Good Practice Highlights
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Welcome to Good Practice Highlights at the University of Sheffield. This is an ongoing resource which captures examples of good practice from across the faculties and makes it available for staff, students and colleagues to improve their own practice.
Please choose from the categories below, read one of the featured case studies or use the search function on the top right of the page.
You can search the full directory and please be sure to read the Elevate Blog for more examples of good practice from across the University.
Featured Case Studies
Featured Case Studies
This case study will describe the process undertaken by colleagues at the School of Clinical Dentistry to embed environmental sustainability in their undergraduate clinical programmes. A step-by-step approach will be presented to provide practical examples of the approaches taken to deliver curriculum development in the field of environmental sustainability (ES) and oral healthcare. The work provided in this article is published extensively and the individual studies can be found in the references section.
Dr Jonathan Dixon, Senior Clinical Teacher in Restorative Dentistry, Sustainability Lead, School of Clinical Dentistry
This case study provides guidance for staff when recommending or approving reading resources for undergraduate and postgraduate dental programmes. Its aim is to support academic quality while encouraging thoughtful consideration of diversity and representation in the materials we endorse.
Dr Daniel Brierley, Senior Clinical Teacher and Consultant in Oral and Maxillofacial Pathology, The School of Clinical Dentistry, Faculty of Health
Practical Guide to Facilitating Classroom Discussions
Inclusive teaching is a key strategic goal of the University of Sheffield. Moreover, ensuring students have equal access to learning opportunities whilst participating in Higher Education is an ethical priority. Toward this end, this guide offers practical tips to foster that most democratic, but often elusive, pedagogical technique: classroom discussion.
Dr Niall Docherty, Lecturer in Data, AI and Society
School of Information, Journalism and Communication
Embedding ESD Principles into Anatomy Teaching
This article shares how I’ve brought Education for Sustainable Development (ESD) into my anatomy teaching to help students think beyond the textbook. By weaving in real-world issues like health inequalities, environmental challenges, and disability inclusion, I aim to prepare future professionals to think critically and act responsibly.The article also reflects on what’s worked, what’s been challenging, and how these ideas could be adapted by educators in other fields.
Dr Ofelia Meza-Escobar, University Teaching Associate
School of Biosciences
Spoiler alert: writing a good script makes a really good tutorial video. Read on to find out why you should write a great script and how you can do it!
Matt Gilchrist, Digital Learning Officer
Online discussion forums are a core part of an online programme, as they offer an opportunity for students to engage with both peers and tutors about what they are learning and other relevant professional issues.
TUoS offers guidance for online communication. While this guidance is helpful, it is aimed primarily at on-campus students who have other opportunities to engage with peers face-to-face during the week. Our programme team felt it was important to create more tailored guidance for our distance learning students.
Dr Jayne Finlay, Lecturer in Librarianship
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