Completed PCUTL projects by theme
(includes all project May 2006-September 2013)
Gender
Does gender have a role in learning and teaching experiences? An explorative case study within Cardiff University
F Sartorio (CPLAN) and K Reynolds (CARBS)
Research-led teaching
Using an audit report template to teach medical students about clinical audit
R Lewis (MEDIC)
Humboldt is dead. Research-led teaching in the contemporary university
C Bueger (EUROP) H Williams (ENCAP)
What is research- led teaching at Cardiff University?
L Sloan (SOCSI) S Bigot (ENGIN) J Gosling (CARBS) J Lees (ENGIN) M Arribas-
Ayllon (SOCSI)
Learning to teach
Learning to teach, teaching to learn: a handbook for PGTs
R Gray, J Pryor, H Worthington (ENCAP)
Understanding teaching needs at Cardiff: the role of PCUTL
B Fahnert (BIOSI) J Hilton (COMSC) J O`Mahoney (CARBS)
A comparison of evaluation scores using the Effective Clinical Dental Teaching Scale, and assessment of its acceptability as a teaching feedback tool.
C Emmanuel, B Koshy, S Woolley (DENTL)
The student experience
Comparisons of new student and staff perception of the undergrad experience at CU
K Phillips (BIOSI) A Mandal (ENCAP) L MacNiven (CARBS) R Wilson (MATHS) M
Wride (OPTOM) L Bott (PSYCH)
The student feedback system in CARBS
H Azacis T Hosoda S Selim S Mira(CARBS)
Teaching experience: the s tudents’ perception at degree level
G Aryee K Tolikas (CARBS)
Valuing guest lecturers
Q Langley (JOMEC) H Davies (ENGIN)
Mapping Expectations with Experience: Assessment of 1st year undergraduate students' perceptions of academic study.
Mapio Disgwyliadau gyda Phrofiad: asesu canfyddiadau myfyrwyr israddedig ynghylch astudio academaidd.
S Hiscox (PHRMY, C Reagon (SOHCS) D Luft (WELSH) H Shaw (BIOSI)
Impacts and adaptation in universities for the introduction of the Diploma secondary education qualification
T Alves (EARTH) H Li (ENGIN) S Tripathy (ENGIN) M Harbottle (ENGIN)
The Dental Postgraduate Research Student Experience. Satisfaction guaranteed?
R Moseley (DENTL)
CK/ PCUTL / September 2013 1

Completed PCUTL projects by theme
(includes all project May 2006-September 2013)
Effective supervision of interdisciplinary PhD projects across multiple schools
Irena Spasic(COMSC)
Learning Styles
An empirical investigation of a model of motivation to learn in higher education
A Ahmed (PSYCH) M Tombs (PYSCH)
A profile of our first year MSc cohorts and possible implications for teaching
L Purvis (CARBS) Y Wang (CARBS) M Toon (CARBS)
Cardiff v Malaysia: a comparsion of student experiences of one first year module
Stephen Hiscox (PHRMY) Module 2 project
Plagiarism
Plagiarism as a cultural construct
C Wardle (JOMEC) L Roach (CLAWS)
IPE
Interprofessional education – theory and practice
R Day, K Manuel, A Seymour, M Smith (SOHCS)
Transferable skills
Staff and student perception of transferable skills across the Arts and Sciences
G Armstrong (EUROS) J Hegarty (RELIG) L Ooi (CHEMY) R Perkins (EARTH)
Investigating the explicitness of written language skills assessment criteria within the
Sciences
S Coulman (PHRMY) S Cushion (JOMEC) J Lello (BIOSI) S Moore (CPLAN) R
Thomas (BIOSI)
Reflective practice in conservation education
Panagiota Manti (SHARE)
Information Literacy: Do we know what they know?
Hashmat Popat (DENTL) Peter Obee (INSRV) Wendy Cumines (SOHCS) Nichola
Gale (SOHCS)
Student perceptions of transferable skills across Science and Engineering
Amy Herbert (PHRMY) Rhys Pullin (ENGIN) Ma tt O’Regan (EARTH)
Employability skills: some modules do have them
Fiona Morgan (INSRV, ULS) Diane Harris (PGMDE) Sherran Milton (SOHCS) Lisa
Wallace (MEDIC)
‘Supporting undergraduate academic literacy development: an interactive resource
Stephen Rutherford (BIOSI) Module 2 project
I've been studying for 15 years and so know some things!': Some adventures in trying to make a study skills programme relevant.
Stephen Thornton (EUROS) Module 2 project
‘Skills for employability? No need thanks! We’re radiographers!’
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Completed PCUTL projects by theme
(includes all project May 2006-September 2013)
Keren Williamson (SOHCS)
Embedding CU Strategic Graduate Skills into the Curriculum
J Evas (WELSH) A Naylor (WELSH) S Robertson (ENCAP) P Burnap (COMSC)
Employability Skill: perceived importance against actual delivery and assessment.
Views from students and academic staff
P Prokopovich (PHRMY/ENGIN) E Brousseau (ENGIN) I Wigman (MATHS) i Harris
(CARBS)
Learning to Draw (Again): Sketching as a tool for Recording Geological
Interpretations
Tristram Hales (EARTH) Module 2
PDP
A review of the first year experience of PDP in three Schools
C Weston (COMSC) C Huang (COMSC) F Ennis (OPTOM) S Yousafzai (CARBS)
F Savage (BIOSI)
Maths support
Exploring A-level maths assessments: is A-level maths becoming easier and what are the implications for students entering HE
V Savani (MATHS) R Wilson (MATHS)
Quantifying Student Confidence in Mathematics
T Hales (EARTH) K Isaak + E Pascale (PHYSX) H Wong (CARBS)
Some problems associated with running a maths support service.
J Gillard (MATHS)
Module development with community engagement
Islamic Studies at Cardiff University and beyond
S Malik (RELIG), R Cawley (RELIG)
Troublesome knowledge
Why do people find it difficult to learn?
D DeSaulles (CPLS) Module 2 project
Learning environment
The physical environment; servicescapes in Higher Education
V James R Lewis (CARBS)
Eduscape: The effects of academic learning environments on university students’ emotions and approach-avoidance behaviours
Victoria Wells (CARBS) Module 2 project
Evaluation
Student evaluation of an e-learning package on prescription assessment
Rhian Deslandes (PHRMY) Module 2 project
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Completed PCUTL projects by theme
(includes all project May 2006-September 2013)
Review of student evaluation at WCPPE
Cath O’Brien (WCPPE)
‘Value added’
Value added in Schools of BIOSI and COMSC
Isabelle Durance (BISOI) Xianfang Sun (COMSC)
Some preliminary thoughts on discrepancies between the competences of secondary education leavers and the competences required in higher education students
T Prosser (CARBS) L Kawashita (ENGIN)
A-Level results as an indicator of academic success for Undergraduates in Pharmacy,
Medicine and Engineering
R Marsh (ENGIN) H Broughton (MEDIC) L Roberts (PHRMY) D Rogers(ENGIN) M
Smith (PHRMY)
Personal Tutoring
A comparative analysis of Personal Tutoring practice and experience
Sarah McCormack (ARCHI) Andrea Collins (CPLAN) William Davies (PSYCH)
Beatrice Blanchet (EUROS
Student-led initiatives
Student Led Approaches to the Philosophy of Law
R Sandberg , T Hayes , I Roele, E Stokes (CLAWS)
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Completed PCUTL projects by theme
(includes all project May 2006-September 2013)
Assessment and Feedback
Assessing assessment: how it is used by staff and students
C Wardle (JOMEC) Module 2 project
Can we enhance the effectiveness of lectures by reinforcing learning through postlecture quizzes?
G Della Porta (EARTH) H Askola (CLAWS) M Rozanowska (OPTOM) L Chung
(CARBS)
Talking to students: evaluating undergraduate final year projects
T Boyce (JOMEC) J Redman (CHEMY) N Harid (ENGIN) Y Melikov (ENGIN)
The role of self-assessment in improving student performance
L Smith (CLAWS) M Smith (CLAWS) B Rainey (CLAWS)
Subjectivity in the assessment of practical skills
S Rutherford (BIOSI) M Burgess (COMSC) H Walsh (CPLS) K Williamson (SOHCS)
Feedback: What do students want?
A comparative study of students’ expectations of ENGIN and SOCSI assessment and feedback
D Stroud (SOCSI) D Gardner (ENGIN)
On-line assessment – a useful and pedagogically relevant tool?
F Borza (ENGIN) K Evans (CARBS) G Sparey-Taylor (ENGIN) R Squire (SOHCS) A
Whittle (CARBS) S Williams (JOMEC)
The perceived added value of peer-marking in formative assessment: a cross disciplinary study.
H Jones (BIOSI) T Bartlett (ENCAP) P Crosthwaite (ENCAP) H Standley (BIOSI)
All together now: meeting the challenge of assessing group work
R Bew (JOMEC) J Davies (SOHCS) D Gibbon (SOHCS) S Hadwin (JOMEC)
It is correct to assume that students possess the necessary skills required to write high quality univeristy standard coursework essays?
J Bentley (JOMEC) K Coles (MEDIC) C Jones (CARBS) P Theobald (ENGIN)
S chools utilisation of P eer A ssessment: C ritical E valuation across Cardiff Univeristy.
Do you give students SPACE to learn?
W Van der Goes Van Naters (BIOIS) J Gwilliam (ARCHI, D Roberts (WCPPE, D
O’Neil (SONMS) D Sakellariou (SOHCS) B de Graaf (BIOSI)
Challenges in formative assessment across ENCAP, HISAR and CARBS
M Bigold (ENCAP) T Loughran (HISAR) R Gossedge (ENCAP) C Hoedemaekers
(CARBS)
M Umemura (CARBS)
An exploration of assessment practices at Cardiff University's Schools of Engineering,
Psychology and the Centre for Lifelong Learning
W Poortinga (ARCHI / PSYCH) J Hall (ENGIN) N Jones (LEARN)
Extenuating circumstances and assessment in Religious Studies and Engineering
Simon Brodbeck (SHARE) Christina Hopfe (ENGIN) Daniel King (SHARE)
Student experiences of feedback across four Cardiff University Schools
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Completed PCUTL projects by theme
(includes all project May 2006-September 2013)
Yukun Lai (COMSC) Daniel Smith (MEDIC) Jayne Cox (SOHCS) Carolyn Poulter
(PHRMY)
What type of feedback do students value?
Ian Brewis(MEDIC) Andrew Livingstone (PSYCH) Taman Powell (CARBS) Spyros
Stravoravdis (ARCHI)
Embedding assessment into course design: a view from Lifelong Learning
Nicholas Jones (LEARN ) Module 2 project
Maximising learning from feedback: three approaches
Devin Sapsford (ENGIN)
Enhancing formative feedback in large cohort modules: a case study from CARBS
Cemil Selcuk (CARBS)
What do students und erstand by ‘useful’ feedback
A Williams (JOMEC) I Garcia-Blanco (JOMEC) R Jones (MEDIC) L Ye (MEDIC)
Understanding the perceptions and factors that influence student engagement with formative assessment in mathematics education
P Anderson (ENGIN) N Savva (MATHS) F Dragoni (MATHS) V Knight (MATHS)
Improving the experience & assessment outcomes of international students
D Tolley (LEARN) E Cowie (LEARN) J Doughty (CLAWS)
Non- linear aggregation schemes for marking criteria
K Yokoi (ENGIN) S Schockaert (COMSC) K Sidorov (COMSC) M Pugh (MATHS)
International and UK Master students’ perception of feedback for their learning enhancement
R Zhang (CARBS) E Canetta (BIOSI)
What are student perceptions of the timeliness of feedback?
D Eyers (CARBS) J Jordan (ENCAP) K Hendry (EARTH)
Assessment, Feedback & the NSS: Does it fit the purpose?
Omnia Allam (COMSC) Module 2
Assessment and Inclusiveness: Broadening assessment strategies in a range of educational contexts
T Eastment (SOCSI) G Loukidis (COMSC) P Parkes (SHARE) M Wright (SHARE)
The reliability of assessment across the Schools of Psychology, Engineering and
Earth & Ocean Sciences
J Sweetmen (PSYCH) J Lissenberg (EARTH) M Bray (ENGIN)
Innovative assessments
S Pineda (ARCHI) D Denisov (MATHS) D Boric (SHARE)
Vocational / professional programmes
A cross-disciplinary study of student perceptions of the relationship between academic and vocational elements of their courses of study
E Pope (SOHCS) H Day (PHRMY) L Jones (SOHCS) G Thomas (SOHCS) S
Roberts (RELIG) S Woodman (RELIG)
Study of the educational needs of clinical tutors in the workplace
CK/ PCUTL / September 2013 6

Completed PCUTL projects by theme
(includes all project May 2006-September 2013)
M Allan (PHRMY, WCPPE)
Experiential and situated learning theory and its application to the teaching of the knowledge subjects in the Barristers’ training course
M Edwards (CPLS, CLAWS)
Physiotherapy Education: fit for twenty-first century healthcare?
Karen Visser (SOHCS) Module 2 project
Formula student as part of a mechanical engineering curriculum
Huw Davies (ENGIN) Module 2 project
Creating a work-based learning programme for ENGIN
Peter Theobald (ENGIN) Module 2 project
Module design
Putting theory into practice: mapping academic teaching against clinical practice in a
3 rd year role development module for undergraduate diagnostic radiographers
M Linehan (SOHCS)
Module design in the context of teaching problem-solving in modern engineering and architecture
C Bleil de Souza (ARCHI) W Rauen (ENGIN)
A cross- disciplinary comparison of undergraduatee course design
R Bayliss (CARBS) P Hemming (SOCSI) A Wood (OPTOM) A C Santana (CARBS)
Pre- Lecture learning: When does learning begin?
Sharon Magill (JOMEC) Module 2
Group work
Mapping group dynamics in problem-based learning; exploring the student experience
A Seymour (SOHCS) Module 2 project e-learning / technology enhanced learning
Educational technology and LAW
V Breda (CLAWS) Rhian Minty (CLAWS)
How good is your blend?
Vito Breda (CLAWS) Module 2 project
The use of innovative teaching in the postgraduate vocational training of lawyers
D DeSaulles (CPLS) V Kells (CPLS)
A comparative study of different approaches and use of technology in teaching
Y Kouropalatis (CARBS) V Polito (CARBS)
An Exploratory Study in the Use of Blackboard
L Cipcigan (ENGIN) M Hauptmeier (CARBS) J Liang (ENGIN) J Wu (ENGIN), P
Wylie (CARBS K Venkitachalam (CARBS)
A student needs analysis of Blackboard
J Kennedy (SOHCS) H Court (OPTOM) K Shelton (PSYCH) R Price-Davies (PHRMY)
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Completed PCUTL projects by theme
(includes all project May 2006-September 2013)
A journey through the maze of e-development
Sally Lau (PHRMY)Module 2 project
Learning psychiatry through film
Rhys Jones (MEDIC) Daniel Smith (MEDIC)
E-learning and equal opportunities
N Kent (BIOSI) H Gomez (PHYSX) N Buurma (CHEMY) S Pope (CHEMY) R Hughes
(PSYCH)
Developing the All Wales Pharmacy Technician Training programme: is blended learning a way forward?
Debra Roberts (PHRMY) Module 2
In the end it’s just the beginning: student engagement and interaction.
Naomi Dustan (JOMEC) Module 2
Simulation
– a tool for learning
S Clark (ARCHI) R Fokkens (MUSIC) y Zhao (CARBS)
Looking beyond assignments
– can information literacy and the University
Library Service (ULS) help students to succeed in job applications and interviews
Lynn Goodhew (INSRV, ULS)
Staff Journeys
From practice to academy: how do those recruited from professional backgrounds maintain their value as practitioners both for their students and their School?
K Gale (MEDIC) E Gilliam (JOMEC) P Hennessy (SOHCS)
Experiencing PCUTL
B Fahnert (BIOSI) Module 2 project
Academic mothers
K Hudson (SOCSI)
‘The Intellecturer’
C Cederstrom (CARBS)
Diversity and Inclusivity
E-Learning: How do we engage students to enhance learning and teaching activities?
O James (CARBS) B McWilliams (MEDIC) N Dervisi (CHEMY)
Standardizing Diversity: Inclusivity Policy across Three Cardiff University Schools
D Hicks (SO
CSI) G O’Grady (ENCAP) E Wren-Owens (EUROS) S Thornton
(EUROS)
Impact of specific learning difficulties on teaching and learning in History, Optometry and Pharmacy
Katharine Evans (OPTOM) Stephanie Ward (SHARE) Xenia Nixon (PHRMY)
Federica Ferlanti (SHARE)
CK/ PCUTL / September 2013 8

Completed PCUTL projects by theme
(includes all project May 2006-September 2013)
Theory & Practice
Blending theory and practice: working together to enhance teaching and learning
N Dunstan (JOMEC) S Magill (JOMEC)
Sustainability
Sustainability as Taught and Understood within the Schools of Psychology and Earth
& Ocean Sciences
J Constantine (EARTH) L Whitmarsh (PSYCH) S Lourenco (EARTH)
Recruitment
Selling to the students?
Understanding student choices in the university degree
Peter Mackie (CPLAN) Richard Gale (CPLAN)
Mature students
Do mature students learn differently from their younger peers? A case study in
Philosophy and Religious Studies.
Jules Holroyd (ENCAP) Naomi Appleton (SHARE) Crystal Addey (SHARE) Yiming
Wang (CPLAN)
Abstracts and some PowerPoint presentations for these projects can be found at: http://learning.cf.ac.uk/projects-funding/pcutl-projects
International
Scoping staff perceptions about the impact having international students has on their teaching practices
S Davies (SOCSI) E Mantzourani (PHRMY) G Bean (MEDIC) N Courtier (SOHCS)
Developing a framework for measuring internationalisation in the e-learning environment
J Haider (CARBS) R Andrews (CARBS)
Cultural diversity in teaching
Aoife McDermott (CARBS)
Improving the learning experiences for all in the international classroom: implementing best practice in Planning in the UK
Francesca Sartorio (CPLAN) Module 2
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