Evidencing SoTL-Active

SoTL projects are available to everyone interested in improving their teaching and learning approaches and sharing those results with others. Hallam colleagues can now apply for funding to support their project work. More details can be found on the LTSS SharePoint site. Project proposals can be made using this online form 

There are now over 50 active SoTL projects at SHU, spanning all three Colleges and including projects from professional services directorates. Many of these projects presented their outputs at the July 26 Teaching and Learning Conference, and are publishing findings through our SoTL journal, SoTL blog, SoTL case studies and SoTL podcast: https://lta.shu.ac.uk/scholarship

The projects are strongly aligned with SHU priorities around student success, inclusion, employability, digital innovation, authentic learning and student partnership. These are integral to our Student Success Strategy, and evidence strong strategic alignment of SoTL activity.

A full database of SoTL@SHU projects can be found here: SoTL Project Database

This blog post details the themes of the current project activity and reflects on the types of methods the projects are using for their enquiry. There are also examples of how projects are working effectively alongside students. These themes can be used to filter projects when searching the above database.

Project Themes

Artificial Intelligence and Digital Innovation

This is one of the largest thematic clusters and reflects significant institutional investment in AI literacy, including a supported call for commissioned AI projects during this academic year.

Projects explore:

AI-supported assessment and feedback
AI literacy and ethical use of AI
AI-generated learning resources (e.g. podcasts)
AI-supported translanguaging and multilingual learning
AI for professional development and coaching
AI in creative disciplines and design
Digital learning environments and online delivery models
Virtual reality and immersive simulation environments

Examples include:

AI-supported translanguaging in EAP
AI-generated podcasts
Mapping AI confidence and literacy
GenAI for formative feedback
AI in mathematics teaching
Ethical AI use in Psychology
Immersive policing and security simulations
REACT-XR VR simulation for paramedic education

Inclusion, Equity and Belonging

A second major strand focuses on widening participation and inclusive practice and aligns with our institutional commitments within and beyond the Access and Participation Plan.

Topics include:

Mature learners
Commuter students
Students returning from breaks in study
Female engineering students
Black and LGBTQ+ students
Students with disabilities and neurodiversity
Linguistic inclusion and multilingualism
Inclusive assessment practices
Supporting students during Ramadan
Awarding-gap reduction initiatives

Employability and Applied Learning

Employability features very strongly across the range of SoTL projects signifying our institutional commitment to applied learning and graduate outcomes.

Projects examine:

Placement uptake and barriers
Work-readiness
Career readiness
Curriculum-integrated employability
Authentic assessment
Industry engagement
Graduate skills development
Professional identity formation

Notable examples include:

Future Now applied project evaluation
Film Beyond Borders
Student employability audits
Placement participation studies
Professional simulation projects in nursing, social work and paramedic education

Student Engagement, Retention and Success

Many projects focus on understanding and improving student engagement, and seek to explore:

Attendance
Assessment engagement
Retention and continuation
Sense of belonging
Transition into university
Study habits and independent learning
Timetabling and scheduling issues

Examples include:

PASS peer-support scheme
Timetabling and attendance
Name-learning and belonging
Foundation Year transition activities
Barriers to assessment engagement
Engagement with Blackboard module sites

Teaching Practice and Curriculum Enhancement

A substantial number of projects focus on improving teaching practice.

Topics include:

Peer observation
Research-informed teaching
Collaborative teaching models
Guided independent study
Synchronous online support
Learning design
NSS-informed teaching practices
Relational pedagogy
Teacher identity development

Overview of data collection methods

The SoTL projects are overwhelmingly mixed-method in nature. Project leads are drawing on social science research methodology and applying disciplinary practices to their SoTL work.

Surveys and Questionnaires

The single most frequently used method used within SoTL projects. Surveys are quick and easy to administer, but we do risk over-surveying our students.

Examples include:

Pre/post confidence surveys
Evaluation questionnaires
Student voice surveys
AI literacy surveys
Attendance and engagement surveys
Placement surveys
Student experience questionnaires

Focus Groups

This is most common qualitative approach and can be used effectively to gather multiple voices. However, a focus group is not just a large group interview, there is skill involved in facilitating focus groups to bring the group to a consensus.

Used to explore:

Student experiences
Reflection on interventions
Curriculum innovations
Online learning experiences
AI use
Inclusion and belonging
Mature learner experiences

Interviews

This method is used in many projects. It is good to see a range of participants targeted by these project interviews.

Semi-structured interviews
Cognitive interviews
Group interviews
Alumni interviews
Student and staff interviews

Learning Analytics and Institutional Data

Many projects use existing institutional datasets, and this is a valuable source of secondary data.

Attendance records
Blackboard analytics
Assessment outcomes
Pass rates
NSS/CLEQ responses
MEQ data
Engagement records

Reflective Methods

Interestingly, these methods are common in projects involving professional learning and employability.

Examples:

Reflective journals
Reflective statements
Student narratives
Most Significant Change methodology
Written reflections after interventions

Participatory and Creative Methods

A notable feature of the projects is the use of creative methods reflecting the innovation in enquiry and reflecting disciplinary preferences.

Methods include:

Listening Rooms
LEGO Serious Play
Story-based approaches
Linguistic landscape mapping
Student-created films
Co-design workshops
Collaborative scenario design

Experimental/Pilot Intervention Evaluation

Many projects evaluate a specific teaching innovation via known evaluative methods. Pilot studies are also a good step towards a more intensive evaluation.

Pre/post measures
Pilot studies
Comparative cohorts
Workshop interventions
Simulation exercises
Digital tool implementations

How projects are working with students as researchers

Student partnership is one of the strongest features of the active projects and a key feature of SoTL@SHU (Felton’s principles 2013). Staff are working alongside students in a variety of ways.

Student researchers as paid research assistants

Many projects use their funding for students to:

Conduct qualitative analysis
Support data collection
Run focus groups
Assist with transcription
Analyse assessment artefacts
Produce reports and outputs

Students as Co-Researchers

Several projects move beyond consultation towards partnership in key project milestones.

Students are involved in:

Designing research questions
Shaping methodologies
Interpreting findings
Co-producing recommendations
Evaluating interventions

Students as Co-Creators of Learning

Many projects position students as active SoTL partners.

Examples include:

Student-designed nursing simulations
Creation of creative and film projects
AI-supported curriculum design
Collaborative workshop delivery
Student-led employability audits

Students as Peer Mentors and Facilitators

Several projects work with students in developmental roles.

PASS mentors
Alumni mentors
Peer-support facilitators
Student representatives
Course representative advisory groups

Students as Producers of Knowledge

A distinctive feature of the projects is that students are frequently generating outputs rather than simply providing feedback.

Student-produced films
Student storytelling projects
Employability audits
Creative research outputs
Co-created toolkits and recommendations

This overview provides an insight into our aspirations for Stage 2 of the SoTL@SHU launch – to be more SoTL active. We can see this in the scope of project activity and the range of methodological approaches employed. Student partnership is prominent, with many projects moving beyond student feedback to involve students directly in design, data collection, analysis and dissemination. About 25-35% are already inter disciplinary, which is our aim for SoTL Stage 3!

AI Transparency Scale 4: AI for Enhancing

AI is used extensively throughout the task to create topic and methodological themes as directed by the author. These themes were edited by the author, including the consolidation of themes with more meaningful titles. These themes were also checked to ensure reliability by asking challenging prompts. Commentary on the themes is the human author.

Author

Professor Liz Austen, Associate Dean Learning, Teaching & Student Success