Dr Claire Ketnor BSc (Hons), PGCertHE, MSc, PhD, SFHEA, MIMA
Principal Lecturer
Summary
Claire joined Sheffield Hallam University in 2011 and is the Teaching and Learning Portfolio 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 and Learning Portfolio Lead for the Department of Engineering and Mathematics. She organises Departmental seminars, coordinates development sessions and co-leads Ideas Exchanges with La Trobe University. Claire 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.
Teaching
Department of Engineering and Mathematics
College of Business, Technology and Engineering
Courses taught:
BSc Mathematics
BSc Mathematics with Foundation Year
Modules taught:
Number and Structure, Explorations in Mathematics, Functions and Calculus
Research
Teaching and learning pedagogic research.
Inclusive practice
Innovative teaching and assessment methods
Student choice and mistake making
Publications
Journal articles
Ketnor, C., Shaker, A., Raghupati, K., & Pham, V.T. (2022). PeerWise: students creating questions for their peers. MSOR Connections, 20 (2), 37-49. http://doi.org/10.21100/msor.v20i2.1309
Hargreaves, J., Ketnor, C., Marshall, E., & Russell, S. (2022). Peer-Assisted Learning in a pandemic. International Journal of Mathematical Education in Science and Technology. http://doi.org/10.1080/0020739x.2021.2008036
Gillard, J., Ketnor, C., Mac an Bhaird, C., & Smith, C. (2021). Special issue editorial: restarting the new normal. Teaching Mathematics and its Applications: An International Journal of the IMA, 40 (4), 249-253. http://doi.org/10.1093/teamat/hrab026
Cornock, C., Shukie, A., Porter, R., & O'Sullivan, D. (2021). Students being set up to make mistakes in class through an error-eliciting task. MSOR Connections, 19 (2), 4-9. http://doi.org/10.21100/msor.v19i2.1120
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 publications
Cornock, C. (2021). Book review: Fundamentals of Graph Theory by Allan Bickle, American Mathematical Society, 2020. London Mathematical Society Newsletter
Ketnor, C., & Boswell, A. (2021). Maths Engagement Case Study: Turing Tumble - Programming with Marbles. https://katiesteckles.co.uk/casestudies/all.html
Ketnor, C., & Ugonna, A. (2021). Maths Engagement Case Study: Sheffield Hallam University Girls in Maths Day. https://katiesteckles.co.uk/casestudies/all.html
Other activities
External Examiner (Nottingham Trent University).