Senior Lecturer & Senior Teaching Fellow
Sambell, K. (2008). Seeing the signs : involving students as researchers across the disciplines via a research-based teaching framework. Northumbria University. ISBN 9781861354525
The work reported in this guide was undertaken as part of a
Northumbria University Research-informed Teaching project called ‘Seeing the Signs: involving students as researche...
Sambell, K. (2008). Using enquiry-based learning to support research informed teaching in the first-year experience. Northumbria University. ISBN 9781861354518
This guide discusses a project that was funded by Northumbria University’s research-informed teaching (RiT) initiative: ‘The Impact of Enquiry-Based Learning: student perspect...
Sambell, K. & Graham, L. (2009). Towards an assessment partnership model?: students' experiences of being engaged as partners in Assessment for Learning (AfL) enhancement activity. In Little, S. (Ed.). Staff-student partnerships in higher education, 31-47. Continuum. ISBN 9781441187154, 9781441112224
The aim of this book is to build on existing and emerging expertise in staff-student partnerships that go beyond the consultation model, instead illustrating an approach of st...
Society for Research into Higher Education
Teaching-focused academics in UK Life Science departments may experience anxiety about their continued ability to teach undergraduates at Honours level, and postgraduates at Masters and doctoral level...
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
Senior Lecturer, Teaching Fellow
Garden, C., & Rivera, E. (2018). Putting theory into practice: gamification for student engagement. In EDULEARN18 Proceedings, 4563-4570. https://doi.org/10.21125/edulearn.2018.1138
Gamification is the use of game design elements in a non-game contexts . It is an intervention that has been used in a business setting for a number of years and is now bec...
Rivera, E. S., & Garden, C. L. P. (2018). Theory and Games: Developing a method for gamifying Higher Education. In EDULEARN18 Proceedings
Gamification, the use of game attributes in non-game context, is used in the private sector as well as education. Research into Gamified Learning (GL) often focuses on case...
Sambell, K., & Graham, L. (2014). Engaging experienced students as academic mentors in support of the first-year experience: the Epistemic Apprenticeship Project. In C. Bryson (Ed.), Understanding and developing student engagement, 203-217
No abstract available.
Sambell, K. (2013). Involving students in the scholarship of assessment: student voices on the feedback agenda for change. In S. Merry, M. Price, D. Carless, & M. Taras (Eds.), Reconceptualising feedback in higher education: developing dialogue with students, (80-91). Taylor & Francis
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. (2013). Engaging students through assessment. In E. Dunne, & D. Owen (Eds.), The student engagement handbook : practice in higher education, (379-396). Emerald
Caddell, M., & Cannell, P. (2012). Rethinking graduate attributes: understanding the learning journeys of part-time students in the Open University in Scotland. In S. Oosthuizen, & B. Jones (Eds.), Part-Time study: the new paradigm for Higher Education?
Four in ten of Scotland’s university students study part time. But their voices and experience are often sidelined in debates about employability and graduate attributes. What...
Johnson, R. & Sambell, K. (1999). Assessment strategies to encourage partnership: students’ perspectives of the value of self and peer assessment in the development of written communication. In Graal, M. & Clark, R. (Eds.). Writing development in higher education : partnerships across the curriculum :: proceedings of the 6th annual Writing Development in Higher Education Conference, n/a. ISBN 0953835103, 9780953835102
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