The Seventh Annual Learning & Teaching Conference:
“Embracing Diversity”
Wednesday 9th January 2013
Exhibition Space
Book of Abstracts
IC, Collaboratory Room 2
& Richard Roberts, Atrium
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1.Internationalising Learning and Teaching at Sheffield: resources, case studies & support
(Richard Roberts, Atrium)
Contributors: Ian Bache (University Director of Learning and Teaching for Internationalisation), Deanna
Meth (Learning & Teaching Development Manager, LeTS), Mary Kane (Internationalisation Project
Manager, LeTS)
What is it about?
The poster “Internationalisation and Inquiry-based Learning (IBL) at the University of Sheffield” covers a
range of CILASS (Centre for Inquiry-based Learning in the Arts and Social Sciences)-funded projects,
showing how inquiry-based approaches have helped to develop internationalised curricula. Copies of
‘The Sheffield Companion to IBL’ produced by CILASS will also be available.
Some inquiry-led activities have highlighted the different academic cultural backgrounds and
expectations that our students may have, bringing to the fore the difficulties some students may have
working in this way. A 2011 paper by Ian Bache and Richard Hayton (Department of Politics) suggests
possible ways forward in using IBL approaches with diverse student cohorts.
The poster “Global Futures: disciplinary approaches at the University of Sheffield” presented at Going
Global 2012 in London shows three examples of how faculties have crossed disciplinary ‘silos’ to give
students experiences of multi-professional intercultural collaborations with real world scenarios.
Implementing institutional strategy can be perceived as a top-down process and met with resistance.
Initiatives that emerge from staff and students working in disciplinary contexts can often have large
impact and influence.
How will colleagues benefit from this?
Much work is being carried out in this area at Sheffield and delegates will benefit from discussing
approaches and solutions with colleagues currently driving and supporting this agenda.
2. Sheffield Student 2013 - Tracking Project
(IC- Collaboratory Room 2)
Contributors: Julian Crockford (Widening Participation Research and Evaluation Unit Manager, LeTS) &
Paul Rodgers (Student Support and Guidance)
What is it about?
The Sheffield Student 2013 research project, which is being led by Student Support and Guidance staff
with the support of academic colleagues from Sociology and Geography, will follow the lowest-income
students through their student journey, from application through to the completion of their studies.
Researchers will use qualitative research methods to explore the students’ changing concerns,
expectations and experiences of university life, with a particular focus on their use and experience of
the financial, academic, pastoral and transitional support provided by the university.
How will colleagues benefit from this?
This display will give you an overview of the project. Two members of the project team will be on hand
to discuss the project and we would welcome comments on the project and any suggestions for
additional areas of inquiry that the project team could explore.
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3. Experiences from Massive Open Online Courses (MOOCs) and How the MOOC could potentially
increase diversity, social inclusion & learner engagement
(IC- Collaboratory Room 2)
Contributor: Mark Morley (Learning Technologist, CiCS)
What is it about?
This conference poster presents my own understanding of MOOCs and my experiences from
participation.
There is currently much interest and excitement at the emergence of an educational approach
commonly termed the ‘Massive Open Online Course’ or MOOC. These MOOCs are truly global in their
reach, and can be massive with tens of thousands of participants. Whilst the approach is very much in its
infancy the concept has gained traction in a short time and is developing and evolving almost on a
monthly basis. As the name implies, these ‘courses’ are open in the sense that they are available for
anyone to participate, they are at zero cost to the participants and the content is freely available
without restriction. Depending on the type of MOOC there may be no prerequisites to participation.
Thus, some would argue, MOOCs have the potential to open up higher education to vast numbers of
people who would not otherwise have access possibly due to gender, religion, culture, socio-economic
background or a host of life events or supposed disadvantages preventing access. They can also bring
greater breadth to the learning experience of traditional ‘campus-based’ participants, drawing upon
cultural differences and past life experiences.
I have been following the development of the MOOC phenomenon and have participated in a number,
both of the now split strands of cMOOC and xMOOC varieties. The cMOOCs I’ve participated in have
included Change: Education, Learning, and Technology facilitated by the originators of the MOOC
concept, Stephen Downes, George Siemens and Dave Cormier, DS106 Digital Storytelling facilitated by
Jim Groom, and Openness in Education by Dave Wiley. For the xMOOCs, I have participated in The
University of Michigan’s Social Network Analysis. This has enabled me to develop an understanding of
the contrast between the two approaches and how the differing approaches are facilitated.
How will colleagues benefit from it?
It will give delegates an insight into the MOOC phenomenon and may provide pointers to how online
elements of courses can enhance existing course structure, delivery, and participation.
4. CiCS Learning Technology Team (CiCSLTT) Support
(IC- Collaboratory Room 2)
Contributors: Chris Clow, Ken Grace, James Goldingay, Mark Morley, Ian Mumby, Pete Mella, Khalid
Rahmatullah, Graham McElearney
What is it about?
The CiCS Learning Technology Team (CiCSLTT) can help to enhance your learning and teaching through
the use of technology across a range of areas, such as collaboration, assessment, feedback, flexible
delivery of resources and digital creativity. These themes can be supported via a variety of
complementary services and technologies. The key to using these successfully is to understand the
underpinning learning and teaching issues that you wish to address, and our team is here to help you
with this.
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How will colleagues benefit from this?
Colleagues will benefit from attending our stand in the exhibition through seeing the broad range
support that we can offer, by using a diverse array of services and technologies, including lecture
recording tools, Google Apps, e-assessment and feedback tools within MOLE, e-Portfolio tools,
electronic voting systems, video/web conferencing, and media hosting and production tools.
5. The ‘Discover and Understand’ Project
(IC- Collaboratory Room 2)
Contributor: Richard Ward (Learning and Teaching Development Manager, LeTS)
What is it about?
The Discover and Understand project presents a wealth of opportunities for our undergraduates to
access interdisciplinary research ideas and keynote events from across the University’s world class
academic community. The project seeks to highlight opportunities for our students to engage with the
wider University curriculum and to gain insights into interdisciplinary study and the role of research in
creating inspirational learning opportunities.
The engaging programme of activities includes:
Inspiration and Co. (Made in Sheffield since 1905)
Inspiration and Co. provides opportunities for the student community to highlight inspirational teaching.
More than fifty academic staff have been nominated by students. Nominees will be voted on by the
student community using a unique on-line interface developed for the Discover and Understand project.
The six highest polling inspirational teachers will be invited to participate in a lecture series during
Semester 2, helping to build up a bank of resources concerning exceptional practice.
The Sheffield Colloquium
The Colloquium is the flagship event for Discover and Understand in this academic year. The event
offers a highly participative week of activity for up to 100 competitively selected undergraduates. The
Colloquium will offer the opportunity for undergraduates to debate with world class researchers and to
apply an interdisciplinary approach to the question ‘How do we build sustainable communities?’
The Sheffield Lecture Series
We will be highlighting opportunities to attend and engage with key-note presentations, research
orientated events (departmental seminars, departmental conferences, seminars colloquia, professorial
lectures, etc.) beyond the disciplinary boundaries of undergraduate degree studies.
How will colleagues benefit from this?
Our display will provide the opportunity for colleagues to find out more about the project and how it
seeks to explore students’ capacity for interdisciplinary thinking and the promotion of a stronger
appreciation of how research can inform teaching to create an inspirational experience. Through
Inspiration and Co we are able to showcase ideas that inspire, providing open lectures geared to interdisciplinary audiences.
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6. Embracing Diversity- Art Work
(IC- Collaboratory Room 2)
Contributor: Jamileh Ahou Hafezian (Department of Education)
What is it about?
My aim is to create 'accessible' art that symbolises ‘embracing diversity’ and cares about the learning
community. I intend to represent that Higher Education which cares about cultural diversity and the
community can be in a genuine dialogue with the multiculturalism and globalisation by respecting all the
community and their cultures.
I believe art and creation must take their rightful place at the heart of society. Also science has one
common language that gives us the possibility to work together without religious, political, cultural or
social barriers.
I got my inspiration from trees. We die with any colour or race then our body decays and trees absorb
all the nutrients and water from mother earth. With the sun’s energy, leaves release oxygen which is
essential for our existence, also producing aesthetic and edible fruits for our nurture. To model this
example I will display a tree which is soaking its roots into symbols of diverse cultures.
The educational authorities such as higher education (e.g. The University of Sheffield) are responsible
for transporting this information into the right place to get absorbed in a discipline (faculties e.g. social
sciences) and eventually in a department (education) and flourish and transform it into fruits of
knowledge (books, articles, seminars, talks, workshops, visual aids), which would be accessible to all,
edible for all.
Why not soak our roots into all the cultural values as every culture has something to offer in different
disciplines?
How will colleagues benefit from this?
I believe this work can enhance the understanding of individuals at this conference, where particular
issues can be presented and explored by the participants, resulting in an increased awareness of
different perceptions of shared issues.
This work will also improve the aesthetics of the IC and enrich and enliven the conference learning
atmosphere, whilst also promoting a connection of visual design to the stakeholders.
7. Students on the Enhanced University Preparation Programme, SIC
(IC- Collaboratory Room 2)
Contributor: Alexandra Christou (Academic Director, Sheffield International College)
What is it about?
Students at Sheffield International College already see themselves as part of the University community.
While at SIC, and on progression, many of our students become actively involved in the broader student
community, in clubs and societies and the Students' Union. The question of integration is an important
one for our students who often form strong intra-cultural networks while at SIC. A small-scale research
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project was carried out over the autumn term by a group of 11 SIC students who investigated the
themes of this year's Learning & Teaching Conference. Their research explores SIC students' previous
educational experience and views on integration and mentoring. Some interesting issues emerge from
the group's discussions of their findings.
How will colleagues benefit from this?
Colleagues will benefit by considering some of the important questions raised by this research; about
how well the University communicates the benefits of internationalisation to both home and overseas
students and whether the networks already established are the ones that SIC graduates will maintain
and extend on progression.
8. The new Researcher Professional Development Team
(IC- Collaboratory Room 2)
Contributors: Lawton, Eunice (Researcher Development Manager, Faculty of Engineering) & Bryony
Portsmouth (Researcher Professional Development Team Leader)
What is it about?
The University has shown its commitment to researcher development through the creation of a new
team whose remit is to provide the University’s research staff population with access to a holistic
package of professional development support. A programme of support is already available and is being
developed in 2012/2013 to ensure an increasingly more employer and researcher influenced model.
Broad overview of support available:
•Training and development programmes benefitting research and individual careers, which employers
have said they find credible and which will facilitate networking between research staff from different
academic departments
•Faculty forums
•Expert careers advice tailored to individual needs
•A researcher-mentoring programme
•Enterprise initiatives
•Impact evaluation
The team operates within a wider framework of support available to research staff, which includes
support from their manager, from fellow research staff, from departmental support staff and from the
professional services.
How will colleagues benefit from this?
Colleagues will be able to find out about the new research development team and the ways in which it
will; provide and enhance staff development, offer expert consultancy, support and enrich cross
University development, and be part of a wider drive to enable individuals to contribute to the
production of world class research.
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9. Enterprise Education at The University of Sheffield
(IC- Collaboratory Room 2)
Anna Nibbs (Enterprise Learning Development Officer)
Contributors: Maria Barluenga; Christina Elliott; Jennifer Farrar; Sara Pates, Alison Riley; Elena
Rodriguez-Falcon
What is it about?
Enterprise at The University of Sheffield is about having ideas and doing something about them. It is
making ideas happen.
An enterprising curriculum helps students to become creative problem-solvers, apply their knowledge
to real life situations and develop the skills they need to manage limited resources under uncertain
conditions, translating into a richer learning experience and an improvement in students’ confidence
and employability skills.
The University is committed to the vision that each of its students has the opportunity to engage with
enterprise. University of Sheffield Enterprise (USE) is currently undertaking a detailed Mapping Exercise
to survey and capture enterprise education provision across the institution. Furthermore, in December
2012 the Senate formally approved an institution-wide Enterprise Education Mission, Vision and
Strategy for 2012-16.
How will colleagues benefit from this?
This display aims to raise awareness of enterprise education, its benefits and practical application,
showcasing inspiring and diverse examples of existing good practice within the University. Colleagues
will have the chance to talk to Enterprise Learning Development Officers and find out more about the
2012-16 Strategy, the emerging outcomes of USE’s Mapping Exercise, and the many ways in which USE
can support academic staff in embedding enterprise within the context of their own subject curricula.
10. Supporting Diversity - Supporting the Supporters and SSiD: resources, support and staff
development opportunities
Contributors: Julie Chan Watson (Supporting the Supporters Coordinator, SSiD), Sandra France (Team
leader, SSiD)
What is it about?
A key focus for both SSiD (Student Services Information Desk) and the Supporting the Supporters
initiative is supporting a diverse group of students and supporting staff in this area. The display will
showcase the various support available to staff and students via SSiD, and also the support resources
available to staff as part of the Supporting the Supporters initiative.
As the front face of the Student Services Department, SSiD are well placed to provide information and
support to staff and students in the area of supporting a diverse group of students.
The Supporting the Supporters staff development programme covers a wide range of topics including
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sessions focused on embracing and supporting a diverse student population. Staff may find it beneficial
to consider these aspects when developing teaching material and supporting students. Topic categories
include cultural awareness, disability, mental health, dyslexia, equality, LBGT students, international
students and more.
Copies of support publications and promotional material will also be available.
How will colleagues benefit from this?
Delegates will benefit from discovering the different areas of support SSiD offers to staff and students,
and the support available to staff supporting students through the Supporting the Supporters staff
development programme. Delegates can also discuss their thoughts and staff needs in relation to
Supporting the Supporters with key colleagues involved in this area.
11. An Introduction to the 301 Student Skills and Development Centre
Contributors: Rachel Jones, Matthew Martin and Kathryn Rooney
What is it about?
In early 2013 the University of Sheffield will launch 301, a new Student Skills and Development Centre
based in an extensively refurbished building at the heart of the University’s estate. This new, flexible
learning space will make a significant contribution towards the realisation of University’s Learning and
Teaching Strategy 2011-16, specifically by:
· Assisting with the creation of communities of learning, by developing a range of peer support
schemes for students (such as academi mentoring programmes and academic reading groups)
· Supporting the delivery of the University’s employability strategy, by working in partnership with our
Careers Service to raise student awareness of and participation in employability skills initiatives
· Encouraging students to enhance their cultural agility through engagement with ‘Languages for All’,
our new foreign language tuition initiative, and various opportunities to study and work abroad
· Delivery of a range of new study skills development activities, created to equip students with the
skills they need to fulfil their academic potential and develop the attributes of a Sheffield Graduate
How will colleagues benefit from this?
This exhibition will give staff the opportunity to find out about the the facilities, activities and services
offered in the new Centre.
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