and allows tutors check on progress and offer support when needed. However, most importantly, it allows trainees to make connections between their own learning and their school experiences in a clear and accessible way.

From a break in study to a successful return

2026-06-25T12:32:58+00:00

Students returning from a break in study often face practical and emotional challenges, yet there is little evidence about how universities can best support them. This study explored students' views of a Returners Guide using two online focus groups with students who had previously returned from a break in study. Data was analysed using reflexive thematic analysis. Four themes were identified: recognising the returning student, visibility of support, sharing responsibility for the return process, and supporting reconnection with the course. Students felt the guide was useful because it recognised the challenges of returning and brought together practical information in one place. However, they also felt that the guide on its own wasn't enough. Instead, it needs to sit within a wider, coordinated return-to-study pathway, with Academic Advisors working alongside students to support shared decision making throughout the return process.

Showcasing the Scholarship of Teaching and Learning Journey from Confidence to Active Impact

2026-06-24T15:14:38+00:00

It is a pleasure to introduce this Book of Abstracts for the Learning and Teaching Conference 2026, held at Sheffield Hallam University on Tuesday 7 July 2026. Following a period without a university-wide Learning and Teaching Conference, the establishment of the SoTL@SHU network (Gray et al., 2025; Sheffield Hallam University, 2025) has provided renewed momentum for the Scholarship of Teaching and Learning (SoTL) across the institution. As part of our commitment to create opportunities for colleagues at every step of the SoTL Staircase (Beckingham, 2025), SoTL@SHU has re-established the conference as a space for sharing practice, building confidence, fostering collaboration and celebrating educational innovation. This book of abstracts captures a vibrant and thoughtful body of work that reflects our shared commitment to enhancing teaching, learning and student success.

The conference brings together colleagues from across the University community in a day shaped by curiosity, practice and honest reflection. At its heart is an understanding that the Scholarship of Teaching and Learning (SoTL) is not only about success, but also about experimentation, evaluation, challenge and learning from failure for real impact on student experience (Austen, 2026). Consistent with Felten's (2013) principles of good practice in SoTL, the work presented here is grounded in authentic educational contexts, focused on improving student learning, and shared openly to support collective enhancement. The abstracts included here demonstrate this openness, offering insight into real practice, critical reflection and emerging innovation.

Structured around the core themes of student outcomes, student experience and students as partners, the contributions reflect key institutional priorities and are closely aligned to the Sheffield Hallam University Learning, Teaching and Assessment Framework (Giove et al., 2022) and the Student Success Strategy. The programme illustrates the richness of work taking place at Hallam with four themed blocks: understanding the experience, belonging and voice of students, improving learning through pedagogy and practice, reimagining future practice through innovation and artificial intelligence, and shaping the future through reflection and impact.

The variety of formats represented in this collection mirrors the inclusive and dialogic nature of the conference itself. From short papers and workshops to demonstrations, discussion formats and creative practice, contributors have embraced diverse ways of sharing insight and experience. The inclusion of live podcast recordings reflects a commitment to exploring contemporary and accessible modes of scholarly communication, extending conversations beyond the conference itself (Gray, 2025). Together, these approaches demonstrate a deliberate commitment to accessibility and to valuing different forms of knowledge, engagement and contribution.

This year’s conference also foregrounds community and connection. Alongside formal sessions, opportunities for networking, creative reflection and the interactive poster and practice showcase provide space for dialogue across disciplines and roles. The inclusion of keynote contributions from Professor Liz Mossop and Dr Iain Garner further situates the work presented here within wider institutional and sector conversations about impact, confidence and the future of higher education.

We extend our sincere thanks to all contributors for their generosity in sharing their work, ideas and reflections. We also recognise the efforts of those who have supported the development of this conference and this publication. Together, they represent a collective investment in enhancing the student experience through thoughtful, evidence-informed practice. We hope this Book of Abstracts not only supports engagement on the day but also acts as a catalyst for ongoing conversation, collaboration and development across the SoTL@SHU network (Sheffield Hallam University, 2025) and beyond.

Evaluating a Peer Buddy System’s Impact on Engagement and Wellbeing in Pre-registration Nursing Students

2026-06-24T19:18:28+00:00

Student attrition, social isolation, and wellbeing challenges continue to affect pre-registration nursing students, particularly during their transition to university. This study evaluated the effectiveness of a student-led peer support buddy system designed to complement existing support services and enhance wellbeing. Using a mixed-methods design, the study examined the system's effectiveness through analysis of attrition data and thematic analysis of focus group interviews with students, peer buddies, and academic staff. Findings revealed strong positive perceptions of the buddy system, particularly in promoting a sense of community, facilitating social integration, and reducing anxiety. However, challenges such as academic pressures, time constraints, and limited mental health resources were also identified. The findings suggest that peer-led support initiatives can contribute to improved student engagement, wellbeing, and retention when integrated within a broader institutional support framework. The study recommends closer integration with existing support services and enhanced training for peer buddies. In particular, introducing mandatory annual Mental Health First Aid training is suggested to strengthen the system's impact and sustainability. Overall, the buddy system demonstrates strong potential as a practical strategy for supporting student success in nursing education.

Collaborative Online International Learning (COIL)

2026-06-24T13:05:08+00:00

The UG module “Understanding People & Cultures” cuts across the whole Business School with approximately 425 students divided into 16 seminar groups. To meet accreditation for our International Business programmes, it was decided to embed a COIL-light activity into this module. The pre-existing assessment, a 15-minute pre-recorded presentation, was amended to include analysis from an interview with an ‘external expert’, namely a student from an international partner university. The real-life engagement diminishes the potential to exploit AI, thus improving the authenticity and robustness of the assessment. We now have collaborations with 100 international students from five universities across three continents.

As the module is still ongoing, it is not possible to say how successful this COIL-light activity has been. Nevertheless, there have already been many lessons learned in terms of organising a COIL activity involving some 600 people. The fact this project was begun so close to the start of term made planning very difficult, and as such I, as module leader, tried to absorb the burden of organisation – had the process begun earlier, parts of the organisation could have been disseminated to seminar tutors. Moreover, Dora has been working assiduously to foster a more equitable COIL activity, ensuring not only our university and students benefit. For example, a recent online presentation from one of our professors attracted an audience of over 100 students from our partner universities and ours. Dora and I have also discussed how we can ameliorate and amplify this process in the forthcoming academic year.

Designing interdisciplinary sports science curricula to enhance applied learning and integration

2026-06-25T14:06:17+00:00

Designing curricula that reflect the interdisciplinary nature of sport and exercise science remains a persistent challenge within higher education. Traditional programme structures often compartmentalise core disciplines, limiting students’ ability to integrate knowledge in applied contexts. This project outlines the development and evaluation of an interdisciplinary curriculum within Sports science and Sport, Exercise and Health courses at Sheffield Hallam University. The curriculum redesign was guided by a practice-based philosophy, aligning disciplinary content around authentic sport performance and health scenarios. Core modules were restructured to foreground real-world problems (e.g., injury risk, performance optimisation, behaviour change), requiring students to synthesise knowledge across domains. Teaching strategies included team-based working, case-based learning, and scaffolded assessments designed to promote integration and application, rather than reproduction of siloed knowledge. Evaluation draws on student attainment and feedback from two course delivery cycles. This work contributes a practical framework for embedding interdisciplinarity within sports science curricula, emphasising alignment between learning outcomes, teaching activities, and assessment. It also highlights the importance of collaborative curriculum design and ongoing evaluation in sustaining innovation. Ultimately, this approach aims to better prepare graduates for the complex, multifactorial demands of contemporary sport and health environments.

Exploring the Effectiveness of Virtual Orientation Sessions: Preparing Physiotherapy Students for Simulated Placements

2026-06-24T11:11:09+00:00

Simulation-based learning is central to physiotherapy education, yet students often experience anxiety and cognitive overload when entering unfamiliar simulated environments. Virtual orientation tools aim to mitigate these challenges by supporting early familiarisation and preparation. Guided by principles of cognitive load reduction and scaffolded experiential learning, this mixed-methods study explored Level 4 physiotherapy students’ perceptions and experiences of virtual orientation sessions preceding simulated placements. A sequential design was employed, comprising a post-simulation questionnaire measuring perceived usefulness, confidence, and preparedness (Phase 1), followed by semi-structured interviews with a purposive sample (Phase 2). Quantitative data were analysed using descriptive statistics, and qualitative data were examined through Braun and Clarke’s thematic analysis. Findings indicate that virtual orientation significantly enhances cognitive preparation by clarifying expectations and reducing uncertainty, while also contributing to emotional regulation through reduced anxiety and increased confidence. Students highlighted the value of structured, step-by-step learning and multimodal resources in supporting engagement and linking theory to practice. However, participants emphasised that virtual orientation is most effective as a preparatory scaffold rather than a substitute for hands-on clinical experience, with some limitations noted in relation to immersion and initial usability. The findings suggest that embedding virtual orientation within simulation-based curricula can improve learning readiness, optimise use of physical resources, and support inclusive educational practice. Implications include the need for guided facilitation, iterative design improvements, and integration with experiential learning activities to maximise pedagogical value.

Co-Producing Simulation for Practice Readiness: Student-Led iRIS Design to Enhance Theory–Practice Integration in Undergraduate Nursing

2026-06-22T13:53:04+00:00

Pre-registration nursing students often struggle to effectively bridge theoretical knowledge with clinical practice, particularly in managing acute deteriorating conditions. To address this gap, this initiative employed a student co-creation model grounded in experiential learning principles, utilising the iRIS web-based simulation authoring platform within a simulated placement framework. Second-year students across Adult, Child, and Mental Health fields collaborated in small groups, with faculty support, to design and deliver evidence-based scenarios focused on anaphylaxis, asthma exacerbation, and seizure management, each emphasising A-E assessment and rapid response (Nursing and Midwifery Council, 2018). Over 290 anonymous feedback responses revealed high student satisfaction (mean 8.1/10), with participants reporting significant gains in clinical reasoning, scenario design, teamwork, communication, confidence, and reflective practice. This co-production approach demonstrates strong potential for enhancing practice readiness, patient safety, and workforce development, supporting the NHS ambition to develop a skilled, adaptable workforce capable of delivering high-quality care (NHS England, 2019). The model is highly transferable to other health professions and aligns with broader goals for innovative, student-centred simulation in healthcare education and the promotion of high-quality simulation-based learning (Diaz-Navarro et al., 2023).

A Peer-Assisted-Student-Support Scheme to Enhance Student Outcomes and Foster Inclusivity, Self-Confidence and Motivation

2026-06-29T15:04:14+00:00

Science and Engineering subjects require high levels of student efforts and self-motivation for understanding complex concepts, often abstract and counter intuitive. Different student backgrounds and prior experience can provide important challenges for the learning experience and student learning outcome gains in HE settings, particularly in the context of large classes and scientific disciplines. Students coming from non-traditional academic backgrounds may experience significant difficulties, which can cause low performance and loss of motivation in continuing their studies. In light of this, a Peer Assisted Student Mentor (PASS) scheme has been conceptualised and implemented in the last few academic years within the School of Engineering & Built Environment, with the intent to further improve the student outcomes, enhancing continuation and retention rates. The project aims to provide our students with an additional and effective support opportunity route for challenging modules, e.g. highly maths-based or other modules requiring high problem-solving skills, across all levels (from 4 to 7). This consists in scheduled weekly student-mentor sessions, where a group of students from higher levels of the course help newer students struggling with their modules. Support may include reviewing theory, specific teaching material on BB, resolution methods of specific numerical exercises, preparation for typical exam questions, etc. The scheme has provided significant improvements, not only in terms of student outcomes in traditional low-performing modules, but also for building a stronger students’ sense of community, where mutual support and peer-to-peer learning are at the basis of a growth in sense of belonging, self-confidence, and motivation.

Shaping meaningful conceptualisations in undergraduate Physical Chemistry using a flipped learning approach

2026-06-25T13:38:48+00:00

Physical chemistry is frequently perceived by undergraduate students as conceptually challenging due to its abstract nature and strong reliance on mathematical reasoning. Successful learning requires students to integrate multiple microconcepts and make meaningful connections between macroscopic, microscopic, and symbolic representations. For first‑year students in particular, these demands often result in cognitive overload, low engagement, and limited participation in traditional lecture settings.

Flipped learning offers a potential solution to these challenges by reallocating foundational content delivery outside scheduled contact hours and using in‑class time for active learning. While flipped learning has been implemented previously within chemistry education, its application in physical chemistry remains underexplored.

The aim of this project is to measure the impact of using bite‑sized pre‑lecture videos on the student engagement and understanding physical chemistry topics during lecture. These videos were co‑created and prepared by student, positioning them as active contributors to curriculum design (student-as-partners approach). These videos focused on core physical chemistry concepts and were provided prior to taught sessions. Two formats-interactive and non‑interactive were developed to compare engagement and perceived understanding. The impact of this approach was evaluated using pre‑ and post‑engagement surveys measuring students’ perceived understanding of the video content. Findings indicate a positive influence of student‑prepared flipped resources on engagement and learning with good student-feedback. The study demonstrates that student‑partnered content creation within a flipped physical chemistry curriculum can meaningfully enhance learning experiences and outcomes.

Designing Authentic Assessments in the Age of AI: A Case Study in Genetics

2026-06-19T14:25:33+00:00

The rapid advancement of artificial intelligence (AI) and large language models (LLMs) presents significant challenges for traditional knowledge-based assessment in higher education. Within bioscience disciplines, AI systems can now readily generate responses to most content-driven questions, including those requiring advanced data interpretation. This study aimed to design an authentic assessment for a Level 4 Biochemistry and Genetics module (20 credits) that targets skills less amenable to automation by current AI tools. The assessment required students to design a diagnostic polymerase chain reaction (PCR) assay to detect a unique pathogenic mutation associated with an inherited metabolic disease, using the National Center for Biotechnology Information (NCBI) bioinformatics platform. The task was designed to mirror real-world research workflows and was supported by instructional screencasts. In its initial implementation (2024-25), AI tools provided only limited guidance and were unable to generate complete or satisfactory responses. However, by 2025–26, more advanced systems (e.g. institutional Copilot and GPT-5-class models) could produce plausible text-based outputs when prompted. Despite this, the assessment remained resistant to AI completion, as students were required to provide annotated screenshots demonstrating engagement with bioinformatics tools. These findings suggest that carefully designed, authentic assessments that require procedural, tool-based, and evidence-supported outputs can mitigate risks associated with AI use while supporting the development of discipline-relevant skills.

The development of a practice based public health nursing course

2026-06-24T10:40:21+00:00

The Specialist Community Public Health Nursing course was revalidated in 2024 to meet the new Nursing and Midwifery standards of proficiency (2022). These standards involve the transformation of health visiting and school nursing to meet the complex needs of families. Practitioners are required to develop autonomous and innovative practice. Early intervention and prevention are key priorities to address health inequalities and improve children’s health.

The remodelled content of the modules and their assessment are entirely practice-based. Focus has switched from the ‘written word’ to encouraging students to develop interventions that can be applied to practice. Practice based themes include parenting and attachment, therapeutic communication, interventions to reduce health inequalities and promoting environmental health. Assessments are designed to be rooted in practice and consist of teaching resources, OSCEs, commissioning bids, conference presentations and community projects. These initiatives are in the process of being adopted in practice and will serve as a template for a public health nursing service which gives ‘every child the best start in life’ (Marmot, 2010).

Supporting students’ understanding of how young children’s language and communication are entangled with place

2026-06-22T08:48:22+00:00

The places and spaces which we create for children can support them to use their full communicative repertoire through engaging multiple resources which can be culturally, materially and historically situated (Pahl and Rowsell, 2011; Hackett and Shannon, 2026). Spaces for play and learning further carry the discourses and lifeways of the communities which they welcome and connect (Paris, 2011). Such connections are strongly felt in the Meadows Nursery and community centre, a partnership between Save the Children and Sheffield Hallam University. Through engaging our first-year students in an in situ semiotic landscaping task at Meadows nursery we firstly encouraged a deeper understanding of how the work of the community centre shapes the discourses and practices which operate in the early years setting. Secondly, in the broader context of learning about the community centre, students were invited to reflect on how the children’s spaces (the nursery rooms, outdoor space, hallways, signs, climbing frames, sensory toys) are materially, culturally and discursively situated and the affordances (Kress and van Leeuwen, 2026) which they offer for children’s use of their full communicative repertoire. The pedagogical approach developed for this the project was grounded in three interconnected aspects: 1) exposing learners to critical and research informed teaching on how children’s communication is entangled with space, 2) providing them with opportunities to learn in authentic environments and 3) employing creative learning methods through using instant cameras to create semiotic landscapes (Pesch, 2021). This offered unique opportunities for learner engagement and deeper and situated understanding of the ways in which children’s communication is entangled with place. This presentation will report on some of the initial findings of the SOTL funded project of the students’ perceptions of the project and the perceived benefits of these forms of critical engagement.

Employability Focuses Intervention - Your Futures Day - Professional Development

2026-06-25T11:24:44+00:00

This paper explores how employability-focused interventions can strengthen course identity while remaining meaningfully embedded within modules and assessments. In response to increasing staff concerns regarding Level 5 students’ low confidence, limited academic self-belief, and weak career aspirations, the Sport Management & Development staff team designed and delivered “Your Futures Day”. The initiative aimed to enhance aspiration, resilience, and cohort cohesion, while explicitly linking students’ academic experiences to future career pathways.
Delivered at a critical point in the academic calendar (week 14), when engagement & retention often declines and students are required to source a PT / FT placement. The professional development day combined opening and closing keynote sessions delivered by course alumni who work in key roles within the industry plus specific workshops and activities linked to careers & employability development and one-to-one alumni mentoring, directly informing reflective and professional development assessments.
A key feature was the integration of alumni throughout the day, providing relatable role models who demonstrated tangible career trajectories. This strengthened course identity by connecting current students with a shared professional narrative. Additionally, alumni undertook formative interview assessments with students providing them with advice and guidance which ultimately informs and helps students when seeking a placement and with their professional development.
Preliminary feedback indicates improved student motivation, increased awareness of career pathways, and enhanced peer and cohort bonding. Crucially, embedding these activities within module frameworks ensured that employability was not an “add-on” but a core, assessable component of the student experience, aligning identity formation with academic and professional development

Designing Progression: Teaching Tools to Support UG to PG Transition

2026-06-10T16:34:10+00:00

Employability is a central concern within higher education, particularly in health and social care, where workforce pressures are acute. Persistent shortages in nursing are exacerbated by demographic change, migration patterns, and wider socio-economic instability, contributing to a global workforce crisis (Simpson et al, 2024). In response, UK policy prioritises the development of a future-ready workforce with advanced skills and a shift toward community-based care (NHS England, 2023). Within this context, progression from undergraduate (UG) to postgraduate (PG) study represents a critical mechanism for workforce development. This paper reports on a Scholarship of Teaching and Learning (SoTL) project conducted within the College of Health, Wellbeing, Life Sciences and Sport (HWLS) at Sheffield Hallam University, designed to strengthen UG to PG progression pathways.

The project was underpinned by six objectives: to raise awareness of the HWLS PG portfolio among UG students, to undertake research around effective student communication strategies, to engage alumni in promotion opportunities, to analyse progression data to inform recruitment strategies targeting a 5% increase in UG to PG progression, to collaborate with recruitment and college leadership teams and to disseminate findings to the university and college leadership teams. Initial analysis of progression data revealed a concerning plateau in PG recruitment and a low proportion of internal progression, alongside missed opportunities for cross-college recruitment.

A mixed-methods approach explored both student and staff perspectives. Survey findings indicated strong student interest in PG study (84%), yet limited awareness of available options (58%) and institutional events. Students predominantly relied on external sources such as Google and NHS careers websites, with minimal influence from academic teams. Key barriers for students included financial concerns and fragmented information. Staff data revealed similarly limited embedded promotion within UG curricula, constrained knowledge of PG pathways, and a need for clearer resources to support progression discussions.

In response, a structured “progression toolkit” was developed to embed PG awareness across the student lifecycle. This intervention integrated curated digital resources, recruitment timelines, and examples of effective practice, alongside a staged communication model. A nursing case study illustrates this approach, combining targeted online resources, clear academic signposting, and follow-up hybrid engagement events involving staff and alumni. Early outcomes demonstrate high levels of student engagement, with over 150 participants attending or accessing pilot sessions.

The findings highlight the importance of timely, discipline-specific communication and the role of academic staff in fostering progression aspirations. Embedding PG awareness throughout UG study (rather than confining it to final-year provision) can enhance both student belonging and employability, while contributing to strategic workforce development. The project offers a scalable, practice-informed model for supporting educational progression and addressing sector-wide skills shortages.

Closing the Loop: A Full-Circle Partnership Model for Embedded Industry Qualifications

2026-06-24T10:07:34+00:00

Graduate employability has become a key priority for UK Higher Education, with universities seeking new and innovative ways to develop graduates ready for employment. Despite this, debate about the role and ability of HE as a facilitator of labour market needs have existed since the publication of the landmark Dearing report > 25 years ago (Tomlinson, 2017). Pedagogic approaches that integrate professional competencies within academic setting have emerged as one strategy to bridge perceived gaps (van Berkum et al., 2024).

Reflecting such debate, this project was developed to foster a curriculum innovation whilst leveraging our relationship as Higher Education partner of the Chartered Institute for the Management of Sport and Physical Activity (CIMSPA), the Sport and Physical Activity sector’s professional development body. To enhance graduate employability and offer a unique value-added experience, CIMSPA professional standards were embedded into the undergraduate Sport and Physical Activity curriculum, providing students with a unique opportunity to gain industry awards embedded within their undergraduate curricula whilst ensuring that professional competency standards are met for employment.

Central to the project is a reciprocal partnership structure: undergraduate learners complete industry-regulated qualifications as an integrated component of their degree, acquiring industry-validated skills that supplement their academic learning. Through this process two postgraduate learners have now been trained as assessors, returning to support and assess the qualifications they themselves once undertook as undergraduates. This created a 'training the trainer' dimension and operationalises Healey, Flint and Harrington's (2014) conception of students as partners, and towards a model of authentic co-delivery.

The programme has resulted a full-circle approach and an innovative vocationally oriented model for enhancing student employability: students gain recognised credentials within their degrees whilst student assessors develop pedagogic and leadership capacities increasingly valued by employers (Mercer-Mapstone et al., 2017).

Getting Students to Think About Their Career: Experiences of Supporting Students’ Career Development on the MSc Public Health Course

2026-06-21T18:27:29+00:00

There is an increasing need to prepare university students for their future career ensuring smooth transition from university to the workplace (Jackson & Wilton, 2017; Quinla & Renninger, 2022). Careers and Employability Service provides a range of career-related support to students throughout their time in the university and after graduation. However, given the wide variety of courses, the large number of students they support, and the variety of needs among students, it is often a challenge to cater to very narrow areas of interest. The MSc Public Health course is one of the largest courses in Sheffield Hallam University in terms of student recruitment, and it has many international students. Evidence has shown that international students face unique employability challenges (Huang, 2023; Singh, 2023), but they also share some challenges with home students regarding lack of clarity about career directions, lack of familiarity with labour market requirements and limited awareness of career-related resources available within the university. Through repeated requests from students, it was observed that MSc Public Health students needed their own career-related information specific to public health. Having academic and professional backgrounds in public health, I took various steps to address this need. This presentation is based on my personal practice and experience and will discuss various steps I took during 2022–2026 to support students’ career development ranging from organising an online careers seminar, embedding career-related details into module tasks and outcomes, designing a public health-specific career planning template and providing hands-on career planning sessions for all students in 2024 and 2025, and inviting Employability Advisers to speak to students during new students induction sessions, and current students welcome back sessions. These measures proved to be highly engaging for students because they encouraged proactive career behaviours (Clements & Kamau, 2018) and serve as a starting point for drafting career ideas and to stimulate students’ interest in booking appointments to seek guidance from Employability Advisers.

Next-Gen Hallam Maths Teachers: Leading the way in the GenAI Era

2026-06-24T11:56:14+00:00

As generative artificial intelligence (GenAI) tools become increasingly visible in educational settings, it is important to understand how trainee teachers experience and interpret GenAI use in real classrooms, alongside their own developing practice. Our presentation reports on findings from our SoTL project on perspectives and usage of GenAI in maths teaching.

The study adopts a mixed-methods design, drawing on survey data and qualitative insights from semi-structured interviews and focus groups with pre-service primary and secondary teachers. The survey captures patterns of GenAI use and general attitudes, while interviews and focus groups explore trainees’ experiences on placement, including their own use of GenAI and how mentors, host teachers and colleagues are using Gen AI in their practice.

Findings indicate that trainees encounter a range of practices in schools, from enthusiastic adoption of GenAI for lesson planning and resource creation to more cautious or limited use. Many trainees report using GenAI to support planning, generate examples, and adapt materials, often influenced by school context and mentor guidance. While GenAI is seen as enhancing efficiency and confidence, trainees also express concerns about accuracy, ethical use, and the risk of over-reliance.

We discuss the implications for teacher education, emphasising the need to prepare trainees to critically evaluate and responsibly integrate GenAI, particularly as they navigate differing practices and expectations across placement settings.

From Classroom to Courtroom: Transforming Student Learning through the Refugee Rights Hub

2026-06-25T08:57:57+00:00

This session explores how the award-winning Refugee Rights Hub at Sheffield Hallam University is transforming student learning by embedding real-world legal practice at the heart of the curriculum. Moving beyond simulated exercises, students engage directly in live immigration and asylum casework, supporting individuals and families navigating complex legal systems.

The Refugee Rights Hub has supported over 2,500 individuals and family members, with students collectively contributing thousands of hours of supervised legal casework each year since the setup of the Hub. This activity provides a rich environment for exploring the relationship between experiential learning, student development, and social impact.

Drawing on experiential learning theory, the session will explore how the Refugee Rights Hub creates a structured cycle of experience, reflection, and application within a regulated, emotionally charged environment. It will critically reflect on how this model supports the development of professional identity, confidence, and employability, drawing on practice-based insights from delivery at scale. The session will consider how students transition from passive learners to active contributors within authentic legal contexts.

The session will also examine the pedagogic design underpinning the Hub, including structured supervision, risk management, and curriculum integration. It will highlight recent developments, including the development of a highly qualified team with Immigration Advice Authority Level 3 accreditation, positioning the Refugee Rights Hub at the forefront of university-based immigration and asylum clinics in the UK.

Attendees will leave with transferable insights into designing and embedding high-impact experiential learning in their own contexts, alongside reflections on the opportunities and challenges of working in complex, real-world environments.

Turning Biomedical Science Inside Out: A Near-Campus Field Trip and Linked Assessment Teaches Students the Wider Context of Health & Care Professions

2026-06-25T14:02:51+00:00

Biomedical Science students routinely engage in laboratory practicals and lectures but rarely go outside the university premises to learn in outdoor environments. Field trips support students’ subject-specific content and skills gained through active learning, knowledge co-creation, and authentic learning experiences, alongside promoting social skills and group cohesion. However, their role in Biomedical Science undergraduate education remains underexplored.

We hypothesized that place-based learning, where students measured the air quality while simultaneously learning about communities and history within Sheffield, could help Biomedical Science students to make the link between the role of environmental and social determinants of health. This experiential learning was linked to an assessment where students explored the biomedical context of one of the popular Sheffield monuments visited during their field trip and presented orally and in writing on their findings. This was designed to cement their learning about the history of determinants of health in the city they have chosen to study in and relate these back to the Health and Care Professions Council (HCPC) standards of proficiency.

We ran the walking lab with two academic cohorts and collected qualitative and quantitative student feedback via a questionnaire. Students’ reflections on their learning process from their written assessment material was analysed. Students reported increases in context-based learning, with increased understanding of how social, economic, and environmental factors impact health in Sheffield and the world. They also reported feeling more connected to their course and its relevance to real-world issues. We recommend this low-cost intervention as a method to create authentic learning experiences that link students to the wider context of their degrees.

Transforming Student Experience: A Holistic Approach to Addressing the Degree Awarding Gap

2026-06-24T14:28:31+00:00

The degree awarding gap (DAG), defined as disparities in academic outcomes across student demographics, remains a persistent and stubborn feature of UK higher education, shaped by intersecting structural, institutional and individual factors (Mountford-Zimdars et al., 2015). Despite sustained sector-wide attention, progress in reducing the DAG has been limited, highlighting the shortcomings of fragmented, short-term and often deficit-oriented interventions. Addressing this complexity requires a coherent, whole-school approach. Within the School of Biosciences and Chemistry at Sheffield Hallam University, the Hubbard and Gawthorpe Inclusive Education Framework (Hubbard & Gawthorpe, 2024) was adopted to align initiatives across key domains, including curriculum, assessment, institutional processes and student belonging. Grounded in culturally responsive pedagogies, this work seeks to challenge exclusionary practices by embedding equality, diversity and inclusion across the student experience through outreach, peer-led networks, visible role models, and inclusive curriculum and assessment design. The work presented here critically reflects on selected initiatives and their impact, while acknowledging the limitations of localised change and arguing that meaningful progress requires sustained institutional commitment, shared accountability, and structural transformation.

Co-Created Final Year Module: Students’ Outcomes

2026-06-24T13:08:18+00:00

Events and Esports management students design and deliver an event, from concept to execution, in their final semester 40-credit module. This module has been delivered for over 15 years and has raised over £350,000 for local charities such as Sheffield Children’s Hospital, Roundabout and St. Luke’s. Alongside this very exciting – but also time and energy rich – module, students complete a 20-credit module, Hot Topics in Events, Festivals and Esports.

In this session we will discuss how we redesigned and delivered the module with students as partners, beginning with the students researching the variety of Hot Topics within the industry and submitting a list of choices for sessions in the first week. The redesign maps with the Student Success Strategy by providing inclusive, student-centred, research-enriched learning that promotes curiosity, critical thinking and career readiness. Aligning with the Sheffield Hallam University LTA Framework (Giove et al., 2022) principles of co‑created teaching (T3) and applied, real‑world learning (L4) the study schedule was created from over 300 suggestions from the students.

Every week, following a lecture on the theoretical underpinnings of the week’s Hot Topic, students engaged in research and discussed their findings in a LinkedIn post. The partnership between lecturers and students supported the topics discussed being current and of great interest to the students. The students completed every week with an applied and tangible output, enhancing their visibility to industry, expanding their network and increase opportunities for future projects. This authentic, outward‑facing assessment activity, LTA principle (A5), supports applied knowledge creation and embeds professionalism in the module.

Implementing the Laboratory Efficiency Assessment Framework (LEAF) in Bioscience and Chemistry Teaching Laboratories

2026-06-25T16:11:46+00:00

Given the on-going and overlapping environmental crises facing the world, universities need to play a key role in forging a more sustainable future. Green accreditation systems for laboratories, such as the Laboratory Efficiency Assessment Framework (LEAF) and My Green Lab, provide frameworks to assess and improve laboratories’ performance on these metrics. While green accreditation is increasingly required for research laboratories, it is also important for teaching laboratories. This implementation differs as teaching laboratories have high numbers of users with varying skill levels, and cover a wide range of techniques. The Sheffield Hallam University Bioscience and Chemistry teaching laboratories have achieved LEAF Bronze Accreditation and are working towards Silver Accreditation. Steps towards implementing the criteria can be divided into four key themes: 1) Matching staff to areas of responsibility within a wider working group that includes academics, technical team members, and students, 2) Integrating sustainability into existing systems (e.g. Health & Safety, waste management, equipment maintenance, purchasing), 3) Measuring baselines for plastic, energy, water, and equipment use, and 4) Targeted interventions on high-impact areas (e.g. freezers, drying cabinets, fume cupboards, practicals with high plastic usage). Best practices learned during implementation will be shared as a guide for others.

Delivering a Coherent Applied Learning Experience Integrated with Assessment within a 40-credit Core Engineering Module.

2026-06-13T21:51:21+00:00

To address some of the challenges faced by students studying engineering, particularly those from diverse backgrounds with various prior educational experiences, the implementation of an integrated laboratory-based assessment strategy is a driver that can significantly enhance learner engagement. This approach not only helps bridge the gap between theoretical knowledge and practical application but also accommodates diverse learning styles, creating a more inclusive learning environment.

It is important that engineering students see the connection between theory and practice early in their education (1, 2). This awareness helps them appreciate the importance of understanding fundamental principles and concepts. The integrated laboratory assessment strategy addresses some of these issues by fostering a positive mindset, enhancing awareness of what professional engineering studies involve, and maintaining the motivation of students from the outset as they embark on their academic journey in higher education.

Indirectly, students become aware of the extensive range of laboratory and workshop facilities available at the university at a very early stage of studies which enables them to make use of such facilities in applied project-based learning in later years. Students, teaching staff and technical staff get to know each other, thus facilitating ‘engineering community’ concept across the school.

A high level of student engagement (>90%) in timetabled laboratory sessions was observed, primarily driven by the integrated and/or real-time assessment strategy. A further benefit is progressive accumulation of marks by combining laboratory work with the coursework portfolio summative assessment, without feeling overwhelmed by traditional assessment pressures.

Film Beyond Borders: A documentary film-making pedagogy

2026-06-26T07:02:44+00:00

This paper examines collaborative approaches to harnessing the power of storytelling for change and considers the process of working with students, grass roots organisations, campaigners and activists from migrant communities to make films that have an impact and a legacy for all those involved. This approach is inspired by Freire’s ideas of critical pedagogy and the curriculum as praxis (Freire, 1970) and Childress’s call for just documentary practice (Towards a Just Filmmaking Model, 2021) where those with first-hand experience are situated at the centre of film practice. The paper assesses the impact of this storytelling for change in student learning and development across multiple disciplines and the potential of the Film Beyond Borders project to deliver valuable inter-cultural skills at home and abroad.

Effectiveness of Collaborative, Workshop-Style Teaching Model

2026-06-24T14:59:17+00:00

This study evaluates the effectiveness of a collaborative, workshop style teaching model introduced within a postgraduate computing module, replacing traditional lecture-based delivery. Grounded in Scholarship of Teaching and Learning (SoTL), the research investigates whether this active learning (Ribeiro-Silva et al., 2022) approach enhances attendance motivation, student engagement, and perceived academic performance among postgraduate students who often balance academic study with professional commitments (Kahu, 2013; Fredricks et al., 2004). Using a cross-sectional survey design, data were collected from 36 postgraduate students through a structured questionnaire employing a five-point Likert scale. Three proxy constructs were examined: attendance motivation, engagement, and perceived academic performance. Reliability analysis demonstrated strong internal consistency for engagement (Cronbach’s α = 0.80) and acceptable reliability for attendance (α = 0.64). Descriptive statistics, confidence intervals, and Pearson correlation analysis were used to explore relationships between the constructs. The findings indicate consistently positive outcomes across all measures. Students reported increased motivation to attend in person sessions, high levels of active participation and collaboration, and strong perceptions of improved understanding and assessment readiness. Engagement showed a moderate to strong correlation with perceived academic performance (r ≈ 0.67), suggesting that students who felt more engaged also felt they learned more. Attendance motivation was similarly correlated with both engagement and performance, reinforcing the interconnected nature of these outcomes (Sukor et al., 2021). Qualitative feedback highlighted the value of interactive activities such as group problem solving, discussions, and peer feedback, while also identifying areas for improvement, including session pacing and equitable participation in group work. Overall, the findings demonstrate that collaborative, workshop style teaching enhances postgraduate engagement, and perceived learning and offers practical recommendations (Mendo-Lázaro et al., 2022).

Problem-based learning: Is it a way to enhance engagement in heterogenous cohorts of postgraduate students?

2026-06-25T12:52:21+00:00

Problem-Based Learning (PBL) has been employed as a pedagogical method to enhance students’ self-directed learning, engagement, and collaborative learning (Cheung et al., 2016; Sheeba, 2019) In the Mechanisms of Disease module offered to biomedical laboratory scientists at Sheffield Hallam University, the student cohort is quite heterogeneous, with a majority of international students accustomed to traditional, teacher-centred learning and possessing diverse educational backgrounds. Owing to the cohort's diversity, students encounter challenges in engaging with class activities. Consequently, we decided to implement PBL to address this engagement issue and cultivate the students’ independent learning skills, which are crucial at the postgraduate level. The PBL pedagogical approach was chosen because it supports student-centred learning and engagement. Out of the seven topics in the module, two were delivered using a PBL approach. Quantitative surveys assessing students’ perceptions of the PBL approach were collected from two different cohorts of students over two consecutive academic years (22-23 and 23-24). Ninety-two percent of the students reported engagement in group discussions, while 90% found the session content engaging. Regarding the preferred teaching approach, 40% of the students favoured PBL, 32% preferred a combination of both pedagogical methods, and 28% voted for a didactic learning approach. Intrigued by these findings, we explored whether PBL had an impact on students’ performance in the exam. The exam comprised five essay questions, with students required to choose three. We included four of the exam questions in our analysis, excluding the fifth, which was taught by a different academic. Two out of the four questions were taught using PBL, while the other two were primarily taught using a didactic approach. The mean score for the didactic questions was 41.36 ± 23.4, while the mean for PBL was 41.04 ± 23.1; a paired t-test showed a p-value >0.05. Consequently, we inferred that our modified PBL pedagogical approach enhanced students’ engagement without affecting their performance. To maximise the session's benefits, further improvements will be implemented, with a focus on addressing the time constraint identified as a limiting factor.

Exploring Carousel Learning Through the Student Experience

2026-06-25T19:09:40+00:00

This paper explores the benefits and challenges of studying a Master’s degree online through a carousel model of delivery. It draws on the reflective experience of a recent graduate over a two-year period. Carousel delivery offers flexibility through multiple entry points across the academic year, enabling students—particularly those in employment; to join programmes at a time that suits their circumstances (Ebrahim & Naicker, 2026). This model supports autonomy and self-directed learning (Ebrahim & Naicker, 2026); however, it also introduces challenges linked to its fully online and accelerated nature. Specifically, effective and consistent tutor communication is critical to support students studying in relative isolation (Stein & Graham, 2020). Additionally, the delivery of intertwined modules, such as Research Methods offered ahead of the Dissertation on a rolling basis rather than sequentially, can create a fragmented and stop-start learning experience. Despite these challenges, carousel delivery provides universities with strategic advantages by widening access to diverse and global student populations (Stein & Graham, 2020; Ebrahim & Naicker, 2026). The paper highlights both the pedagogical implications and strategic value of carousel delivery, emphasising the need for institutions to address communication and curriculum coherence to enhance the overall student learning experience (Stein & Graham, 2020).

Neurodivergent Student Midwives’ needs in Clinical Practice: A Scoping Review Protocol.

2026-06-26T09:30:06+00:00

This review explored experiences of neurodivergent student midwives, with focus on clinical placement. It examined challenges, as well as recommendations to improve experience and inclusion. With no current structured pathway for adjustments to support neurodivergent students in the clinical area, identification of needs and improvements aims to support professional development for students to thrive in the future of the midwifery workforce.

The aim was to conduct a review of the available support and needs of neurodivergent student midwives in practice placements.

Objectives:

To explore what neurodivergent student midwives’ needs are in clinical practice.
To review challenges for met by students and staff in clinical practice in supporting neurodiverse students.
To explore healthcare professionals/midwives’ experiences- in supporting students with neurodivergence, in the clinical setting.
To identify adjustments already in place in clinical practice, and are these appropriate, useful and supportive.
To explore how useful are educational adjustments in relation to transferability to clinical placement.
To provide evidence of the areas where further research is needed to pose primary research to expand the knowledge base pertaining to neurodivergent student midwives in clinical practice.

The Method included the utilisation of the SPIDER (Sample, Phenomena of Interest, Design, Evaluation, Research) search tool to guide the development of the research question and search terms. Eight databases relevant to healthcare literature (Medline EbSCO, CINAHL, Embase Ovid, PsycINFO and Maternity and Infant Care) were consulted after expanding keywords and search criteria due to limited available primary research. Following selection of relevant literature, the methodological quality of the chosen articles was appraised using the Critical Appraisal Skills Programme (CASP) framework.

Consultation of the findings highlighted areas of positive, challenges and recommendations that emerged, with individual findings for each section. Results were then categorised by themes, where overlapping results emerged. Themes of challenges centred around: environment, structure and organisational support, personal and professional development and preparation and support for effective clinical practice. Themes overwhelmingly, in the challenges and recommendations for staff and students were amongst support, yet experiences of support varied greatly.

This scoping literature review concludes the need for further research to be conducted, which is up to date, explores a variety of neurotypes and is relevant to the current structures in midwifery education. Identified challenges and needs showed a requirement for non-specific accommodations in practice, yet any adjustments desired showed a need for heightened support for both staff and students for this to take place. To enable this, training for students and staff is required to educate the current and future workforce in neurodiversity and inclusive practices in the clinical environments.

Does a Modern Postgraduate Strength and Conditioning Course Reflect the Needs of Employers Across a Range of Job Sectors? Lessons Learned

2026-06-26T09:51:19+00:00

Within the last few years, there has been a rapid expansion in both the number and breadth of job opportunities within strength and conditioning (S&C), leading to graduates requiring a broad set of skills. Consequently, a successful course curriculum should focus not only on the development of conceptual and theoretical underpinning knowledge of S&C, but also on skills and attributes that reflect broad industry-specific requirements and employer needs. Currently, little is known about whether current postgraduate provision reflects these developments across a range of sectors. Therefore, the poster aims to communicate the initial impact of a scoping exercise evaluating the indicative content of a postgraduate S&C course against a range of strength and conditioning job specifications. Job descriptions were collected between 30^th March and 17^th April 2026 using key words “strength and conditioning jobs” AND “sport” OR “military” OR “school” OR “hospital”. Job descriptions were only included if they had the term “strength and conditioning” in the title and the role was based in the United Kingdom. An analysis of 12 job descriptions across 4 sectors was conducted using frequency analysis and open-ended coding of course learning outcomes against job specification criteria. Primary competencies identified during analysis include 1) accreditation, 2) practical skills, 3) knowledge, and 4) coding. Whilst the course mapped to employers’ needs in several places, refinements to course content will align with industry and professional standards across a broader range of job opportunities, demonstrating sustained impact and dedication to enhancing student experience.

Developing art psychotherapy placements in a social care setting

2026-06-26T10:42:05+00:00

This poster reports on an ongoing pilot study placing art psychotherapy trainees within a social care context that has not previously employed art therapists. Supported by the NHS South Yorkshire Integrated Care Board, the initiative introduces an art therapy service within a carers’ charity, with the strategic aim of enhancing carers’ wellbeing and resilience. Two trainees undertake placements of one to two days per week (minimum 40 days), supported through a long-arm supervision model delivered by university staff. The study adopts an action research methodology, engaging trainees and stakeholders in iterative reflection to examine the development of the service and to generate hypotheses regarding the potential value of art therapy in comparable settings. Findings from the first six months are discussed, alongside challenges encountered, future aims, and a proposed research strategy for capturing the impact and value of art therapy in social care contexts.

What do students want? Supporting outreach, providing authentic learning experiences and career trajectories.

2026-06-24T12:08:43+00:00

In response to ongoing challenges in recruiting students onto relevant degree routes that would work towards a career in the Probation service, we undertook outreach activities aimed at enhancing young people’s motivation to engage with further and higher education. Central to this work was a simple but critical question: what do students want? This guiding question reinforced our commitment to high quality learning and teaching grounded in relevant lived experience and aligned with meaningful career trajectories.

Building on this outreach, the research employed focus groups and surveys to explore how prospective students perceive and navigate their social worlds, and how they imagine their future career development. The findings were analysed through Bourdieu’s concept of habitus (Bourdieu & Passeron, 1977), facilitating examination of students’ dispositions, needs, behaviours, and aspirations. This theoretical lens provided deeper insight into how expectations and educational decisions are influenced by structural and cultural factors.

The research is embedded within Sheffield Hallam University’s values of inclusivity and supports a forward-looking vision for student futures, including employability, successful graduate outcomes, and alignment with the Access and Participation Plan. By advancing understanding of student habitus, the study informs more equitable, responsive, and socially attuned curricular design.

In response to the findings, we actively engaged students through innovative and inclusive approaches to teaching and learning. Most notably, simulated practice pedagogy was developed as a core delivery component, enabling immersive engagement with realistic professional scenarios. Feedback that was provided indicated this approach strengthened student engagement and enhanced opportunities for sustained career development within contemporary probation contexts.

How international experiences develop and shape students’ employability skills, aspirations and capabilities as global citizens

2026-06-26T10:09:03+00:00

SHU’s commitments to internationalisation, broadly speaking, are built on three pillars – international curriculum, physical mobility and virtual exchanges. After the first-year rollout, in 2025-26, more physical and virtual international mobility activities were incorporated into the new curricula to strengthen students’ global awareness and experiences. In January 2026, twenty-six undergraduate students and staff visited Bochum (Germany) representing SHU and Sheffield to commemorate the 75th twinning anniversary between Sheffield and Bochum. The longer-term impact of this international trip/project will play out over time, but the immediate effect seemed significant. For some students, visiting Bochum was their first overseas trip as an adult. Prior to the trip, most students had little knowledge of city twinning or Bochum. In February, the group visited the Sheffield Town Hall to share their Bochum experiences with the Lord Mayor of Sheffield. The trip has enabled our students to gain valuable experiences and confidence, and forge connections with individuals and institutions at Bochum and in Sheffield. Also, following the Bochum trip eight of the students applied to the study abroad programme or summer schools. A few others volunteered to present their enterprise projects to other Hallam students, or their Bochum experiences to the guests at the Business School Open Days alongside the senior leaders. These examples illustrate how the international trip has provided our students with diversified experiences and employability skills. The trip’s outcomes are consistent with the UUKI (2025) study which reveals that international mobility improves students’ academic and career outcomes regardless of their social economic backgrounds.

Barriers and Enablers of Student Engagement in Employability Activities: A Comparative Analysis Pre- and Post-Placement

2026-06-16T02:21:18+00:00

Higher Education (HE) plays a critical role in supporting students to develop the skills, confidence, and awareness needed to navigate the transition into employment. Co-curricular employability activities contribute to this process by providing opportunities for students to gain experience, reflect on their development, and begin to construct a professional identity. However, engagement with these activities is often uneven, with many students not fully recognising their value until later in their studies. This research explores how and why students engage with co-curricular employability activities, focusing on the shifts that occur before and after work placement. Using a mixed-methods approach, the study examines student experiences across this transition point, viewing engagement as part of a broader process of personal and professional development rather than simply participation in activities. Preliminary findings identify common barriers, including time constraints, limited awareness, and a lack of perceived relevance during the early stages of study. Enablers include mentorship, peer influence, and exposure to professional environments, all of which shape students’ understanding of employability and encourage greater engagement. Work placement emerges as a significant turning point, helping students connect preparatory activities with workplace realities and future career aspirations. These findings highlight the importance of designing employability provision that is meaningful, accessible, and appropriately timed within the student journey, supporting confidence, professional identity development, and progression towards graduate employment.

Embedding Undergraduate Research in Practice: Enhancing Student Experience and Outcomes through Staff‑Led Projects

2026-06-26T09:13:07+00:00

Undergraduate research is widely recognised as a high-impact educational practice that enhances student engagement, confidence, and graduate outcomes (Campbell et al., 2025; Walkington, 2015). However, supervising undergraduate projects presents persistent challenges, including constrained timeframes, variation in students’ prior research experience, and the need to balance independence with structured guidance (Crossley & Maini, 2025). This poster presents a staff-led, scaffolded research model designed to address these challenges while aligning with Teaching Excellence Framework (TEF) priorities relating to student experience, educational gain, and outcomes. The model embeds undergraduate projects within ongoing staff research in semi-professional and professional football, engaging students in authentic, real-world contexts. Drawing on principles of research-based learning and scaffolded supervision, students are supported through the full research lifecycle; design, ethics, data collection, analysis, and dissemination. Independence is developed progressively through sustained mentoring, modelling of expert practice, and structured project design, supporting inclusive participation and the development of research self-efficacy (Elder et al., 2022). In parallel, the model provides a structured pathway for staff to develop supervisory expertise through supported engagement in mentoring undergraduate research (Crossley & Maini, 2025). Evidence from the initiative indicates increased student engagement, enhanced research confidence, and clearer understanding of the application of academic knowledge in professional contexts, with students contributing to applied outputs and progressing into graduate roles. This work contributes to the growing evidence base supporting “students as researchers” pedagogies (Walkington, 2015) and demonstrates how staff-led, scaffolded approaches can enhance inclusivity, employability, and real-world impact. The model offers a scalable and transferable framework for embedding authentic undergraduate research in higher education.

Value in Studying Abroad (ViSA) - Exploring Value-Seeking Behaviours in International Student Exchange

2026-06-26T10:25:23+00:00

This research explores the multifaceted concept of consumer value in study abroad experiences by examining both outgoing exchange students undertaking a semester abroad and incoming exchange students studying at Sheffield Hallam. While study abroad is promoted as a transformative educational opportunity (Bain & Yaklin, 2019), there remains limited understanding of how different student groups perceive and prioritise the value of this experience. Our research addresses this gap by applying consumer value theory (see Holbrook, 1999; and Leroi-Werelds, 2019) and comparatively analysing the expectations, motivations, and perceived outcomes of both cohorts. Drawing on 30 in-depth qualitative interviews (11 outbound, 19 Inbound) the study investigates the distinct and overlapping value-seeking behaviours of outgoing and incoming students. Outgoing students often emphasise personal growth, cultural immersion, and enhanced employability, whereas incoming students may prioritise English language, developing independence and opportunities for travel. By systematically comparing these perspectives, we consider how value is not fixed but shaped by context, student background, and mobility direction. The findings highlight shared aspirations, offering a more nuanced understanding of what constitutes a meaningful study abroad experience. Importantly, the study demonstrates that value is co-constructed through institutional offerings and student expectations, rather than delivered unilaterally. These insights have significant implications for higher education institutions and academic practitioners responsible for designing, promoting, and supporting study abroad programmes. By aligning provision with the varied value expectations of both incoming and outgoing students, institutions can enhance participation, satisfaction, and overall impact. Ultimately, this research contributes to more effective and student-centred internationalisation strategies in higher education.

Designing and Delivering Cross-Cultural Collaborations: Insights from an Online Collaboration between Sheffield Hallam University and Christ University

2026-06-26T00:27:45+00:00

In an increasingly interconnected world, it is important that students develop the knowledge and skills required to work effectively in a global environment. Having an experience abroad during university is often described as enriching and life-changing and is an excellent way to prepare students for success working across borders. However, the proportion of UK students spending an extended period overseas has declined since its peak in 2017/18 (Universities UK International, 2025) and the study-abroad experience in general was only ever enjoyed by a tiny minority of students (Charles, 2022). Virtual exchanges, such as Collaborative Online International Learning (COIL), have the potential to provide a more accessible and inclusive approach to promote internationalization and enable students to develop intercultural competence and citizenship (Rubin, 2017). This study considers an online collaboration between students at Sheffield Hallam University in the UK and Christ University in India. The collaboration involved reciprocal guest lectures delivered by academics from each institution to students at the partner university, followed by a series of online collaborative sessions involving approximately 50 students from each institution. A series of semi-structured interviews were conducted with students from both Sheffield Hallam and Christ to explore the issues and challenges associated with participation in the collaboration, as well as any pedagogical benefits arising from the experience. The findings suggest that students entered the project with a mixture of apprehension and excitement but, despite some logistical challenges, found the collaboration engaging and beneficial, particularly in developing their intercultural knowledge, skills and awareness.

Collaborative Digital Leadership in Health Education: Enhancing Anatomy Learning Through 3D Visualisation with Elsevier

2026-06-26T09:09:41+00:00

The rapid transition to remote learning during the COVID‑19 pandemic fundamentally altered anatomy and physiology education, a discipline reliant on spatial understanding and visual engagement. This study reports on a digital leadership initiative between Sheffield Hallam University and Elsevier aimed at enhancing student engagement, confidence, and accessibility through 3D visualisation and digitally supported assessment.

In response to student feedback highlighting limitations of static two‑dimensional resources, a series of short, curriculum‑aligned 3D animations focusing on the digestive, urinary, and reproductive systems was developed. Delivered via the Complete Anatomy platform, the resources were informed by Cognitive Load Theory and constructive alignment principles to promote clarity, inclusivity, and effective knowledge integration. The animations were embedded within teaching and assessment and shared across formal and informal learning environments.

Engagement analytics demonstrated substantial global reach, with a single animation achieving over 683,000 views on Instagram, 163,900 on TikTok, and 51,000 on YouTube. Student evaluation and qualitative feedback indicated enhanced conceptual understanding, increased confidence, reduced assessment anxiety, and improved emotional engagement with learning, particularly among returning and non-traditional learners.

These findings suggest that collaborative, pedagogically informed partnerships with educational publishers can enhance the student learning experience in health education and offer scalable, transferable approaches for digital innovation beyond emergency remote teaching.

Maker Mondays: Embedding Maker Space Pedagogy to Support Belonging, Community and Skills Development in Engineering Education

2026-06-29T16:01:47+00:00

‘Maker Mondays’ is a collaborative initiative between Technical Operations and Resources (TORS) and academic staff, designed to complement the formal curriculum while reducing barriers to participation in practical, hands-on engineering activities. Delivered as a programme of structured equipment and facilities inductions, supported by weekly sessions with expert technical support, the initiative enables students to work on curricular and extracurricular projects, engage in student-led competitions, pursue entrepreneurial ideas, and develop practical skills aligned with professional engineering competencies. Importantly, the scheme also aims to foster a sense of belonging and community through shared spaces, peer interaction and informal staff–student engagement. Trialled in semester two of the current academic year, further developments are planned for 26-27 based on student engagement and staff reflection.

Chemboost: A Widening Participation Tutoring Programme

2026-06-25T12:16:18+00:00

ChemBoost is an online tutoring programme developed at Sheffield Hallam University. The programme has completed two successful rounds that ran from April 2024-April 2025 and September 2025 to December 2025. It has been designed to support year 12 and 13 applicants from widening participation groups in the South Yorkshire area and nationally. The aims of the programme are to support applicants with their understanding of Chemistry topics to achieve higher grades in their A-levels and encourage them to consider chemistry degree courses (Ní Chorcora et al., 2023).

The programme includes an in-person welcome day event at Sheffield Hallam University, where the applicants take part in a practical lab session and a lab olympics social activity. It is an opportunity for the applicants to experience university labs and meet the academics, undergraduate tutors and their peers on the programme. Subsequently, there were online weekly 1 hr sessions in a two-week rolling programme rotating between academic staff-led tutorials and SHU student-led mentoring sessions. The participants were given questions to complete between the weeks. Undergraduates and PhD students acted as accessible role models for A-level Chemistry and BTEC Applied Science from minoritised groups.

Our poster will discuss how we developed and implemented the ChemBoost programme and the challenges we faced. The demographics of applicants, those selected for the programme and those retained by the programme will be explored, as well as feedback of the programme. Funding for the programme (welcome event and student tutors) has been received by the Hallam Fund, Graham Royle and Tony Hill.

From Learners to Teachers: Using Peer-Led Workshops to Enhance Engagement in Business Education

2026-06-26T08:17:55+00:00

Peer-led workshop approaches have been shown to enhance student engagement by situating learning within students’ zones of proximal development (Preszler, 2009) and by enabling learning interactions that extend beyond traditional lecturer-led delivery. In K–12 and higher education contexts, the development of problem‑solving and transferable skills is increasingly prioritised. Active and problem‑based learning approaches support this objective by encouraging students to learn independently while applying acquired knowledge in meaningful ways (Delisle, 1997).

This abstract presents and reflects on the design and implementation of a peer-led workshop activity delivered by final-year undergraduate business students as part of their preparation for careers in human resource management. Working in small groups, students selected a topic from a predefined list, developed subject-matter expertise, and designed a training and development workshop to deliver to their peers. The activity required students to engage in content mastery, instructional design, and facilitation, thereby aligning disciplinary learning with professional practice.

The approach generated a range of learning benefits. Students reported enhanced confidence in their subject knowledge, improved communication and facilitation skills, and a greater awareness of how learning and knowledge transfer occur in organisational settings. From a curricular perspective, the peer-led model enabled efficient coverage of multiple topics within limited teaching time, while promoting collaborative and reflective learning.

Overall, this activity extends beyond addressing authentic, real‑world problems to foreground the processes of knowledge creation, sharing, and transfer (Stentoft, 2017).

From Anxiety to Readiness: Designing Competency-Based Practical Assessments for Large Level 4 Sport Science Cohorts

2026-06-25T19:28:28+00:00

Assessing practical competencies in large undergraduate cohorts is rarely straightforward. At Level 4, students are often entering laboratory environments for the first time, and being assessed live can heighten anxiety and reduce confidence. Competency-based approaches that emphasise preparation and formative learning can improve students' confidence and readiness for assessment (Alt, 2023). At scale, the need to manage time, space, and resources can lead to highly standardised assessment processes, where the focus shifts towards efficiency and consistency, sometimes at the expense of deeper student engagement and understanding.

This presentation shares the design and delivery of a competency-based assessment model within a core Level 4 sport science module spanning multiple disciplines. The approach was shaped around three priorities: preparing students effectively for assessment, maintaining fairness across a large cohort, and preserving the applied nature of sport science practice through authentic laboratory-based tasks (Bradley et al., 2022; Wiggins, 1990).

Preparation is supported through structured materials that guide students step-by-step towards their practical demonstration. During the assessment, students rotate through the roles of demonstrator and participant, encouraging active involvement and peer interaction while developing a deeper understanding of the practical procedures. Assessment protocol allocations are released 24 hours in advance to promote the development of competence rather than memorisation, reflecting principles of authentic assessment (Gulikers et al., 2004)

The organisation of the assessment relies on close collaboration with technical staff, whose role is central in managing equipment, space, and timing, ensuring the process runs smoothly and consistently across all groups. Inclusive adaptations, including the use of simulated procedures where required, are embedded to support equitable participation.

In practice, this approach has supported students to feel more prepared and engaged, with greater confidence in performing under assessment conditions. The session reflects on how thoughtful assessment design, collaboration, and inclusive practices can support meaningful learning within large-scale practical assessment.

Using Artificial Intelligence Agents for Professional Skills Development in Sport and Exercise Science Students

2026-06-23T14:27:50+00:00

Artificial intelligence (AI) agents can enhance education in multiple ways, including assessment support, increasing peer dialogue and providing role‑play opportunities. Their pedagogical applications are broad, and there is a growing need to explore how they can support reflective practice. The aim of this project was to investigate how AI agents can be used within sport and exercise science courses, focusing on students’ perspectives of their value for professional skills development. We recruited four MSc students enrolled in the Applied Sport and Exercise Science programme during the 2025–26 academic year. The participants came from varied professional backgrounds, including physiotherapy and sport and exercise science, and were familiar with work‑based learning through their previous studies. Data collection followed a co‑development model in which students engaged in activities exploring different areas through a semi‑structured interview and the active design of a roadmap for an AI agent. The session was voice‑recorded and transcribed for thematic analysis. The analysis generated three overarching themes describing the main applications of AI agents in this subject area: AI for course learning, AI for personal and professional development, and AI for work‑based learning. In conclusion, this mini‑project demonstrates that students perceive the value of AI agents as extending beyond assessment preparation. They identified several additional ways in which AI can support their learning and development throughout the course. It is suggested that the applications of AI within the course regulations be expanded and that more formal learning sessions involving AI be incorporated into the course structure.

Occupational therapy and early advice in prisons: Trans-disciplinarity and inter-disciplinarity in clinical legal education

2026-06-25T10:13:42+00:00

Clinical legal education is now widespread across the Higher Education Sector and is a key means by which law students supplement or move beyond traditional forms of legal education. Where it involves real-world projects, it is a means of enfranchising those who cannot otherwise afford to instruct a lawyer. This may be in the form of individualised legal advice and has (more recently) sought to encompass forms of collective advocacy (Bernheim et al., 2025). Universities are also epicentres within society of knowledge construction. There are multiple examples of transdisciplinary projects across the world, in clinical legal education settings (Bozin et al., 2025). We seek to examine the viability of individualised, expert-informed advice to imprisoned persons seeking advice on social care in England & Wales. This collaboration between a prisoner rights solicitor in Hallam Legal Advice Centre and a Senior Lecturer in Occupational Therapy, enables urgent focus on (1) the unsustainability of the legal advice sector, (2) disparities in power on the prison estate, (3) universities demonstrating their impact on society, and (4) evaluations of student successes. It is an experiment in collaboration that will, at the very least, expand dialogues between departments at universities across the world, on advice-based problem-solving. Problems, as Dr. Ulf-Daniel Ehlers has said, do not think about disciplines. They are therefore always interdisciplinary (Ehlers & Eigbrecht, 2024).

Modernising Research Methods Pedagogy for the Future Workforce

2026-06-26T09:32:38+00:00

With the expansion of automated technologies, traditional research methods pedagogy, such as teaching, learning and assessment approaches, require modernisation to support the future workforce. The poster presentation examines the initial impact of a three-phase modernising research methods pedagogy for the future workforce agenda. Phase 1 (re) developed a stand-alone sport undergraduate research methods module at the course level to intergrate research and innovation skills required in graduate landscapes via simulation and presence pedological approaches (Hong & Sullivan, 2009). Phase 2 mapped a refreshed Research and Innovation Curriculum, providing recommendations on what, why and how specific research and innovation skills should be logically scaffolded at each level of taught study at a reasonable pace for technical and graduate skill development and navigating the hidden curriculum (Enders et al., 2025). Phase 3 is the design, development and implementation of a school-wide Independent Project in Sport and Physical Activity module which reflects the graduate landscape at each stage of LTA provision. Central to the modernisation agenda was the UK Quality Code for Higher Education (Chapter B6), which states that student assessment should reflect real-world situations. Impact data are outlined in the poster presentation, with refinements planned throughout the module lifespan (~10 years) in line with developments in industry and professional standards.

Fostering entrepreneurial thinking: the role of enterprise education in Sport Business Management programmes

2026-06-25T13:43:52+00:00

This research examines how enterprise education within sport business management degree programmes fosters entrepreneurial thinking and contributes to students’ personal, academic and professional development, responding to wider economic shifts such as the post‑pandemic changes in small business creation (Department for Business and Trade, 2024) and the expansion of virtual technologies that have enabled new forms of innovation (De Mauro et al., 2018; Makridis & Liao, 2023). Situated within a global sports market projected to exceed $600 billion by 2027 (The Business Research Group, 2023), the research draws on enterprise education frameworks emphasising the development of creative, opportunity‑focused mindsets (QAA, 2018) and literature linking entrepreneurship to community and regional development (Malecki, 2018; Anubhav et al., 2024). It also builds on evidence that structured enterprise learning can enhance enterprising characteristics (Athayde, 2012; Kozlinska et al., 2023; Yasin & Khansari, 2021), while addressing gaps concerning its specific impact on sport business management students. Using a mixed‑methods design combining cross‑sectional and longitudinal elements, the study collects both quantitative and qualitative data from past and current higher education students at multiple points in their enterprise learning journey. Although data collection is ongoing, the project aims to generate a deeper understanding of how enterprise education shapes entrepreneurial mindset formation in sport business contexts, offering insights to inform curriculum design and guide policymakers seeking to strengthen employability outcomes and support future innovation within the sport industry.