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Portrait of  Jane Mullen Jane Mullen

j.mullen@hud.ac.uk | 01484 478103



Biography

Qualifications: BA(Hons), PGCE, MA.

Prior to joining the University in 2001 Jane worked in Further Education for 21 years in a wide range of roles. Throughout her teaching career she has been involved with delivering a range of communications courses and is particularly interested in the issues students have when developing their academic writing. Working with both undergraduates and post graduates on issues related to their criticality and academic writing has become the recent focus of her research.

Currently Jane is responsible for organising and delivering academic skills support to all students in the School. She initially co-ordinated a HEFCE funded project to set up a distributed model of academic skills provision across the University. Reflecting on this experience Jane wrote a paper in 2006 titled 'Challenging and Changing Priorities at One University'. Later as her research developed on the different models of provision she wrote a paper 'The Study Skills Conundrum: To embed or not to embed that is the question'. She has also undertaken a joint piece of research with a colleague into dyslexia and its impact on the professional development of youth workers. This research has led to her PhD on the professional identity of teachers who are dyslexic.

Research & Scholarship

Current Research Interests

Jane's particular interests are in widening participation, students' writing development in Higher Education, models of academic skills provision and adult dyslexia. She is currently working towards her PhD.

Publications and Other Research Outputs

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Here the Academic Skills tutors (AST) are not centrally funded & provided but are attached to and funded by specific Departments. The proposition is that when an AST ‘belongs’ to a Department not only is there a more intimate awareness of the forms & practices of that discipline and the preferred modes of accessing Learning Development (LD) by those students, but also LD itself is ‘owned’ more positively by the whole Dept. Synergy in Learning Development across the university is provided amongst ASTs in their Support Group. The AST aim is engagement, motivation and to raise a perception of value in staff and students alike and to create ‘ a whole institution approach to student writing’ [to] result in ‘an open, informed and vibrant culture of writing across the university’ Lisa Ganobcsik Williams via one-to-one tutorials; one off workshops; team teaching; peer tutoring; writing programmes and computerised support.', 'creators_id' => 'j.mullen@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '3483', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '27', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => undef, 'volume' => undef, 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => undef, 'date_year' => '2007', 'status_changed_hour' => '11', 'gscholar_cluster' => undef, 'producers_name_family' => undef }, '3424' => { 'funders' => undef, 'conductors_name_family' => undef, 'num_pieces' => undef, 'department' => undef, 'contributors_id' => undef, 'gscholar_datestamp_second' => undef, 'keywords' => undef, 'lyricists_name_lineage' => undef, 'lyricists_id' => undef, 'edit_lock_since' => undef, 'creatorlist' => { '1' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Mullen', 'eprintid' => '3424', 'creators_name_honourific' => '', 'pos' => '1', 'creators_name_given' => 'Jane', 'creators_id' => 'j.mullen@hud.ac.uk' }, '0' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Hill', 'eprintid' => '3424', 'creators_name_honourific' => '', 'pos' => '0', 'creators_name_given' => 'Pat', 'creators_id' => 'p.a.hill@hud.ac.uk' } }, 'exhibitors_id' => undef, 'latitude' => undef, 'replacedby' => undef, 'status_changed_month' => '2', 'editors_name_honourific' => undef, 'admin_note' => undef, 'event_title' => '4th LDHEN Symposium: "How do students engage with learning?"', 'date_type' => undef, 'pres_type' => 'paper', 'longitude' => undef, 'creators_name_honourific' => '', 'include_in_hebci' => 'no', 'producers_name_honourific' => undef, 'scopus_citation_count' => undef, 'datestamp_year' => '2009', 'fileinfo' => '', 'status_changed_second' => '36', 'exhibitors_name_honourific' => undef, 'editors_id' => undef, 'title' => 'Writing Skills - 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We have developed a ‘distributed’ Academic Skills model with tutors based in each School. These tutors are experienced lecturers who seek to work closely with lecturing staff to look at how they can incorporate the development of student writing into their modules as well as alongside them. We believe that students are much more likely to engage with ideas about improving their own learning if they appear relevant and cohesive within their own subject area. Even where we do stand alone study skills, or one to one work, we endeavour to understand the module and the specific requirements of the assignment even though we are not dealing with content. This gives students reassurance and because the students are used to seeing us within the school, being fully involved and interacting with their lecturers, they feel confident in the relevance of our contribution. Motivation will always be the key to student engagement; by publicising our approach within the School and emphasising the developmental rather than remedial aspects, we encourage students to see us as a means to an end: facilitating their ‘academic integration’ (Draper, 2005), improving their grades and also improving their chance of succeeding in an increasingly competitive world in which good communication skills can be a major factor in achieving goals. Feedback from evaluation of our provision suggests that students are beginning to take a far more positive attitude towards writing development.This presentation details how the model at Huddersfield has evolved from a small TQEF funded project and what challenges have been and are still being faced. 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The paper explores questionnaire results obtained from over ninety students at the start and end of their first term on their self esteem and perceived control related to both their academic and placement experiences. This data is enriched by further in-depth semi structured interviews with ten students, which allows for a closer examination of the transformative process and factors that directly impact on the way students construct both academic and vocational ‘meaningful knowledge and skills’ (Choy, 2009:66). ', 'creators_id' => 'j.mullen@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '1531', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '15', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => undef, 'volume' => undef, 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => 'Choy, S. (2009) Transformational Learning in the Workplace. 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First year teacher training students have been encouraged to use Facebook whilst on placement, with third year students acting as mentors. First year youth and community work students have used Facebook to support their early academic and professional development. First Year childhood studies students set up their own Facebook page before the course started to get to know and support each other during the first weeks and months of their studies. These projects call for ‘a paradigm shift in shaping student learning to take account of peer- peer and teacher peer partnerships beyond those owned, supervised and instigated by institutions’ ( Cousin and Brett, 2011, p16). Although tutors have had a presence in 2 of the 3 Facebook pages, students have chosen their own speed and style of communication with no guidance and little or no involvement from tutors. Initial sessions with students on teacher training and youth work courses focussed on the professional use of the media and for the teacher training mentors there was a clear discussion of appropriate boundaries. Mueller (2004) examined how social networking can be used effectively for one to one relationships, whereas we have used it as a tool to facilitate different virtual communities with different aims. With this emphasis on ‘community’ this paper will be presented by members of these communities. Cousin and Brett (2011) ‘Students as partners in blending learning’ Journal of Learning and Development in Higher Education, (3) Lave, J. & Wenger, E. (1991) Situated Learning. Cambridge: University Press Mueller (1991) ‘E-mentoring as an example for the use of information and communication technology in engineering education. European Journal of Engineering Education 29, pp 53-63 cited in Cothran, McCaughtry, Faust, Garn, Kulinna and Martin (2009) ‘E-mentoring in Physical Education: promises and pitfalls’ Research Quarterly for Exercise and Sport, 80, (3), pp 552-562 ', 'creators_id' => 'j.mullen@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '1531', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '12', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => undef, 'volume' => undef, 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => undef, 'date_year' => '2012', 'status_changed_hour' => '15', 'gscholar_cluster' => undef, 'producers_name_family' => undef } };

2012

Mullen, J. and Hatton, J. (2012) ‘Scaffolding and supporting virtual communities ’. In: 9th ALDinHE Conference Association for Learning Development in Higher Education (ALDinHE) Conference:learning Development in a Digital Age., 2nd-4th April 2012, Leeds University, UK

2011

Mullen, J., Hatton, J. and Frankland, S. (2011) ‘Transformative Learning:the start of the journey?’. In: 6th European Conference on the First Year Experience , 19th-20th June 2011, Manchester University

Mullen, J., Hatton, J. and Frankland, S. (2011) ‘Constructive Dialogue with Students’. In: 8th Association for Learning Development in Higher Education (ALDinHE) Conference: Engaging students- Engaging learning, 18th-20th April 2011, Queen's University Belfast

2009

Hatton, J. and Mullen, J. (2009) ‘Levelling the playing field’. In: Training Agencies Group, June 2009, Sheffield , pp. 1-7

Mullen, J. and Hatton, J. (2009) ‘Listen to me! the voices of some students with dyslexia’. In: Degrees of Independence: Providing inclusive learning in Higher Education, 16th - 17th April 2009, University of Huddersfield, Huddersfield, UK

Mullen, J. and Hatton, J. (2009) ‘Perplexing Identities’. In: 6th Annual Learning and Development in Higher Education Network, 6th - 7th March 2009, Bournemouth University

2007

Hill, P. and Mullen, J. (2007) ‘Writing Skills - An integrated approach’. In: 4th LDHEN Symposium: "How do students engage with learning?", 12 April 2007, Bournemouth University

Hill, P. and Mullen, J. (2007) ‘Writing Skills - An integrated approach’. In: 4th LDHEN Symposium: "How do students engage with learning?", 12 April 2007, Bournemouth University

Hill, P. and Mullen, J. (2007) ‘To embed or not to embed – that is the question’. In: The Study Skills Conundrum, 26th April 2007, Bournemouth

Research Degree Supervision

Further information is available about Research Topics and Supervision within the School of Education and Professional Development.

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