Senior Lecturer
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)
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
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
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