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Dr Claire Cornock BSc (Hons), PGCertHE, MSc, PhD, SFHEA, MIMA

Principal Lecturer


Summary

Claire joined Sheffield Hallam University in 2011 and is the Teaching, Learning and Assessment Lead for the Department of Engineering and Mathematics. Claire's research area is teaching and learning pedagogy. She is innovative in her teaching methods and received a Vice-Chancellor's teaching award in 2010.

 

About

Claire joined the Department of Engineering and Mathematics at Sheffield Hallam University in 2011 after completing a PhD at the University of York in Semigroup Theory. Having also done an MSc in Applied Mathematics, she is interested in a wide range of mathematical topics.

Claire has a national and international reputation for her teaching and learning pedagogic research,. Claire’s interest in student views of mistake-making led to her creating an international Psychology of Mathematics Education research cluster.

Claire is the Teaching, Learning and Assessment Lead for the Department of Engineering and Mathematics. As part of this role, she has organised Departmental seminars, coordinated development sessions and co-led Ideas Exchanges with La Trobe University. She has previously been the Acting Subject Group Leader for the Mathematics Subject Group (2018-2020) and the Course Leader for BSc Mathematics (2015-2018)

Claire uses a variety of innovative teaching, learning and assessment approaches to make her practice inclusive. These include the use of Rubik’s cubes to teach abstract concepts, whiteboards for group work and video assignments. In 2010, Claire received a vice-chancellor's teaching award at the Department of Mathematics at the University of York whilst doing her PhD.

 

Peer Assisted Learning Scheme co- ordinator, Mentor, External Examiner

Teaching and learning pedagogic research, particularly surrounding innovative teaching and assessment methods and course community.

Teaching

Department of Engineering and Mathematics

Business, Technology and Enterprise

Student Experience Project: Induction Toolkit

 

Mathematics

BSc Mathematics

BSc Mathematics with Foundation Year

 

Number and Structure, Abstract Algebra, Explorations in Mathematics, Foundation Mathematics 2, Peer Assisted Learning Scheme

 

Research

Education Research Project: PeerWise (joint with Amanda Shaker, La Trobe University, Australia),
Project: Students Attitudes to Mistakes and Risk
Project: Evaluation of a video assignment

Publications

Journal articles

Cornock, C. (2021). Student-Generated Examples and Group Work in Mathematics. MSOR Connections, 19 (1), 31-39. http://doi.org/10.21100/msor.v19i1.1117

Cornock, C., & Crombie, A. (2021). Introduction of a video assignment: advantages and disadvantages from the students’ perspective. MSOR Connections, 19 (1), 41-45. http://doi.org/10.21100/msor.v19i1.1128

Cornock, C., Marshall, E., & Hargreaves, J. (2019). Work-related learning: benefits and challenges. New Directions in the Teaching of Physical Sciences, 14 (1). http://doi.org/10.29311/ndtps.v0i14.3270

Shukie, A., Majin, W., Cornock, C., & Robinson, M. (2019). Student use of whiteboards in the classroom. MSOR Connections, 17 (2). http://doi.org/10.21100/msor.v17i2.994

Corner, A., & Cornock, C. (2018). Applications and props: the impact on engagement and understanding. MSOR Connections, 17 (1), 3-15. http://doi.org/10.21100/msor.v17i1.908

Cornock, C. (2017). Development of a Course Community. MSOR Connections, 16 (1), 15. http://doi.org/10.21100/msor.v16i1.568

Waldock, J., Rowlett, P., Cornock, C., Robinson, M., & Bartholomew, H. (2017). The role of informal learning spaces in enhancing student engagement with mathematical sciences. International Journal of Mathematical Education in Science and Technology, 48 (4), 587-602. http://doi.org/10.1080/0020739X.2016.1262470

Cornock, C. (2016). Teaching mathematics to Business and Enterprise students in a module based around Excel. MSOR Connections, 15 (1), 22. http://doi.org/10.21100/msor.v15i1.315

Cornock, C. (2016). The evaluation of an undergraduate peer assisted learningscheme at Sheffield Hallam University. Journal of Learning Development in Higher Education. http://doi.org/10.47408/jldhe.v0i0.360

Cornock, C. (2015). Teaching group theory using Rubik's cubes. International Journal of Mathematical Education in Science and Technology, 46 (7), 957-967. http://doi.org/10.1080/0020739X.2015.1070442

Cornock, C. (2015). Maths arcade at Sheffield Hallam University: developments made in a new space. MSOR Connections, 14 (1), 54. http://doi.org/10.21100/msor.v14i1.253

Cornock, C., & Gould, V. (2012). Proper two-sided restriction semigroups and partial actions. Journal of Pure and Applied Algebra, 216 (4), 935-949. http://doi.org/10.1016/j.jpaa.2011.10.015

Book chapters

Cornock, C., & Baxter, E. (2015). Sheffield Hallam University 'Maths Arcade' - Feedback on a Trial and Plans to Include in Peer Assisted Learning. In Maths Arcade: Stretching and Supporting Mathematical Thinking.

Theses / Dissertations

Cornock, C. (2012). Restriction Semigroups: Structure, Varieties and Presentations. (Doctoral thesis). Supervised by Gould, V.

Internet Publications

Cornock, C., & Robinson, M. (2015). Use of video: thinking outside the lecture. https://maths.shu.ac.uk/video/

Other activities

External Examiner (Nottingham Trent University).

 

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