{"id":613,"date":"2026-08-27T21:17:28","date_gmt":"2026-08-27T20:17:28","guid":{"rendered":"https:\/\/blog.shu.ac.uk\/sotl\/?p=613"},"modified":"2026-09-08T20:00:03","modified_gmt":"2026-09-08T19:00:03","slug":"evidencing-sotl-active","status":"publish","type":"post","link":"https:\/\/blog.shu.ac.uk\/sotl\/evidencing-sotl-active\/","title":{"rendered":"Evidencing SoTL-Active"},"content":{"rendered":"

Evidencing SoTL-Active<\/h1>\n
\n
\"SoTL@SHU<\/figure>\n<\/div>\n\n\n

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<\/a>. Project proposals can be made using this\u202fonline form\u202f<\/a> <\/p>\n\n\n\n

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<\/a>  <\/p>\n\n\n\n

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. <\/p>\n\n\n\n

A full database of SoTL@SHU projects can be found here: SoTL Project Database<\/a><\/p>\n\n\n\n

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. <\/p>\n\n\n\n

\n\n\n\n

Project Themes<\/strong><\/mark><\/h2>\n\n\n\n

Artificial Intelligence and Digital Innovation<\/strong><\/h3>\n\n\n\n

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. <\/p>\n\n\n\n

Projects explore:<\/p>\n\n\n\n

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

    Examples include: <\/p>\n\n\n\n

      \n
    • AI-supported translanguaging in EAP <\/li>\n\n\n\n
    • AI-generated podcasts <\/li>\n\n\n\n
    • Mapping AI confidence and literacy <\/li>\n\n\n\n
    • GenAI for formative feedback <\/li>\n\n\n\n
    • AI in mathematics teaching <\/li>\n\n\n\n
    • Ethical AI use in Psychology <\/li>\n\n\n\n
    • Immersive policing and security simulations <\/li>\n\n\n\n
    • REACT-XR VR simulation for paramedic education  <\/li>\n<\/ul>\n\n\n\n

      Inclusion, Equity and Belonging<\/strong><\/h3>\n\n\n\n

      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. <\/p>\n\n\n\n

      Topics include:<\/p>\n\n\n\n

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

        Employability and Applied Learning<\/strong><\/h3>\n\n\n\n

        Employability features very strongly across the range of SoTL projects signifying our institutional commitment to applied learning and graduate outcomes. <\/p>\n\n\n\n

        Projects examine: <\/p>\n\n\n\n

          \n
        • Placement uptake and barriers <\/li>\n\n\n\n
        • Work-readiness <\/li>\n\n\n\n
        • Career readiness <\/li>\n\n\n\n
        • Curriculum-integrated employability <\/li>\n\n\n\n
        • Authentic assessment <\/li>\n\n\n\n
        • Industry engagement <\/li>\n\n\n\n
        • Graduate skills development <\/li>\n\n\n\n
        • Professional identity formation  <\/li>\n<\/ul>\n\n\n\n

          Notable examples include: <\/p>\n\n\n\n

            \n
          • Future Now applied project evaluation <\/li>\n\n\n\n
          • Film Beyond Borders <\/li>\n\n\n\n
          • Student employability audits <\/li>\n\n\n\n
          • Placement participation studies <\/li>\n\n\n\n
          • Professional simulation projects in nursing, social work and paramedic education  <\/li>\n<\/ul>\n\n\n\n

            Student Engagement, Retention and Success<\/strong><\/h3>\n\n\n\n

            Many projects focus on understanding and improving student engagement, and seek to explore:<\/p>\n\n\n\n

              \n
            • Attendance <\/li>\n\n\n\n
            • Assessment engagement <\/li>\n\n\n\n
            • Retention and continuation <\/li>\n\n\n\n
            • Sense of belonging <\/li>\n\n\n\n
            • Transition into university <\/li>\n\n\n\n
            • Study habits and independent learning <\/li>\n\n\n\n
            • Timetabling and scheduling issues  <\/li>\n<\/ul>\n\n\n\n

              Examples include: <\/p>\n\n\n\n

                \n
              • PASS peer-support scheme <\/li>\n\n\n\n
              • Timetabling and attendance <\/li>\n\n\n\n
              • Name-learning and belonging <\/li>\n\n\n\n
              • Foundation Year transition activities <\/li>\n\n\n\n
              • Barriers to assessment engagement <\/li>\n\n\n\n
              • Engagement with Blackboard module sites  <\/li>\n<\/ul>\n\n\n\n

                Teaching Practice and Curriculum Enhancement<\/strong><\/h3>\n\n\n\n

                A substantial number of projects focus on improving teaching practice. <\/p>\n\n\n\n

                Topics include: <\/p>\n\n\n\n

                  \n
                • Peer observation <\/li>\n\n\n\n
                • Research-informed teaching <\/li>\n\n\n\n
                • Collaborative teaching models <\/li>\n\n\n\n
                • Guided independent study <\/li>\n\n\n\n
                • Synchronous online support <\/li>\n\n\n\n
                • Learning design <\/li>\n\n\n\n
                • NSS-informed teaching practices <\/li>\n\n\n\n
                • Relational pedagogy <\/li>\n\n\n\n
                • Teacher identity development  <\/li>\n<\/ul>\n\n\n\n
                  \n\n\n\n

                  Overview of data collection methods<\/mark><\/strong><\/h2>\n\n\n\n

                  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. <\/p>\n\n\n\n

                  Surveys and Questionnaires<\/strong> <\/h3>\n\n\n\n

                  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. <\/p>\n\n\n\n

                  Examples include:<\/p>\n\n\n\n

                    \n
                  • Pre\/post confidence surveys <\/li>\n\n\n\n
                  • Evaluation questionnaires <\/li>\n\n\n\n
                  • Student voice surveys <\/li>\n\n\n\n
                  • AI literacy surveys <\/li>\n\n\n\n
                  • Attendance and engagement surveys <\/li>\n\n\n\n
                  • Placement surveys <\/li>\n\n\n\n
                  • Student experience questionnaires  <\/li>\n<\/ul>\n\n\n\n

                    Focus Groups<\/strong> <\/h3>\n\n\n\n

                    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. <\/p>\n\n\n\n

                    Used to explore:<\/p>\n\n\n\n

                      \n
                    • Student experiences <\/li>\n\n\n\n
                    • Reflection on interventions <\/li>\n\n\n\n
                    • Curriculum innovations <\/li>\n\n\n\n
                    • Online learning experiences <\/li>\n\n\n\n
                    • AI use <\/li>\n\n\n\n
                    • Inclusion and belonging <\/li>\n\n\n\n
                    • Mature learner experiences  <\/li>\n<\/ul>\n\n\n\n

                      Interviews<\/strong> <\/h3>\n\n\n\n

                      This method is used in many projects. It is good to see a range of participants targeted by these project interviews. <\/p>\n\n\n\n

                        \n
                      • Semi-structured interviews <\/li>\n\n\n\n
                      • Cognitive interviews <\/li>\n\n\n\n
                      • Group interviews <\/li>\n\n\n\n
                      • Alumni interviews <\/li>\n\n\n\n
                      • Student and staff interviews  <\/li>\n<\/ul>\n\n\n\n

                        Learning Analytics and Institutional Data<\/strong> <\/h3>\n\n\n\n

                        Many projects use existing institutional datasets, and this is a valuable source of secondary data. <\/p>\n\n\n\n

                          \n
                        • Attendance records <\/li>\n\n\n\n
                        • Blackboard analytics <\/li>\n\n\n\n
                        • Assessment outcomes <\/li>\n\n\n\n
                        • Pass rates <\/li>\n\n\n\n
                        • NSS\/CLEQ responses <\/li>\n\n\n\n
                        • MEQ data <\/li>\n\n\n\n
                        • Engagement records  <\/li>\n<\/ul>\n\n\n\n

                          Reflective Methods<\/strong> <\/h3>\n\n\n\n

                          Interestingly, these methods are common in projects involving professional learning and employability. <\/p>\n\n\n\n

                          Examples: <\/p>\n\n\n\n

                            \n
                          • Reflective journals <\/li>\n\n\n\n
                          • Reflective statements <\/li>\n\n\n\n
                          • Student narratives <\/li>\n\n\n\n
                          • Most Significant Change methodology <\/li>\n\n\n\n
                          • Written reflections after interventions  <\/li>\n<\/ul>\n\n\n\n

                            Participatory and Creative Methods<\/strong><\/h3>\n\n\n\n

                            A notable feature of the projects is the use of creative methods reflecting the innovation in enquiry and reflecting disciplinary preferences. <\/p>\n\n\n\n

                            Methods include:<\/p>\n\n\n\n

                              \n
                            • Listening Rooms <\/li>\n\n\n\n
                            • LEGO Serious Play <\/li>\n\n\n\n
                            • Story-based approaches <\/li>\n\n\n\n
                            • Linguistic landscape mapping <\/li>\n\n\n\n
                            • Student-created films <\/li>\n\n\n\n
                            • Co-design workshops <\/li>\n\n\n\n
                            • Collaborative scenario design  <\/li>\n<\/ul>\n\n\n\n

                              Experimental\/Pilot Intervention Evaluation<\/strong><\/h3>\n\n\n\n

                              Many projects evaluate a specific teaching innovation via known evaluative methods. Pilot studies are also a good step towards a more intensive evaluation.<\/p>\n\n\n\n

                                \n
                              • Pre\/post measures <\/li>\n\n\n\n
                              • Pilot studies <\/li>\n\n\n\n
                              • Comparative cohorts <\/li>\n\n\n\n
                              • Workshop interventions <\/li>\n\n\n\n
                              • Simulation exercises <\/li>\n\n\n\n
                              • Digital tool implementations  <\/li>\n<\/ul>\n\n\n\n
                                \n\n\n\n

                                How projects are working with students as researchers<\/mark><\/strong><\/h2>\n\n\n\n

                                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.<\/p>\n\n\n\n

                                Student researchers as paid research assistants<\/strong> <\/h3>\n\n\n\n

                                Many projects use their funding for students to:<\/p>\n\n\n\n

                                  \n
                                • Conduct qualitative analysis <\/li>\n\n\n\n
                                • Support data collection <\/li>\n\n\n\n
                                • Run focus groups <\/li>\n\n\n\n
                                • Assist with transcription <\/li>\n\n\n\n
                                • Analyse assessment artefacts <\/li>\n\n\n\n
                                • Produce reports and outputs  <\/li>\n<\/ul>\n\n\n\n

                                  Students as Co-Researchers<\/strong> <\/h3>\n\n\n\n

                                  Several projects move beyond consultation towards partnership in key project milestones. <\/p>\n\n\n\n

                                  Students are involved in: <\/p>\n\n\n\n

                                    \n
                                  • Designing research questions <\/li>\n\n\n\n
                                  • Shaping methodologies <\/li>\n\n\n\n
                                  • Interpreting findings <\/li>\n\n\n\n
                                  • Co-producing recommendations <\/li>\n\n\n\n
                                  • Evaluating interventions  <\/li>\n<\/ul>\n\n\n\n

                                    Students as Co-Creators of Learning<\/strong> <\/h3>\n\n\n\n

                                    Many projects position students as active SoTL partners. <\/p>\n\n\n\n

                                    Examples include: <\/p>\n\n\n\n

                                      \n
                                    • Student-designed nursing simulations <\/li>\n\n\n\n
                                    • Creation of creative and film projects <\/li>\n\n\n\n
                                    • AI-supported curriculum design <\/li>\n\n\n\n
                                    • Collaborative workshop delivery <\/li>\n\n\n\n
                                    • Student-led employability audits  <\/li>\n<\/ul>\n\n\n\n

                                      Students as Peer Mentors and Facilitators<\/strong><\/h3>\n\n\n\n
                                        \n
                                      • <\/li>\n<\/ul>\n\n\n\n

                                        Several projects work with students in developmental roles.<\/p>\n\n\n\n

                                          \n
                                        • PASS mentors <\/li>\n\n\n\n
                                        • Alumni mentors <\/li>\n\n\n\n
                                        • Peer-support facilitators <\/li>\n\n\n\n
                                        • Student representatives <\/li>\n\n\n\n
                                        • Course representative advisory groups  <\/li>\n<\/ul>\n\n\n\n

                                          Students as Producers of Knowledge<\/strong> <\/h3>\n\n\n\n

                                          A distinctive feature of the projects is that students are frequently generating outputs rather than simply providing feedback.<\/p>\n\n\n\n

                                            \n
                                          • Student-produced films <\/li>\n\n\n\n
                                          • Student storytelling projects <\/li>\n\n\n\n
                                          • Employability audits <\/li>\n\n\n\n
                                          • Creative research outputs <\/li>\n\n\n\n
                                          • Co-created toolkits and recommendations  <\/li>\n<\/ul>\n\n\n\n
                                            \n\n\n\n

                                            This overview provides an insight into our aspirations for Stage 2 of the SoTL@SHU launch \u2013 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!<\/p>\n\n\n\n

                                            \n\n\n\n

                                            AI Transparency Scale 4: AI for Enhancing <\/strong><\/mark><\/h2>\n\n\n\n

                                            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.<\/p>\n\n\n\n

                                            Author<\/strong><\/mark><\/h2>\n\n\n\n

                                            Professor Liz Austen, Associate Dean Learning, Teaching & Student Success<\/p>\n<\/div><\/div><\/div><\/section>

                                            <\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

                                            Evidencing SoTL-Active<\/p>\n","protected":false},"author":314,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"wds_primary_category":7,"footnotes":""},"categories":[7],"tags":[],"class_list":["post-613","post","type-post","status-publish","format-standard","hentry","category-sotl-development"],"acf":[],"_links":{"self":[{"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/posts\/613","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/types\/post"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/comments?post=613"}],"version-history":[{"count":9,"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/posts\/613\/revisions"}],"predecessor-version":[{"id":629,"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/posts\/613\/revisions\/629"}],"wp:attachment":[{"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/media?parent=613"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/categories?post=613"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.shu.ac.uk\/sotl\/wp-json\/wp\/v2\/tags?post=613"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}