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I joined the University in September 2004 as an Academic Skills Tutor in the Business School also taking on the role of School Disability Co-ordinator. In this latter capacity I helped to centralise special examination arrangements within the School to support students with disabilities more effectively. Then in May 2006 I moved across to University Campus Barnsley (UCB), to set up and run the Academic Skills Service. Whilst this was challenging, I learned a great deal about the guidance and resources students need to support their academic skills development. For example, to ease the transition to university, at UCB I delivered two pre-induction courses over six years: firstly a face-to-face pre-induction course: Smart Start between 2007 and 2009 and I followed this with an online pre-induction course: e-smartstart, between 2010 and 2012. Both courses were very successful and e-smartstart in particular benefited by my enrolment to the MSc in Multimedia and Elearning, which increased my knowledge of elearning pedagogy and supported the development of more interactive learning materials.
In August 2013 I returned to the Business School to become an Academic Skills Tutor within the Learning Development Group to work with the Team to support students and staff and to become an active member of the Business Education Research Group (BERG).
I began my PhD in September 2014 exploring how studying in a second language can affect academic performance. I recently presented the findings from an initial literature review in a poster presentation at the Chartered Association of Business Schools Conference in April 2016: “Learning, Teaching and Student Experience, 2016. The next stage is to collect data for analysis in order to understand how to develop a more effective intervention and support programme for international students and to understand whether they may be affected by a learning disability.
The research topic I pursued for the MSc dissertation involved an exploration of the benefits of formative feedback and how this can be facilitated online, attempting to evaluate the student and staff experience of using GradeMark, part of the turnitin suite on the University’s VLE. I collaborated with a colleague in the School of Human and Health Sciences, Dr Mike Snowden, and we investigated the experience of final year students enrolled on the BSc in Health and Community Studies at UCB who received feedback online via GradeMark. This is an area I am interested in pursuing with particular focus on peer assessment and how this contributes to independent learning. Along with Dr Snowden, we presented the findings of the study in a poster presentation: “You Can Do It: Online Formative Assessment Works” at the HEA Flexible Learning Conference in July 2013 at the University of Westminster in London. We are currently engaged in writing up the findings of the study for a paper which we have been invited to submit to the HEA following the successful poster presentation.
Snowden, M., Daley-Yates, S. and Halsall, J. (2016) ‘On Demand: Exploring the Potential of Electronic Feedback on Assessment Performance’ Research Journal of Education , 2 (5), pp. 90-99. ISSN 2413-8886
Daley-Yates, S (2016) ‘Style and Substance: how second language affects academic attainment.’. In: Learning, Teaching and Student Experience 2016, 26th - 27th April 2016, Aston University, Birmingham
Snowden, M. and Daley-Yates, S. (2014) ‘A SMART START: A case study exploring the use of a structured academic skills support programme’. In: UALL Annual Conference. Transforming pedagogy? Flexible Learning and Teaching in the 21st Century, 11th April 2014, University of Westminster, London
Snowden, M. and Daley-Yates, S. (2013) ‘Formative assessment works - A Case study exploring the use of on line formative assessment and formative feedback.’. In: HEA/SEEC Conference Recognising promoting and developing flexible learning in HE., 22nd-23rd July 2013, University of Westminster, London
Daley-Yates, S (2009) ‘An investigation into the efficacy of SmartStart: exploring the impact of pre-sessional support on achievement and retention’. In: University of Huddersfield Research Festival, 23rd March - 2nd April 2009, University of Huddersfield
At UCB I was involved for three years from 2007 to 2009 with the Young Apprenticeship Scheme. I supported students at secondary schools in the Barnsley area with developing their research, planning and project management skills.
As an Academic Skills Tutor my aim is to work with students and tutors to develop independent learners, increasing confidence whilst developing academic skills and study skills. I teach and support students in individual tutorials, small group sessions and workshops. Students can book tutorials themselves or may be referred by their subject tutors and / or personal tutors. Another aim is to embed skills within the curriculum to underpin coursework and support students and teaching staff more effectively.
As I hold a dyslexia qualification and have experience in assessing for dyslexia and teaching children and adults affected by this condition, I am keen to raise awareness of dyslexia and to support dyslexic students with their studies as well as liaise with teaching staff to contribute to a more positive and inclusive learning environment.
As my PhD topic involves investigating how second language can affect academic achievement, I am currently exploring different methods of assessing learning difficulties in international students. Understanding if there is a ‘hidden difficulty’ such as dyslexia will help to improve support and academic performance.