Senior Lecturer, Teaching Fellow
Caddell, M. (2014, December). Making internships meaningful: the challenge of encouraging reflection and skills articulation. Presented at SRHE Annual Conference 10-12 December 2014, Newport, South Wales
In recent years considerable emphasis has been placed on embedding employability and skills development in core university curriculum content as well as providing additional s...
Caddell, M. (2012, October). Making internships work for universities, employers and (mature) students'. Presented at HEA Employability Seminar, Milton Keynes
Caddell, M. (2011). Making internships work for Scotland's students and third sector organisations. Mid-point review of third sector internships Scotland. Edinburgh: Third Sector Internships Scotland (TSIS)
06 July 2017
The FINALISTS for the third year of The Herald’s Higher Education Awards have been announced.
The awards, in association with the University of the West of Scotla...
01 March 2018
01 March 2018
Caddell, M. (2009). Working Journeys: exploring Open University in Scotland students’ study motivations and the relationship between study and employment. Scotland: The Open University
Caddell, M. & Smith, S. (2011, March). Making work placements workfor Scotland's students and employers. Presented at QAA Enhancement Themes Conference, 2011, Edinburgh
Davis, S., Smith, B. & Sambell, K. (2006). Can we ever improve feedback without additional resources?. York: n/a
No abstract available.
Sambell, K. (2014). Informal feedback : feedback via participation. Hong Kong: Centre for the enhancement of teaching and learning (CELT)
This Briefing has been written by Professor Kay Sambell at the invitation of the HKU Wise Assessment Project. Its theme, capitalising on opportunities for informal feedback to...
Sambell, K. & Johnson, R. (1998, July). Assessment and the Expanded Text: students' perceptions of the changing English curriculum. Paper presented at Higher Education Close Up Conference, University of Central Lancashire, Preston
The question of how assessment impacts on what students study and learn, and the lifelong learning models individuals develop whilst at university, have been the subject of mu...
Sambell, K., Brown, S. & Graham, L. (2017). Professionalism in practice: new directions in learning, teaching and assessment in higher education. Palgrave Macmillan. ISBN 9783319545516
This book acts as a highly practical guide for new and experienced lecturers, learning supporters and leaders in Higher Education; and offers plentiful examples and vignettes ...
Sambell, K. (2012). Involving students in the scholarship of assessment: student voices on the feedback agenda for change. In Merry, S., Price, M., Carless, D. & Taras, M. (Eds.). Reconceptualising feedback in higher education: developing dialogue with students, 80-91. Taylor & Francis (Routledge). ISBN 9780415692342, 9780415692359, 9780203522813
This chapter focuses on an initiative which sought to promote and deepen students’ awareness, reflection and conceptual development with regard to assessment for learning (McD...
Sambell, K. (2012). Engaging students through assessment. In Dunne, E. & Owen, D. (Eds.). The student engagement handbook : practice in higher education, 379-396. Emerald. ISBN 9781781904237, 9781781904244
Sambell, K. (2011). ‘This was really different!' Alternative perspectives on the student experience of assessment: alienation and engagement. In Solomonides, I., Reid, . A. & Petocz, P. (Eds.). Engaging with learning in higher education, 185-208. Libri Publishing. ISBN 9781907471537
This chapter focuses on students' experiences of engagement in the context of assessment. It explores one case study, which formed part of a university-wide attempt to promot...
Sambell, K. & Beven, P. (2009). 'I didn't expect to get so much out of it myself': Student perspectives on the relationship between peer mentoring and self assessment. In Hampton, D. & Potter, J. (Eds.). Students supporting students, 15-18. Staff and Educational Development Association (SEDA). ISBN 9781902435480
This paper presents case study research into the student experience of becoming a mentor on an undergraduate Joint Honours programme at Northumbria University. The teaching te...
Sambell, K. (2009). Enquiry-based learning and formative assessment environments: student perspectives. Practitioner Research in Higher Education. 4(1), 52-61. ISSN 1755-1382
This paper outlines case study research into first-year students’ experiences of enquiry based learning (EBL) on a year-long introductory theory module. Students were supporte...
Samberll, K. & Gibson, M. (2008). The medium became the message: the MEDAL project as learning space. In Hodsdon, L. & Segal, R. (Eds.). FDTL voices : drawing from learning and teaching projects, 100-107. Higher Education Academy. ISBN 9781907207136
Our contribution offers a retrospective glimpse into some perspectives on the MEDAL (Making a difference: educational development to enhance academic literacy) project, a thre...
Napier Big Read is Finalist in Campaign of the Year in 3rd Annual Herald Higher Education Awards, 2017
5 July 2017
Edinburgh Napier University
1 March 2018