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Publications & presentations

Writing centres and peer mentoring 

In progress

  • Harrington, K., O’Neill, P. and Bakhshi, S. (in progress) Students' experiences of peer tutoring in academic writing: a case study from a UK Writing Centre. 
     
  • O'Neill, P., Harrington, K. and Bakshi, S. (in progress) Investigating the potential of collaborative peer writing tutorials in UK Higher Education: A two-year phenomenological study of writing mentors' reflections. 
     
  • O'Neill, P., Harrington, K. and Bakhshi, S. (in progress) Producing confident disciplinary writers: the evaluation of a student  writing mentor programme in the UK.
     
  • Sinfield, S., Burns, T., Holley, D., Hoskins, K., O'Neill, P. and Harrington, K. (2010 forthcoming) Raising the student voice. In Hilsdon, J., Keenan, C. and Sinfield, S. (eds.) Learning Development in Higher Education. London: Palgrave.

2010

  • Harrington, K. and O'Neill, P. Using student writing mentors to help first years adapt to university writing. Keynote speech at: Student Writing in Transition Symposium, Nottingham Trent University, 14 September 2010.
     
  • Harrington, K. (2010) Researching the role of the Writing Centre in promoting "Writing in the Disciplines" in UK higher education. Presentation at: Israel Forum for Academic Writing International Confernece: "Academic Writing and Beyond in Multicultural Societies", MOFET Institute, Tel Aviv, 28-29 July 2010 http://ifawconference.org/Conference%20program.htm
     
  • O'Neill, P. and Brinkschuelte, M. (2010) Negotiating National Identities: Students' Experiences of Academic Writing in an Era of Internationalisation of Higher Education. Presentation at: Conference on College Composition and Communication, Louisville, Kentucky, USA, 17-20 March 2010.
     
  • O'Neill, P. and Bhagat, D. (2010) Widening Participation Research in Art, Media and Design. Presentation at: National Art Learning Network and ukadia Conference. The St Bride Foundation.  10-11 January 2010.

2009

2008

2007

  • Harrington, K., O’Neill, P. and Bakhshi, S. (2007) Writing Mentors and the Writing Centre: producing integrated disciplinary writers. Investigations in university teaching and learning, 4 (2).
     

Writing and assessment in the disciplines

In progress

  • Powell, S. (2011 forthcoming) Study Skills for Heath Care Students. Quay Books. 
     
  • Bhagat, D. and O'Neill, P. (eds.) (2010 forthcoming) Widening Participation in Art and Design Higher Education, commisioned by Council for Higher Education in Art and Design, the Arts Council England, Higher Education Academy Subject Centre in Art Design Media and National Arts Learning Network.
     
  • Bhagat, D. and O'Neill, P. (2010) Writing design: A Collaboration Between the Write Now CETL and The Sir John Cass School of Art, Media and Design.  Art, Design and Communication in Higher Education, special issue. 
     
  • Deane, M. and O'Neill, P. (eds) (2010 forthcoming) Writing in the Disciplines. London: Palgrave MacMillan.
     
  • Harrington, K. (2010 forthcoming) The role of assessment in WiD. In Deane, M. and O'Neill, P. (eds) Writing in the Disciplines. London: Palgrave.
     
  • Harrington, K. (2010 forthcoming) Assessment: How do you really know? In Upton, D. & Trapp, A. (eds) Teaching Psychology in Higher Education, Blackwell and British Psychological Society Publishing.
     
  • Norton, L., Aiyegbayo, O, Harrington, K., Elander, J. and Reddy, P. (2010 in press) New lecturers’ beliefs about learning, teaching and assessment in higher education: The role of the PGCLTHE programme.  To appear in Innovations in Education and Teaching International, 4.
     
  • Yates, A., Norton, L.S, Shannon, L and Norton, B (in submission) University lecturers’ contextualisation of learning and assessment: A social cognition perspective. Submitted to Studies In Higher Education

2010

  • Bhagat, D. and O’Neill, P. (2010) The implications of widening participation research in art and design for higher education practitioner. Presentation at: 5th Centre for Learning & Teaching in Art & Design (CLTAD) international conference: Challenging the curriculum: exploring discipline boundaries in art, design and media, Berlin, German, 12-13 April 2010.
     
  • Brinkschulte, M. and O’Neill, P. (2010) Negotiating academic identities: students’ experiences of academic writing in an era of internationalisation of higher education. Presentation at:  Conference on College Composition and Communication concerence: Unwritten and Rewritten: Spaces for International Dialogue and Higher Education Writing Research, Part I, Louisville, Kentucky,  17–20 March 2010.
     
  • Brasington, J. and Smeets, W. (2010) Writing Centre data: a means towards curriculum-based writing solutions. Presentation at: 7th European Writing Center Association (EWCA) conference: “(Re) Thinking and (Re) Situating the Writing Center and WAC connection in Europe and Beyond, American University in Paris, 24–28 May 2010.
     
  • Harrington, K., O’Neill, P., Bakhshi, S. and Reynolds, L. (2010) Using wikis in training and to support reflective practice in the Writing Centre. Presentation at: 7th European Writing Center Association (EWCA) conference: “(Re) Thinking and (Re) Situating the Writing Center and WAC connection in Europe and Beyond, American University in Paris, 24–28 May 2010.
     
  • O’Neill, P., Harrington, K., Gossett, R., Holley, D. and Stott, R. (2010) Researching the role of the Writing Centre in promoting “Writing in the Disciplines” in UK Higher Education. Panel presentation at: 7th European Writing Center Association (EWCA) conference: “(Re) Thinking and (Re) Situating the Writing Center and WAC connection in Europe and Beyond, American University in Paris, 24–28 May 2010.
     
  • O’Neill, P. and Harrington, K. (2010) Researching the role of the Writing Centre in promoting “Writing in the Disciplines” in UK Higher Education. Presentation at: Israel Forum for Academic Writing International Conference:  Academic Writing and Beyond in Multicultural Societies, MOFET Institute, Tel Aviv, 28-29 July 2010.
     
  • Smeets, W. (2010) Writing programme design consultancy: Collaborations between departmental staff and the writing centre. Presentation at: 7th European Writing Center Association (EWCA) conference: “(Re) Thinking and (Re) Situating the Writing Center and WAC connection in Europe and Beyond, American University in Paris, 24–28 May 2010.
     
  • Westrup, B. and Smeets, W. (2010) An exploration of a formative referencing intervention. Presentation at: Israel Forum for Academic Writing International Conference:  Academic Writing and Beyond in Multicultural Societies, MOFET Institute, Tel Aviv, 28-29 July 2010.

2009

 

  • Harrington, K. and O'Neill, P. (2009) Contributions of 'Top 10 Dissertation Writing Tips',  in Waldman, J. (ed.), Doing Your Undergraduate Social Science Dissertation. London: Routledge.
     
  • Harrington, K., Freedman, M., Bakhshi, S. and O’Neill, P. (2009) Helping psychology undergraduates improve examination writing. Presentation at: HEA Psychology Network Event: Promoting Psychology Student Learning Through Assessment, London Metropolitan University, 27 March 2009.
     
  • Norton, L., Pitt, E., Harrington, K., Elander, J. and Reddy, P. (2009) Writing Essays at University: A Guide for Students, by Students. Write Now CETL (PDF).
     
  • Norton, L. (2009)  Assessing student learning. In Fry, H., Ketteridge, S. and Marshall, S. (eds.) A handbook for teaching and learning in higher education: enhancing academic practice, 3rd edition. Abingdon: Routledge.
  • Norton, L., Norton, B., Shannon, L. and Phillips, F. (2009) Assessment design, pedagogy and practice: what do new lecturers think?  Presentation at: annual conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL 2009), Indiana University, Bloomington, Indiana, USA, 22-25 October 2009.
     
  • Norton, L (2009) Assessment philosophies and practices in higher education: what do lecturers value? Paper for discussion by BERA SIG meeting at Institute of Advanced Studies, Lancaster University, 15 June 2009.
  • Norton, L. (2009) Assessment in higher education: Is there a link between pedagogical philosophies and assessment practices? Research seminar presentation at Derby University, 29 April 2009.
  • Powell, S. S. (2009) Successful academic writing: Developing the right style, British Journal of Healthcare Assistants, 2 (12), 507- 511.
     
  • Powell, S. S. (2009) Study Skills: Exam success, British Journal of Healthcare Assistants, 3 (4), 332-336.
     
  • Powell, S. S. (2009) Clinical Writing: What is best practice? British Journal of Healthcare Assistants, 3 (6), 507- 511.
     
  • Powell, S. S. (2009) Responding to Writing: Case Scenarios, British Journal of Healthcare Assistants, 5 (12).
     
  • Westrup, B. (2009) Writing Narratives: Developing students’ autonomy and academic participation in essay writing. Presentation at: Writing in Transition Symposium, Nottingham Trent University.
     
  • Westrup, B. (2009) Writing Narratives: Exploring the role of essay writing and assessment in the lives of undergraduate students. Presentation at: Assessment in Higher Education Conference, University of Cumbria.

2008

  • Harrington, K. and O'Neill, P. (2008) Contributions to Moore (ed.), Supporting Academic Writing Among Students and Academics, SEDA special, 24.
     
  • Norton, L.S (2008) Challenging traditional forms of assessment. Presentation to the senior academicians of Lucknow University India, 28 February 2008.
     
  • Powell, S. S. (2008) Writing assignments: How to deconstruct an essay title. British Journal of Healthcare Assistants, 2( 7), 343-356.
     
  • Powell, S. S. (2008) Writing assignments: Effective research skills. British Journal of Healthcare Assistants, 2 (8), 407-410.
     
  • Powell, S. S. (2008) Writing assignments: Reading and critical thinking skills, British Journal of Healthcare Assistants, 2 (10), 503-505.
     
  • Smeets, W. & Sole, I. (2008) How adequate task representation can help students write a successful synthesis. Zeitschrift Schreiben, 8.  
     
  • Smeets, W. (2008) Task representation: its impact on postgraduate students’ approach to text production - a qualitative study. Presentation at: EARLI SIG Writing Conference Lund, Sweden 11-13 June, 2008.
     
  • Westrup, B. (2008) Writing Narratives: Essay Writing and Assessment. Presentation at: ANALYTRICS International Conference on Education, Economy and Society, Paris.
     
  • Westrup, B. (2008) Writing Narratives: Stories and Subject Positions. Presentation at: Cumbria Study of Higher Education Network (C-SHEN), University of Cumbria.

2007 

  • Buckley, C. A., Norton, B., Owens, T. and Pitt, E. (2007) Blended learning for Sport Studies students and its relationship with approaches to study. Presentation at: British Educational Research Association Annual Conference, Institute of Education, University of London, 5–8 September 2007.
     
  • Harrington, K., Bakhshi, S., Shannon, L., Norton, L., Norton, B. (J.C.W.), Elander, J. and Reddy, P. (2007) University lecturers’ beliefs about how examinations help students learn. Presentation at:12th Biennial Conference of the European Association for Research on Learning and Instruction, EARLI 2007, Budapest, Hungary 28 August - 1 September 2007.
     
  • Norton, L. (2007) Using assessment to promote quality learning in higher education. In Campbell, A. and Norton, L. (eds.) Learning, teaching and assessing in higher education: developing reflective practice. Exeter: Learning Matters. 
     
  • Norton, L.S. (2007) Assessment in Psychology: What really helps our students? Research seminar presentation at Staffordshire University, 22 November 2007.
     
  • Owens, T., Buckley, C., Norton, B. and Pitt, E. (2007) The impact of blended learning methods on Sport Studies students‘ approaches to study. Presentation at: Higher Education Academy Annual Conference, Harrogate International Centre, Harrogate, 3–5 July 2007.
     
  • Smeets, W. (2007) Appropriate source usage: How adequate task representation can help students avoid plagiarism. Presentation at: EATAW Conference Bochum, Germany 30 June - 2 July 2007.
     
  • Westrup, B.(2007) Writing Narratives: An exploration of the role of essay writing in the lives of students. Presentation at: BERA Annual Conference. Institute of Education, London.

2006 

  • Beaumont, C., Norton, B. and Barret-Baxendale, M. (2006) Enhancing the quality of learning through Blended Problem-based Learning. Presentation at: 7th Annual Conference of the HEA-ICS, Trinity College, Dublin, 29-31 August 2006.
     
  • Harrington, K., Norton, L., Elander, J., Lusher, J., Aiyegbayo, O., Pitt, E., Robinson, H. and Reddy, P. (2006) Using core assessment criteria to improve essay writing. In C. Bryan & K. Clegg (eds.), Innovative Assessment in Higher Education. London: Routledge.
     
  • Harrington, K., Elander, J., Norton, L., Reddy, P., Aiyegbayo, O. and Pitt, E. (2006) A qualitative analysis of staff-student differences in understandings of assessment criteria. In C. Rust (ed.), Improving Student Learning 13: Through Assessment, Oxford. The Oxford Centre for Staff and Learning Development.
     
  • Elander J., Harrington, K., Norton, L.,Robinson, H. and Reddy, P. (2006) Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria. Assessment & Evaluation in Higher Education, 31(1), 71-90.
     
  • Westrup, B. (2006) Student Writing, Assessment and Tutor Feedback. Presentation at: BERA Annual Conference. University of Warwick.
     
  • Norton, L., Owens, T. and Clark, L. (2006) Encouraging metalearning in first year.undergraduates through reflective discussion and writing. Innovations in Education and Teaching International, 41 (4), 23-441.
     
  • Norton, L.S (2006) Authentic learning and the implications for assessment. Presentation for: Professionalism in Medicine CETL, Liverpool University  10 October 2006.

2005 

  • Norton, L., Harrington, K., Pitt, E., Aiyegbayo, O., Elander, J., Sinfield, S., Lusher, J. and Reddy, P. (2005) Supporting diversity and inclusivity through writing workshops. In C. Rust (ed.), Improving Student Learning 12: Diversity and Inclusivity, Oxford. The Oxford Centre for Staff and Learning Development.
     
  • Norton, L.S. (2005) ‘Assessment criteria: A contentious issue’ Invited by Dr Keith Trigwell to give a research seminar at the University of Oxford, 28 April, 2005.

2004

  • Elander, J., Harrington, K., Norton, L., Robinson, H., Reddy, P. and Stevens, D. (2004) What types of learning do essay assessment criteria represent? In C. Rust (ed.), Improving Student Learning 11: Theory, Research and Scholarship. Oxford: The Oxford Centre for Staff and Learning Development.
     
  • Norton, L., Owens, T. and Clark, L. (2004) Encouraging metalearning in first year.undergraduates through reflective discussion and writing. Innovations in Education and Teaching International, 41 (4), 23-441.
     
  • Norton, L. (2004) Using assessment criteria as learning criteria. A case study using Psychology Applied Learning Scenarios (PALS). Assessment and Evaluation in Higher Education. 29 (6), 687-702.

2003

  • Harrington, K., Elander, J., Norton, L., Robinson, H. and Reddy, P.  (2003) Do essay assessment criteria refer to transferable skills, deep approaches to learning, or complex learning? Investigations in university teaching and learning, 1(2), 57-61. London Metropolitan University.
     
  • Harrington, K. and Elander, J. (2003) Using assessment criteria to support student learning. Investigations in university teaching and learning, 1(1), 63-66. London Metropolitan University.
     
  • Steward, S., Norton, L., Evans, I. and Norton, B. (2003) Lecturers!! What are you trying to assess? Learning and Skills Research Journal, (special on-line edition: Regional Summer Conferences, 2003).
     
  • Steward, S., Norton, L., Evans, I. and Norton, J.C.W. (2003) Lecturers! What are you assessing? Presentation at:  Learning and Skills Research Network Annual Conference, GMB National College, Manchester, 6 June 2003.

2002

  • Norton, L., Clifford, R., Hopkins, L., Toner, I., and Norton. J.C.W. (2002) Helping psychology students write better essays. Psychology Learning and Teaching, 2 (2), 116-126.
     
  • Norton, L., Hopkins, L., Toner, I. Clifford, R and Norton, J.C.W (2002) The essay feedback checklist: helping psychology students to write better essays and tutors to give better feedback . Presentation at:  Psychology Learning and Teaching Conference (PLAT 2002), University of York, 18-20 March 2002.
     
  • Owens, T and Norton, L. S. (2002) American Students’ perceptions of fairness of different types of assessment. Presentation at: ILTAC 3, Heriot- Watt University, Edinburgh, 26-28 June 2002.
     
  • Walters, D. and Norton, B. (2002) Performance criteria: student and staff perceptions. Presentation at: 3rd ILT Annual Conference (ILTAC), Heriot Watt University, Edinburgh, 26-28 June 2002.

2001

  • Norton, L S. and Norton, J.C.W. (2001) The essay feedback checklist: how can it help students improve their academic writing? Presentation at: 1st international conference of the European Association for the Teaching of Academic Writing across Europe (EATAW), Groningen, The Netherlands, 18-20 June 2001. 
     
  • Norton, L. S. and Norton, J.C.W. (2001) Essay feedback: How can it help students improve their academic writing? ERIC abstract No:ED454530.
     
  • Norton, L., Tilley, A.J., Newstead, S.E. and Franklyn-Stokes, A. (2001) The pressures of assessment in undergraduate courses and their effect on student behaviours. Assessment and evaluation in Higher Education, 26,(3), 269-284.

2000

  • Norton , L. and Brunas-Wagstaff, J. (2000) Students’ perceptions of the fairness of assessment. Presentation at: 1st annual conference of the Institute for Learning and Teaching in Higher Education (ILTAC), York, 27-29 June 2000.
     
  • Norton, L. and Norton, B. (2000) Information skills: do we help our students enough? In Rust, C. (ed.) Improving Student learning. Improving Student Learning through the disciplines. Oxford: The Oxford Centre for Staff and Learning Development. 

Pre 2000

  • Norton, L., Brunas-Wagstaff, J. and Lockley, S. (1999) Learning outcomes in the traditional coursework essay: do students and tutors agree? In Rust, C. (ed.) Improving Student Learning. Improving Student Learning Outcomes. Oxford: The Oxford Centre for Staff and Learning Development.
     
  • Brunas-Wagstaff, J. and Norton, L. (1998) Perceptions of justice in assessment: a neglected factor in improving students as learners. In Rust, C. (ed.) Improving Student Learning. Improving Students as Learners. Oxford: The Oxford Centre for Staff and Learning Development.
     
  • Norton, L. Brunas-Wagstaff, J and Lockley, S. (1998) Learning outcomes in the traditional essay: do students and tutors agree? Presentation at: 6th International Improving Student Learning Symposium, University of Brighton 7-9 September 1998.
     
  • Brunas-Wagstaff, J; Norton, L and Naylor A (1997) Perceptions of justice in assessment: a neglected factor in improving students as learners. Presentation at:  5th Improving Student Learning Symposium, University of Strathclyde, Glasgow 8-10 September 1997.
     
  • Longhurst, N. and Norton, L. (1997) Self-assessment in coursework essays. Studies in Educational Evaluation, 23 (4), 319-330.
     
  • Norton, L. (1997) The effects of tutor feedback on student motivation in essay writing. Presentation at: SEDA Spring Conference on Encouraging Student Motivation, University of Plymouth, 8-10 April 1997.
     
  • Longhurst, N. and Norton, L. (1996) Why do so many students write surface essays? A comparison of students’ and tutors’ assessment of a coursework essay. Presentation at: Northumbria Assessment Conference, University of Newcastle at Northumbria, 4-6 September 1996.
     
  • Norton, L., Dickins, T.E. and McLaughlin Cook, A.N. (1996a) 'Rules of the game in essay writing.' Psychology Teaching Review, 5 (1), 1-14.
     
  • Norton, L., Dickins, T.E. and McLaughlin Cook, N. (1996) Coursework assessment: what are tutors really looking for? In G. Gibbs. (ed.) Improving Student Learning. Using research to improve student learning. Oxford: The Oxford Centre for Staff development.
     
  • Norton, L., Dickins, T.E. and McLaughlin Cook, N. (1995) Coursework assessment: what are tutors really looking for? Presentation at: 3rd International Student Learning Symposium, Exeter University, 11-13 September 1995.
     
  • Norton, L. (1990) Essay writing: what really counts? Higher Education, 20 (4), 411-442.
     
  • Norton, L. and Hartley, J. (1986)  What factors contribute to good examination marks? The role of note-taking in subsequent examination performance. Higher Education, 15, 355-371. 

Staff development programmes

  • Smeets, W. & Westrup, B. (2009) Staff Development: Writing Assignment Briefs and Creating Adequate Task Representation. Presentation at: Abstracts available from: 5th EATAW Conference, Coventry University, 30 June to 2 July 2009.

Technology and writing

            In progress

 

  • Agombar, M. and Holley, D. (2010) Overcoming Student Fear and Loathing of Exams: a collaborative project. Investigations in university teaching and learning, 6 (2), 102-108.
     
  • Deane, M., Llewellyn-Jones, C. and Agombar, M. (2010 forthcoming) The challenges for learning technologists within WiD. In Deane, M. and O'Neill, P. (eds.), Writing in the Disciplines, London: Palgrave MacMillan.
     
  • Harrington, K., O’Neill, P. and Reynolds, L. (2010 forthcoming) Using wikis and blogs to support writing development: the online evolving essay project. In Little, S., (ed.), Beyond Consultation: Staff-student Partnerships in Higher Education, Continuum Press.
     
  • Llewellyn-Jones, C. and O'Neill, P. (2010) The potential for one-to-one synchronous writing support in UK higher education: a report from the London Met Writing Centre. Investigations in university teaching and learning, 6(2), 171-177.

2009   

Pedagogical research

 2008

  • Norton, L. (2008) Action research in teaching and learning: a practical guide to conducting pedagogical research in universities. Abingdon: Routledge. 
     
  • Norton, L. (2008) Pedagogical research in higher education. Ethical issues facing the practitioner-researcher, in Campbell, A. and Groundwater-Smith, S. (eds.) An ethical approach to practitioner research. Dealing with issues and dilemmas in action research. Abingdon: Routledge. 

2007

  • Campbell , A. and Norton, L. (2007) Introduction. In Campbell, A. and L. Norton, L. (eds.) Learning, teaching and assessing in higher education: developing reflective practice. Exeter: Learning Matters Ltd.  
     
  •  Campbell, A. and Norton, L. (eds.) (2007) Learning, teaching and assessing in higher education: developing reflective practice. Exeter: Learning Matters Ltd.
     
  •  Norton, L. and Campbell, A. (2007) The development of reflective practice in higher education: a theoretical perspective. In Campbell, A. and Norton, L., (eds.) Learning, teaching and assessing in higher education: developing reflective practice. Exeter: Learning Matters Ltd. 

2002

  •  Hartley, J. and Norton, L. (2002) Some preliminaries to action research with mature students. Psychology Teaching Review, 10 (1), 52-60. 
     
  •  Norton, L. (2002) Editorial, Psychology Teaching Review. Special issue on action research in psychology 10 (1), 1-4. 

2001

  • Norton, L. S. (2001) Researching your teaching: The case for action research psychology learning and teaching.  Psychology Teaching Review, 1 (1), 21-27. 

Other

2008

  • Reddy, P., Greasley, A., Parson, V., Talcott, J., Harrington, K., and Elander, J. (2008) Becoming a psychology undergraduate: integrating study skills and integrating students. Psychology Learning and Teaching, (7) 2, 38-41.