CTE staff profiles_hidden Sandra Sinfield Our staff

Alongside teaching in secondary, further and higher education, Sandra has worked as a laboratory technician, a freelance copywriter, an Executive Editor (Medicine Digest, circulation 80,000 doctors) and in the voluntary sector with the Tower Hamlets Research and Resource Centre and with the Islington Green School Community Play written by Alan, Whose Life is it Anyway?, Clarke and produced at Sadler’s Wells: 

“I was the first in my family to go to university – I know at a deep level what many of our students are going through – and I have always seen my role as standing with and alongside our students – and our staff – to make university a more welcoming and liberatory space.”

Together with Tom Burns, Sandra has taken a production of John Godber’s Bouncers on a tour of Crete music venues, written and made a feature film (Eight Days from Yesterday) and produced teaching and learning courses and materials in a range of settings. Their Take Control video won the IVCA gold award for education. All this has seeded an intense interest in the power of multimodality for teaching, learning and assessment.

 

Sandra is particularly interested in collaborative teaching, research and writing – and thus the majority of her published output is just that – collaborative – and focussed on developing HE as an empowering and liberatory space especially for those students typically placed as ‘educational outsiders’. Most recently Sandra Sinfield and Tom Burns have delivered keynotes across the UK on the power of creativity as emancipatory practice.

Publications

Kuhn, C., Khoo, SM., Czerniewicz, L., Warren, L., Bute, S., Crean, A., Abegglen, S., Burns, T., Sinfield, S., Jandrić, P., Knox, J. & MacKenzie, A. (2023). 'Understanding digital inequality: A theoretical kaleidoscope'. in Constructing postdigital research: Method and emancipation (pp. 333-373). Springer. 

Abegglen, Burns & Sinfield (2023) Supporting student writing: Write to Learn (online course - for staff) OneHE 

Chrissi Nerantzi, Emma Gillaspy, Sandra Sinfield, Marianthi Karatsiori, Tom Burns, Anna Hunter, Hannah Seat & Nathalie Tasler (2023) Like the sea: Living communityship as a form of participatory leadership within the creativity for learning in HE (#creativeHE) community), Innovations in Education and Teaching International

Abegglen, S., Kamal, S., Burns, T., Akhbari, M. and Sinfield, S. (2023) '(Re)Imagining higher education: an inspirational guide for academics', Journal of Learning Development in Higher Education, (29)

Sinfield, S.; Burns, T. and Sandra Abegglen, S. (2023), 'Design Thinking in Education: Adding Collaboration, Uncertainty, Phronesis and Fairydust to Curriculum Design', International Journal of Management and Applied Research, Vol. 10, No. 2, pp. 263-269

Burns, Sinfield & Abegglen (2023) 'Postdigital Academic Writing' in the Encyclopedia of Postdigital Science and Education, 

Abegglen, Burns, Maier & Sinfield (2023) ‘(Un)Doing spaces: creativity, being, resistance’ in LoveLD Magazine Issue 1, Feb 2023 

Abegglen, Burns & Sinfield (Co-editing) (2023) Collaboration in Higher Education, A New Ecology of Practice. Bloomsbury 

Abegglen, Burns, Heller & Sinfield (2023) ‘Designing Educational Futures: Imagine a Collaborative Bloom’ in Post Digital Science and Education  

Abegglen, S., Burns, T., & Sinfield, S. Review: 'What Makes Writing Academic: Rethinking Theory for Practice.' Julia Molinari. Bloomsbury, 2022. Discourse and Writing/Rédactologie, 32, 358–365

Sinfield, S (2022) Reflecting on the pandemic in Abegglen, S, Neuhaus, F & Wilson, K (Editors) 'Voices from the Digital Classroom: 25 Interviews about Teaching and Learning in the Face of a Global Pandemic' University of Calgary Press

Burns, T & Sinfield, S (2022) The LDPPodcast (episode 3) - with Carina and Alicja - on our work, Released 23 Sept 2022

Burns, T., Desire, J., Gordon, J., McDonald, P. and Sinfield, S. (eds.) (2022) 'Say it with a story. The #creativeHE Annual 2022.' Creativity for Learning in Higher Education Community 

Abegglen, S. Burns, T. and Sinfield, S. (2022) (Discussion) 'Supporting student writing and other modes of learning and assessment: a staff guide', Journal of Learning Development in Higher Education, (25). 

Abegglen, S. Burns, T. and Sinfield, S. (2022) ‘Review of Gary Hall (2021). A Stubborn Fury: How Writing Works in Elitist Britain’. Postdigital Science and Education 

 Burns, T., Desire, J., Gordon, J., McDonald, P. and Sinfield, S. (eds.) (2022) Say it with a story. The #creativeHE Annual 2022. Creativity for Learning in Higher Education Community 

Abegglen, S, Burns, T & Sinfield, S (2022) ‘Supporting university staff to develop student writing: collaborative writing as a method of inquiry' Journal of Learning Development in Higher Education ISSN: 1759-667 X Issue 

Abegglen, S, Burns, T & Sinfield, S (2022) Review of Michael A. Peters, Tina Besley, Marek Tesar, Liz Jackson, Petar Jandrić, Sonja Arndt, & Sean Sturm (2021). The Methodology and Philosophy of Collective Writing: An Educational Philosophy and Theory Reader Volume X 

Abegglen, S, Burns, T, Griffiths, O, Myhre, M and Sinfield, S (2022) ‘Partnership Working: Opening Doors-Crossing Thresholds’  International Journal for Students as Partners 6(1):153–159

Burns, T and Sinfield, S (2022, 5th Edn) 'Essential Study Skills: The Complete Guide to Success at University'. London, Sage

Burns, Desire, Gordon & Sinfield (2022) ‘Facilitating Student Learning: a staff development module that is Education for Social Justice’ Investigations in university teaching and learning vol. 13 summer 2022 

Abegglen, Burns & Sinfield ‘Decolonising Academic Writing’ - Book Review Investigations in university teaching and learning vol. 13 summer 2022 

Burns and Sinfield (Editors and Introduction) SI ESJ: Investigations in University Teaching and Learning - Education for Social Justice issue - Vol 13, Summer, 2022.

Abegglen, Burns & Sinfield (2021, 2nd Edition) 'Supporting Student Writing and other forms of Learning and Assessment: A staff Guide' - creative commons from  

Abegglen, Burns & Sinfield (2021) 'Our collective paper, Teaching in the Age of Covid‑19—1 Year Later' in Jandrić,P., Hayes, D., Levinson, P., Lisberg Christensen, L., Lukoko, H. O., Kihwele, J. E., Brown, J. B., Reitz, C., Mozelius, P., Nejad, H. G., Fuentes Martinez, A., Arantes, J. A., Jackson, L., Gustafsson, U., Abegglen, S., Burns, T., Sinfield, S., Hogan, M., Kishore, P., Carr, P. R., Batarelo Kokić, I., Prinsloo, P., Grauslund, D., Steketee, A., Achieng‑Evensen, C., Komolafe, B. F., Suoranta, J., Hood, N., Tesar, M., Rose, J., Humble, N., Kirylo, J. D., Mañero, J., Monzó, L. D., Lodahl, M., Jaldemark, J., Bridges, S. M., Sharma, N., Davidsen, J., Ozoliņš, J., Bryant, P., Escaño, C., Irwin, J., Kaur, K., Pfohl, S., Stockbridge, K., Ryberg, T., Pyyhtinen, O., SooHoo, S., Hazzan, M. K., Wright, J., Hollings, S., Arndt, S., Gibbons, A., Urvashi, S., Forster, D. J., Truelove, I., Mayo, P., Rikowski, G., Stewart, P. A., Jopling, M., Stewart, G. T., Buchanan, R., Devine, 

Mag, A. G., Sinfield, S., Burns, T., & Abegglen, S. (2021). 'The joy of teaching and learning in academia–teachers’ perspectives from three countries' in MATEC Web of Conferences (Vol. 343). EDP Sciences. 

Abegglen, Burns & Sinfield (2021) ‘Dialogic Montage: Reflecting on playful practice in Higher Education’ special edition of Journal of Play in Adulthood: The Playful academic 

Burns, Desire, Gordon & Sinfield (2021) ‘The Apron challenge: Embodied and creative learning online and at a distance' Journal of Learning Development in Higher Education 

Abegglen, Burns & Sinfield (Editors & Editorial) (2021) SI: 'Collaboration in higher education: Partnering with students, colleagues and external stakeholders:' Journal of University Teaching and Learning Practice Volume 18, Issue 7 (2021)

Abegglen, S., Burns, T. & Sinfield, S. (2021). ‘Being fiercely alive and fiercely ourselves in higher education.’ In: R. Toft Norgard, J. E. M. Solheim & K. J. Bukholt (Eds.) Playful higher education: Voices, activities & co-creations from the PUP community. Playful University Platform, 110-113. ISBN: 978-87-7684-501-8, 978-87-7684-502-5 (e)

Abegglen, S., Burns, T. & Sinfield, S. (2021). ‘Co-creating playful higher education: Creative colla(ge)boration’. In: R. Toft Norgard, J. E. M. Solheim & K. J. Bukholt (Eds.), Playful higher education: Voices, activities & co-creations from the PUP community. Playful University Platform, 205-212. ISBN: 978-87-7684-501-8, 978-87-7684-502-5 (e)

Abegglen, Burns, MacFarlane, McGinn, Neuhaus, Sinfield (2021): Talon and #Take5: Online initiatives fostering reflection about teaching and learning in the now times Academia.Edu 

Harrington, Sinfield and Burns (2021) ‘Student Engagement’ chapter for Pokorny, H and Warren, D (Eds, 2nd Edn) (2021) Teaching and Learning in HE, London; Sage

Abegglen, Burns and Sinfield – with Piras (2021) Supporting Student Writing – And Other Modes of Learning and Assessment - A Staff Guide. Aberdeen; Inspired By Learning

Abegglen, Burns and Sinfield (2020) – ‘Covid Reflections’ in Jandrić, P, Hayes, D, Truelove, I, Levinson, P, Mayo, P, Ryberg, T, Monzó, L.D, Allen, Q, Stewart, P.A, Carr, P.R. and Jackson, L, 2020. Teaching in the Age of Covid-19. Postdigital Science and Education, pp.1-162

Abegglen, S, Burns, T. and Sinfield, S, 2020. Montage, DaDa and the Dalek: The Game of Meaning in Higher Education. International Journal of Management and Applied Research, 7(3), pp.224-239

Abegglen, S, Burns, T, Maier, S. and Sinfield, S, 2020. Global university, local issues: Taking a creative and humane approach to learning and teaching. In Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education. Emerald Publishing Limited 

Abegglen, Sandra; Burns, Tom; Middlebrook, David; and Sinfield, Sandra, ‘Outsiders looking in? Challenging reading through creative practice’, Journal of University Teaching and Learning Practice, 17(2), 2020

Abegglen, S, Burns, T. Maier, S. and Sinfield, S. (2020). ‘Supercomplexity: Acknowledging students’ lives in the 21st century university’ for Innovative Practice in Higher Education Vol4 No1 pp22-38

Burns, T, Sinfield, S, and Abegglen, S. (2019). Third space partnerships with students: Becoming educational together. International Journal for Students As Partners, 3(1), 60-68 

Abegglen, Burns and Sinfield (2019) ‘It’s learning development, Jim - but not as we know it: Academic literacies in third-space’: for JLDHE Special Edition, Academic Literacies

Abegglen, S, Burns, T, Middlebrook, D. and Sinfield, S. (2019). ‘Disrupting academic reading: Unrolling the scroll for academicstaff’ in Quinn, L (Ed) (2019) Reimagining curriculum: Spaces for disruption Africa Sun Modia

Sandra Abegglen, Tom Burns, Dave Middlebrook, Sandra Sinfield - with Angharad Lewis (2019) ‘Approaching academic reading, differently’ in Investigations in university teaching and learning Volume 12, Spring 2019 pp10-15

Abegglen, Burns and Sinfield (2019) Creative HE Manifesto: April issue of Creative Academic Magazine (CAM#13) during World Creativity and Innovation Week (April 15-21, 2019) 

Abegglen, A, Burns, T, Middlebrook, D and Sinfield, S (2019) ‘Unrolling the Text to Facilitate Learning: the scroll as curriculum disruption’ – Journal of Learning Development in Higher Education No. 14 (2019)

Abegglen, S, Burns, T, and Sinfield S. (2019). Strategii creative pentru succesul studenților în învățare [Creative strategies that promote student study success]. In D.M. Cretu (Ed.), Predarea și învățarea în învățământul superior: aspecte teoretice și practice [Teaching and learning in higher education: theoretical and practical aspects] (pp.69-94). Bucuresti: Editura Universitara.

Sandra Sinfield, Tom Burns, Sandra Abegglen (2019) ‘Becoming playful: the power of a ludic module’ in Alison James, Chrissi Nerantzi (Eds) The power of play in higher education: creativity in tertiary learning.

Abegglen, Burns and Sinfield (2019) ‘Academic Reading: small acts of academic enquiry’ published in ALDinHE Newsletter, April 2019  

Sandra Sinfield, Tom Burns, Sandra Abegglen (2019) ‘Becoming playful: the power of a ludic module’ in Alison James, Chrissi Nerantzi (Eds) The power of play in higher education: creativity in tertiary learning 

Abegglen, S., Burns, T., & Sinfield S. (2019). Strategii creative pentru succesul studenților în învățare [Creative strategies that promote student study success]. In D.M. Cretu (Ed.), Predarea și învățarea în învățământul superior: aspecte teoretice și practice [Teaching and learning in higher education: theoretical and practical aspects] (pp.69-94). Bucuresti: Editura Universitara.

Abegglen, A, Burns, T, Middlebrook, D and Sinfield, S (2019) ‘Unrolling the Text to Facilitate Learning: the scroll as curriculum disruption’ – Journal of Learning Development in Higher Education No. 14 (2019) 

Abegglen, Burns & Sinfield (2019) Creative HE: MANIFESTO, April issue of Creative Academic Magazine (CAM#13) during World Creativity and Innovation Week (April 15-21, 2019). 

Sandra Abegglen, Tom Burns, Dave Middlebrook, Sandra Sinfield - with Angharad Lewis (2019) ‘Approaching academic reading, differently’ in Investigations in university teaching and learning Volume 12, Spring 2019 pp10-15

Burns, T, Sinfield, S. and Abegglen, S. (2018). Case study 5: Multimodal exhibition. Journal of Writing in Creative Practice, 11(2), 297-303

Burns, T, Sinfield, S. and Abegglen, S. (2018). Case study 4: Digital storytelling. Journal of Writing in Creative Practice, 11(2), 275-278

Burns, T, Sinfield, S. and Abegglen, S. (2018). Case study 3: Games and board games. Journal of Writing in Creative Practice, 11(2), 261-266 

Burns, T, Sinfield, S. and Abegglen, S. (2018). Case study 2: Cabinet of curiosity. Journal of Writing in Creative Practice, 11(2), 211-215 

Burns, T, Sinfield, S. and Abegglen, S. (2018) Regenring academic writing. Case study 1: Collages. Journal of Writing in Creative Practice, 11(2), 181-190, September 2018

Sinfield, S (2018) (Guest Editor) Creative Academic Magazine Issue 10, 2018

Abegglen, Burns and Sinfield (2018) ‘Drawing as a way of knowing: Visual practices as the route to becoming academic In Canadian Journal for Studies in Discourse and Writing/Rédactologie Volume 28, 2018

 Tom Burns, Orion Griffiths, Maja Myhre and Sandra Sinfield (2017) Picture this: engaging students – improving outcomes In Journal of Educational Innovation, Partnership and Change Vol 3, No1 (2017)

Sandra Abegglen, Sandra Sinfield, Tom Burns (2017)  ‘Really Free!’: Strategic interventions to foster students' academic writing skills In Journal of Educational Innovation, Partnership and Change Vol 3, No1 (2017)

Sandra Abegglen, Tom Burns, Sandra Sinfield (2017)  ‘Take them Serious’: Fostering Students' Academic Writing Skills: ‘Free Writing Exercises’ In Investigations in university learning and teaching – Vol11 July 2017

Mag Alina, Sinfield Sandra, Burns Tom (2017) ‘The benefits of inclusive education: new challenges for university teachers’ MSE Conference presentation, Sibiu, Romania 2017 and to be published in MSE 2017 Proceedings, volume published online by MATEC Web of Conferences.

Harrington, Sinfield and Burns (2016) ‘Student Engagement’ in Pokorny, H and Warren, D (Eds) (2016) Teaching and Learning in HE, London; Sage

Abegglen Sandra; Burns Tom and Sinfield, Sandra, (2016) ‘Critical Pedagogy: Utilizing Critical Writing Exercises to Foster Critical Thinking Skills in First-year Undergraduate Students and Prepare Them for Life Outside University’ In Double Helix: a journal of critical thinking and writing Vol 4 (2016) 

Abegglen Sandra; Burns Tom and Sinfield, Sandra, (2016) ‘The Power of Freedom: Setting up a Multimodal Exhibition With Undergraduate Students to Foster Their Learning and Help Them to Achieve’, In Journal of Peer Learning, 9, 2016, 1-9

Sinfield, Burns and Abegglen (2016) “Hacking Assignment Practice: Finding Creativity and Power in the Fissures and Cracks of Learning and Teaching” in Journal of Learning Development in Higher Education (JLDHE) #10 summer 2016 

Sinfield, S (2016) ‘Becoming Creative: #creativeHE meets Becoming an Educationalist’ in: Creative Academic Magazine Issue Number 3 January 2016 pp 51-55

Diana-Eugenia IONCICA, Tom BURNS, Antonia ENACHE, Marina MILITARU, Sandra SINFIELD (2016) ‘ A Study on the Level of Satisfaction of Students in The Bucharest University of Economic Studies’

Burns, T and Sinfield, S (2016 4th Edn) Essential study skills: the complete guide to success at university London; Sage

 Piccione, V, Burns, T and Sinfield, S (2015) ‘Didactical and psycho-pedagogy university module: Student Group Management’, Project Universitaria (Romania)

Bali, Elliott, Hamon, Sinfield (2015) 'Writing the unreadable untext: a collective autoethnography of #rhizo14':  in Hybrid Pedagogy 

Burns, T, Sinfield S and Abegglen S (2015) 'Voices from the margins: Narratives of learning development in a digital' age in Journal of Educational Innovation, Partnership and Change, Volume 1, Number 1, 2015 

Burns, T, Sinfield S and Abegglen, S (2014) 'Disrupting learning landscapes: Mentoring, engaging, becoming' in Investigations in University Teaching and Learning Volume 9, Spring 2014 pp15-21

Sinfield, Burns and Holley (2012) ‘The Shipwrecked Shore – and other metaphors: what we can learn from occupation of – and representations in – virtual worlds’ in Investigations in University Teaching and Learning Volume 8 Summer 2012 pp 119-126

Burns, T and Sinfield, S (2012, 3rd Edn) 'Essential study skills: the complete guide to success at university London'; Sage

Emmanuel, M, O’Neill, P, Sinfield S, Holley D, Johnson, L (2011) ‘Taking Action For Business’ In Deane and O’Neill (Eds) (2011) Writing in the Disciplines London; PalgraveMacMillan pp 122-139

Sinfield S, Burns T, Holley D, O’Neill P, Harrington K and Hoskins K (2011) ‘Raising the student voice: learning development as socio-political practice’ in Sinfield S, Hilsdon J ,Keenan C and Hartley P (Eds) (2011)  Learning Development in Higher Education London; Palgrave

Sinfield S, Holley D, Burns T and Glass R (2011) ‘When worlds collide: the paradox of Learning Development, E-learning, and the 21st Century University’ in Sinfield S, Hilsdon J ,Keenan C and Hartley P (Eds) (2011) Learning Development in Higher Education London; Palgrave

Sinfield S, Hilsdon J, Keenan C and Hartley P (Eds) (2011) 'Learning Development in Higher Education London'; Palgrave

Burns, Sinfield, Holley and Hoskins (2010) ‘Very urgent, very difficult and quite possible: changing students’ attitudes to note making by encouraging user-generated content’ in Journal of Learning Development in Higher Education  Volume 2, 2010

Burns T, Sinfield S, Holley D (2009) ‘Facilitating Student Engagement with Academic Writing: review of an on-line resource in a widening participation context’ in Investigations in university teaching and learning Volume 5 Numbers 1-2 2008/09 pp185-193

Sinfield, Burns and Holley (2009) ‘A journey into silence: students, stakeholders and the impact of a strategic governmental policy document in the UK’ in Social Responsibility Journal Volume 5 Number 4 pp566-574  ISSN 1747-1117

Burns, T & Sinfield, S (2^nd Edn 2008) 'Essential study skills: the complete guide to success at university London'; Sage

Holley D, Sinfield S, Burns T, (2005) 'It was horrid, very very horrid: a student perspective on coming to an inner-city university in the UK' in Social Responsibility Journal Volume 2 Number 1 (ISSN 1747-1117)

Norton, L, Harrington, K, Elander, J, Sinfield, S, Usher, J, Reddy, P, Aiyegbayo, O and Pitt, E (2004) 'Supporting students to improve their essay writing through assessment criteria focussed workshops' in ISL Conference Book 2005

Burns, T & Sinfield, S (2004) 'Teaching, learning and study skills: a guide for tutors London'; Sage

Sinfield S et al (2004) 'Outsiders looking in or insiders looking out? Widening Participation in a post-1992 university in Satterthwaite et al' (Eds.) (2004) The Disciplining of Education: New Languages of Power and Resistance Stoke on Trent; Trentham Books

Sinfield, S, (2003) 'Teaching older learners: an opportunity, not a problem';  Investigations in university teaching and learning Volume 1 Number 1 spring 2003

Burns, T & Sinfield, S (2003) 'Essential study skills: the complete guide to success at university London'; Sage

Sinfield, S (2002) 'Teaching older learners an opportunity not a problem for curriculum design';  Adult Teaching and Learning Group of the Thematic Network in University Continuing Education (THENUCE)

Sinfield and Burns (1999) 'Work Smart: a guide for tutors Essex'; Learning Curve Productions

Sinfield, S & Burns, T (1999) 'The Work Smart series of staff and student development materials in key, study, common and learning skills Essex'; Learning Curve Productions

Sinfield, S & Burns, T (1997) 'Take Control – Introduction to Successful Study Practices', video, which won the 1998 IVCA gold award for education

Sinfield, S & Burns, T (1997) 'Everything you wanted to know about studying...but were too afraid to ask, Essex'; Learning Curve Productions

Abegglen, Burns & Sinfield (2023) ‘Becoming Educational Together: Students as Partners’ - for Teaching Academy, Project Focus Presentation: Students as Partners, University of Calgary, Taylor Institute - Feb23

Abegglen, Burns & Sinfield (2022) ‘Decolonising Academic Writing’. L&T Conference, LondonMet, June/July 2022

Burns, Desire, Gordon & Sinfield (2022)  ‘Digitally Decolonise.’  L&T Conference, LondonMet, June/July 2022 

Burns et al (2022) Keynote with #creativeHE - Creative Research Methods, Open University, Summer, 2022

Burns et al (2022) Key note with #creative HE for JISC - Summer, 2022

Burns & Sinfield (2022) Keynote: Academic Development, Virtual Literacy Conference 2022 - for the British Dyslexia Association  

Burns & Sinfield (2021) Creatively Decolonise - Staff Festival, LondonMet, July 2021

Burns, Desire, Gordon & Sinfield (2021)  ‘Put an apron on it: decolonising online pedagogy’ L&T Conference, LondonMet, June/July 2021 

Mag, Sinfield, Burns & Abegglen (2021) ‘The joy of teaching and learning in academia – teachers’ perspectives from three countries’ for 10th Annual  MSE Conference, Sibiu, Romania, July 2021

Abegglen, Burns, Maier and Sinfield (2020) ‘Virtually Impossible Inductions’, creativeHEJam event 15.06.20 (Viz.: #creativeHEJam_blog and programme: creativeHEjam 2020 planning document)

Abegglen, Burns, Maier and Sinfield (2020) ‘Virtually Impossible: The Embodied Induction’ - L&T Conference, LondonMet, June/July 2020

Simone Maier, Tom Burns, Sandra Sinfield, Sandra Abegglen (2019):  ‘Imagine Assessment – Differently’, L&T Conference, LondonMet, 25^th June, 2019

Burns and Sinfield (2019) Keynote: Spaces for Learning: Finding Creativity and Power in the Fissures and Cracks of Learning and Teaching – Leeds University TeachMeet, June, 2019

Abegglen, Burns & Sinfield (2018) ‘Academic Reading: small acts of academic enquiry’ - workshop -  Learning and Teaching Conference, 3^rd July 2018, LondonMet (and published in ALDinHE Newsletter, April 2019) 

Sinfield, S., Abegglen, S. & Burns, T., (2017) Making education - becoming academics, Workshop - Digitally Engaged Learning Conference 2017, University of the Arts, 09/2017, United Kingdom.

Abegglen, S., Burns, T. & Sinfield, S., (2017) Multi-modal exhibition: Genre experiments as assessment, 06/2017 - Poster Presentation - ReGenring Academic Writing and Assessment Conference 2017, Nottingham Trent University, United Kingdom

Abegglen, S., Burns, T. & Sinfield, S., (2017) Practical writing workshop – creative ideas for supporting academic writing, 07/2017 - Workshop - Learning and Teaching Conference 2017, London Metropolitan University, United Kingdom

Abegglen, S., Burns, T. & Sinfield, S., (2016) ‘Take them serious’: Fostering students’ (academic) writing skills, 07/2016 - Workshop- Learning and Teaching Conference 2016, London Metropolitan University, United Kingdom

Burns & Sinfield (2016)  Keynote: Spaces for Learning: Finding Creativity and Power in the Fissures and Cracks of Learning and Teaching – University of St Mark and St John, Plymouth

Abegglen, S., Burns, T. & Sinfield, S., (2015) Hacking learning: Working creatively in the ‘fissures and cracks’ of learning, teaching and assessment - Learning and Teaching Conference 2015, London Metropolitan University, United Kingdom.

Abegglen, Burns & Sinfield (2015) Keynote: Blogging to Learn:  Voices from the margins - Learning Development in a Digital Age – MMU, June, 2015

Sinfield, Burns & Holley (2008) ‘A journey into silence: students, stakeholders and the impact of a strategic governmental policy document in the UK’ - L&T Conference, July, LondonMet

Sinfield S (2007) ‘Social learning spaces’ for HEA-CETL, Warwick University, 2007

Sinfield S & Burns T (2006) ‘Student experiences of academic writing’ workshop at Learning & Teaching Conference, London Met, July 2006

Sinfield S et al, (2005) ‘Friend or foe? The role of an online tutorial in an institution experiencing rapid change’ Conference Paper for Discourse, Power, Resistance 4, Plymouth University, March 2005

Sinfield S, Burns T, Holley D, Wallace M, Dobson C and Albon A, (2005) ‘Writing Resistance’  Workshop & resources at Teaching and Learning Conference, London Metropolitan University July 2005 

Norton, L, Harrington, K, Elander, J, Sinfield, S, Usher, J, Reddy, P, Aiyegbayo, O and Pitt, E  (2004) ‘Supporting students to improve their essay writing through assessment criteria focussed workshops’ Conference Paper presented at Improving Student Learning (ISL)Conference, September 2004

Sinfield, S, Burns, T & Burn, E (2004) ‘Writing Resistance’, academic writing workshop presented at DPR3, Plymouth University, April 2004

Sinfield, S & Burns, T  (2003) ‘Outsiders looking in or insiders looking out’, presented at DPR2, Plymouth University, April 2003

Sinfield, S (2000) ‘Do Study Skills Empower Students: An exploration of the Early Childhood Studies Scheme’s YC400 Study Skills module placed within the wider institutional context of the University of North London’ EECERA Conference, Institute of Education, September 2000

 

Sandra Sinfield
University Teaching Fellow and Senior Lecturer in the Centre for Teaching Enhancement

E: s.sinfield@londonmet.ac.uk