Journal of Scholarship of Teaching and Learning Enquiry
The Journal of Scholarship of Teaching and Learning Enquiry (JoSTLE) is a peer reviewed diamond open access publication dedicated to advancing thoughtful, evidence informed approaches to learning, teaching and assessment in higher education and related contexts. The journal provides a platform for educators, researchers and professional staff to share scholarly work that critically examines practice, explores innovation and contributes to the wider Scholarship of Teaching and Learning (SoTL) community. Note that JoSTLE is current a special issue only journal, and papers are accepted following submissions of a proposal for a specific call for papers or after a specific invitation to submit. We hope to broaden the scope for open submissions in the future. Notice: PDFs will no longer be displayed directly in your browser. To view a PDF, click the PDF link to download the file, then open it using your preferred PDF reader.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under the Creative Commons-Attribution (CC-BY) licence.This licence allows people to ‘copy and redistribute the material in any medium or format' and 'remix, transform, and build upon the materiafor any purpose, even commercially.' Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Maker Mondays: Embedding Maker Space Pedagogy to Support Belonging, Community and Skills Development in Engineering Education
‘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.
Copyright (c) 2026 Oliver Lewis, Vicky Mellon, David Powell, Jamie Boulding https://creativecommons.org/licenses/by/4.0
A Peer-Assisted-Student-Support Scheme to Enhance Student Outcomes and Foster Inclusivity, Self-Confidence and Motivation
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.
Improving Learning — Practice, Pedagogy & Student Outcomes
Copyright (c) 2026 Adriano Cerminara, Stephen Agha, Victoria Mellon https://creativecommons.org/licenses/by/4.0
Supporting Students to Develop Good Practice in Using Artificial Intelligence
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.
Reimagining Practice — Innovation, AI & Futures
Copyright (c) 2026 Susannah Diamond, Alexander Buchanan https://creativecommons.org/licenses/by/4.0
Education isn't fun anymore, is this why students use AI?
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.
Copyright (c) 2026 John F. Grant https://creativecommons.org/licenses/by/4.0
Developing art psychotherapy placements in a social care setting
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.
Copyright (c) 2026 Sarah Bradley, Rou-Jing Chen, Andrew West https://creativecommons.org/licenses/by/4.0
Value in Studying Abroad (ViSA) - Exploring Value-Seeking Behaviours in International Student Exchange
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.
Copyright (c) 2026 David Hattersley, Jules O'Dor, Zoe Newsham https://creativecommons.org/licenses/by/4.0
How international experiences develop and shape students’ employability skills, aspirations and capabilities as global citizens
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.
Copyright (c) 2026 Dora Chan, Jonathan Allott https://creativecommons.org/licenses/by/4.0
Does a Modern Postgraduate Strength and Conditioning Course Reflect the Needs of Employers Across a Range of Job Sectors? Lessons Learned
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 30th March and 17th 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.
Copyright (c) 2026 Lee Bell https://creativecommons.org/licenses/by/4.0
Modernising Research Methods Pedagogy for the Future Workforce
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.
Copyright (c) 2026 Ben W. Strafford https://creativecommons.org/licenses/by/4.0
Neurodivergent Student Midwives’ needs in Clinical Practice: A Scoping Review Protocol.
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.
Copyright (c) 2026 Emily Bargh https://creativecommons.org/licenses/by/4.0
Embedding Undergraduate Research in Practice: Enhancing Student Experience and Outcomes through Staff‑Led Projects
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.
Copyright (c) 2026 Lee Edmondson https://creativecommons.org/licenses/by/4.0
Collaborative Digital Leadership in Health Education: Enhancing Anatomy Learning Through 3D Visualisation with Elsevier
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.
Copyright (c) 2026 Sarah Haywood-Small https://creativecommons.org/licenses/by/4.0
Listening to Student Voices: Exploring Undergraduate Understandings and Expectations of Equity, Equality, Diversity and Inclusion in Learning and Teaching
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.
Understanding Students — Experience, Belonging & Voice
Copyright (c) 2026 Elizabeth Freeman, Bridgette Rickett, Lisa Staniforth https://creativecommons.org/licenses/by/4.0
From Learners to Teachers: Using Peer-Led Workshops to Enhance Engagement in Business Education
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).
Copyright (c) 2026 Lyle Odendaal https://creativecommons.org/licenses/by/4.0
Film Beyond Borders: A documentary film-making pedagogy
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.
Copyright (c) 2026 Saskia Wilson, Craig Patterson, Peter Spence https://creativecommons.org/licenses/by/4.0
Designing and Delivering Cross-Cultural Collaborations: Insights from an Online Collaboration between Sheffield Hallam University and Christ University
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.
Copyright (c) 2026 David Hattersley, Dr Sangeeta Mehrolia, Dr Pallavi Singh, John Woods https://creativecommons.org/licenses/by/4.0
Assessment Design and Completion in the Age of GenAI: Exploring Student Perceptions
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.
Copyright (c) 2026 Jemma Monkhouse https://creativecommons.org/licenses/by/4.0
From Anxiety to Readiness: Designing Competency-Based Practical Assessments for Large Level 4 Sport Science Cohorts
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.
Copyright (c) 2026 Gabriella Penitente https://creativecommons.org/licenses/by/4.0
Exploring Carousel Learning Through the Student Experience
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).
Copyright (c) 2026 Michelle Allan https://creativecommons.org/licenses/by/4.0
Implementing the Laboratory Efficiency Assessment Framework (LEAF) in Bioscience and Chemistry Teaching Laboratories
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.
Copyright (c) 2026 Paul Sutton, Daniel Kinsman, James Booth, Ronak Janani, Maria de los Angeles Quiles Romagosa, Celine Souilhol, Rachel Schwartz-Narbonne https://creativecommons.org/licenses/by/4.0
Designing interdisciplinary sports science curricula to enhance applied learning and integration
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.
Copyright (c) 2026 Andrew Barnes, Alan Ruddock , Hayley Mills, Emily Newton , Mohsen Shafizadeh https://creativecommons.org/licenses/by/4.0
Turning Biomedical Science Inside Out: A Near-Campus Field Trip and Linked Assessment Teaches Students the Wider Context of Health & Care Professions
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.
Copyright (c) 2026 Paula Simpkin, Charlotte Boyd, Jef Clark, Laura Cole, Rachel Schwartz-Narbonne https://creativecommons.org/licenses/by/4.0
Fostering entrepreneurial thinking: the role of enterprise education in Sport Business Management programmes
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.
Copyright (c) 2026 Ricardo de Sousa, Lee Edmondson https://creativecommons.org/licenses/by/4.0
Shaping meaningful conceptualisations in undergraduate Physical Chemistry using a flipped learning approach
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.
Copyright (c) 2026 Alexandra Croft, Joyashish Debgupta https://creativecommons.org/licenses/by/4.0
Transparent Use of Generative Artificial Intelligence in Assessments
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.
Copyright (c) 2026 David Claxton https://creativecommons.org/licenses/by/4.0
Co-Designing for Belonging: A Digitally Enabled Intervention to Support First Generation Students
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.
Copyright (c) 2026 Michael Bass https://creativecommons.org/licenses/by/4.0
Problem-based learning: Is it a way to enhance engagement in heterogenous cohorts of postgraduate students?
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.
Copyright (c) 2026 Samrein Ahmed, Amal Hussein https://creativecommons.org/licenses/by/4.0
From a break in study to a successful return
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.
Copyright (c) 2026 Richard West https://creativecommons.org/licenses/by/4.0
Chemboost: A Widening Participation Tutoring Programme
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.
Copyright (c) 2026 Alexandra Males, Alice Johnson, Joyashish Debgupta, Novaya Bedward-Makanjuola, Gabriel Ost, Ibraheem Ahmad, Mel Lacey https://creativecommons.org/licenses/by/4.0
From Structural Completion to Analytical Performance: Using Artificial Intelligence-Generated Artefacts to Diagnose Gaps in Student Reasoning
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.
Copyright (c) 2026 Alonso Blanco-Velo https://creativecommons.org/licenses/by/4.0