Catherine Malone BA Hons, RSA Cert & DIP TEFLA, MEd, PGCE PCET (ESOL), SFHEA

I spent the first 15 years of my career working abroad in Greece, Hungary, Spain and Japan as a language teacher, teacher trainer and examiner (IELTS & Cambridge exams). Following this I returned to the UK and worked in a number of universities across the north of England, moving from teaching international students to providing academic support for home students. During this period I worked for the Open University teaching courses in Applied Linguistics and Children's Literature. At Sheffield Hallam I worked for four years as an Education Guidance Adviser during which time I managed a small team of support tutors and wrote a blog to engage students with central support available to them.

For the last five years as an Education Developer I have worked with college colleagues designing and developing curriculum interventions and implementing them at scale. I was involved in a number of projects through the CPLA (Centre for Promotion Learner Autonomy 2010 - 2011) which embedded academic development in the curriculum across a number of disciplines. I also piloted Peer Assisted Learning scheme in three colleges and supported moves to establish central support of this scheme. A recent project in Criminology was shortlisted for national HEA CATE award 2016 (Collaborative Award for Teaching Excellence). For the last three years I have run a SEDA accredited staff course in Academic and Personal Tutoring, and am currently running Senior Tutor Feasibility Project in HWB.

Academic interests include applying genre and corpus techniques to examine academic discourse and feedback. I am also particularly interested in developing academic writing through collaborative, dialogic techniques.

Curriculum development; embedding academic development

Developing Academic Writing

Peer Assisted Learning

Academic and Personal Tutoring

Social Sciences and Arts

Learner Enhancement and Academic Development

Peer Assisted Learning

Materials writing (including a monthly blog and student authored media projects to support study skills)

Academic and Personal Tutoring staff course

Senior Tutor Feasibility Project

Senior Tutor Feasibility Project in HWB

Writing Circles and Writing Retreats to support Dissertation Writing (PSP)

Journal articles

Hilsdon, J., Malone, C., & Syska, A. (2019). Academic literacies twenty years on: a community-sourced literature review. Journal of Learning Development in Higher Education, 15. http://journal.aldinhe.ac.uk/index.php/jldhe/article/view/567

Hilsdon, J., Malone, C., & Syska, A. (2019). Academic literacies twenty years on: a community-sourced literature review. Journal of Learning Development in Higher Education, 15. http://journal.aldinhe.ac.uk/index.php/jldhe/article/view/567

Austen, L., & Malone, C. (2018). What students’ want in written feedback: praise, clarity and precise individual commentary. Practitioner Research in Higher Education, 11 (1), 47-58. http://ojs.cumbria.ac.uk/index.php/prhe/article/view/461

Book chapters

Malone, C., & Austen, L. (2017). Exploring feedback practices that students value. In Elkington, S., & Evans, C. (Eds.) Transforming Assessment In Higher Education: A Case Study Series. (pp. 90-93). York: Higher Education Academy: https://www.heacademy.ac.uk/knowledge-hub/transforming-assessment-higher-education

Rushton, D., Malone, C., & Middleton, A. (2015). Digital posters - talking cycles for academic literacy. In Lillis, T., Harrington, K., & Mitchell, S. (Eds.) Working with academic literacies: Case studies towards transformative practice. (pp. 299-306). Colorado: The WAC Clearinghouse: https://wac.colostate.edu/books/lillis/literacies.pdf

Malone, C., & Haddrill, R. (2014). Midwifery PALS: A Case Study. In Compendium of effective practice in directed independent learning. (pp. 79-81). Higher Education Authority: https://www.advance-he.ac.uk/knowledge-hub/compendium-effective-practice-directed-independent-learning

Glover, I., & Malone, C. (2014). Towards the devolution of lifewide learning awards through verifiable digital badges. In Jackson, N., & Willis, J. (Eds.) Lifewide Learning and Education in Universities and Colleges. Lifewide Learning: http://www.learninglives.co.uk/uploads/1/0/8/4/10842717/chapter_b11.pdf

Forder, S., Malone, C., & Vernon-Parry, K. (2010). To support student learning by embedding writing skills. In Bramhall, M., O'Leary, C., & Corker, C. (Eds.) CPLA Case Studies. Vol.2. (pp. 77-88). Centre for Promoting Learner Autonomy, Sheffield Hallam University: http://extra.shu.ac.uk/cetl/cpla/resources.html

Malone, C. (2003). Making it more real: Portfolios, teacher training, and autonomy. In Barfield, A., & Nix, M. (Eds.) Autonomy You Ask. Japan: Japanese Association Language Teachers Autonomy SIG Publication: http://c-faculty.chuo-u.ac.jp/~mikenix1/ldsig/AYA/Malone.pdf

Executive Committee Member of UKAT (UK Academic Tutoring)Professional Organisation

Occasional Reviewer for Journal of English for Academic Purposes (JEAP) Editors Hilary Nesi and Paul Thompson & International Student Experience Journal (ISEJ) Editor Phil Hospool