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Professor Lin Norton

‌ Professor Lin Norton Job Title: Professor Emeritus of Pedagogical Research

Location: HCA0107

Phone No: 0151 291 3643

Website: www.linnorton.co.uk/

Faculty: Education

e-mail: nortonl@hope.ac.uk

 

Professional Memberships

  • National Teaching Fellow (2007)
  • Chartered Psychologist and Associate Fellow of the British Psychological Society (BPS)
  • Fellow of the Higher Education Academy (HEA)
  • Member of British Educational Research Association (BERA)
  • Member of the European Association for Research into Learning and Instruction (EARLI)
  • Member of the International Society for Scholarship in Teaching and Learning (IS.SOTL)
  • Member of European Association for Practitioner Research on Improving Learning (EAPRIL)
  • Member of Society for Research in Higher Education (SRHE)

 

Key Tasks and Responsibilities

Since retiring as Dean of Learning and Teaching in 2010, I am now professor emeritus of pedagogical research, located within the Faculty of Education, at Liverpool Hope University. I am also visiting professor (Centre for Higher Education Practice) at Ulster University. I am currently an associate editor for the journal Psychology Learning and Teaching and on the editorial advisory board for Innovations and Education Teaching International.

I continue to research very actively and write on pedagogical issues related to higher education. I am frequently asked to give workshops and seminars, details of which appear on my website: www.linnorton.co.uk 

Background:  I have a particular interest in supporting colleagues to carry out and publish research on their own teaching practice and on their students’ learning.  Please email me if you would like more information, or one to one advice.

 

Research Interests

I am willing to supervise doctoral students in any area of higher education pedagogy, but have specific interest in:

  • Pedagogical action research in higher education;
  • Assessment in higher education;
  • Enhancing student learning;
  • Supporting and improving students' academic writing;
  • University teachers’ perceptions and beliefs about teaching and assessment.

 

Publications

Journal Papers

Norton, L., Norton, B. & Shannon, L (in press) Revitalising assessment design; what is holding new lecturers back? Accepted for publication in Higher Education.

O’Siochru, C., Strivens, J. & Norton, L. (in press) Epistemic match: A pedagogical concept for understanding how students fit in to the chosen subject. Accepted for publication in Innovations in Education and Teaching International.

Itua, I., Coffey, M., Merryweather, D. & Norton, L. (in press) Exploring barriers and solutions to academic writing: perspectives from students, Higher Education and Further Education tutors. Accepted for publication in Journal of Further & Higher Education.

Norton, L., Norton, B. & Sadler, I.  (2012) Assessment, marking and feedback: understanding the lecturers’ perspective. Practitioner Research In Higher Education (PRHE), 6(2): 3-24, University of Cumbria, Available at http://194.81.189.19/ojs/index.php/prhe/issue/view/32/showToc

Norton, L.  (2012) Assessment and feedback: is there anything more to be said? Perspectives on Pedagogy and Practice, Journal of the University of Ulster, Centre for Higher Education Practice, 3: 1-32.

Norton, L, Aiyegbayo, O. , Harrington, K. , Elander, J. and Reddy, P. (2010) 'New lecturers' beliefs about learning, teaching and assessment in higher education: the role of the PGCLTHE programme', Innovations in Education and Teaching International, 47: 4, 345 — 356.

Elander, J., Harrington, K., Norton, L., Robinson, H. and Reddy, P. (2006) Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria. Assessment & Evaluation in Higher Education, 31, 1, 71–90.

Norton, L., Richardson, J.T.E., Hartley, J., Newstead, S. & Mayes, J. (2005) Teachers’ beliefs and intentions concerning teaching in higher education. Higher Education, 50,4, 537-571

Meyer, J. & Norton, L. (2004) Editorial. Metalearning in higher education. Innovations in Education and Teaching International, 41, 4, 387- 390

Norton, L., Owens, T. & Clark, L. (2004) Encouraging metalearning in first year undergraduates through reflective discussion and writing. Innovations in Education and Teaching International, 41, 4, 423-441

Norton, L.S. (2004) Using assessment criteria as learning criteria. A case study using Psychology Applied Learning Scenarios (PALS). Assessment & Evaluation in Higher Education. 29(6) 687-702.

Norton, B., Norton, L.S., Griffiths, T., Owen, T., Perrin, S., & Walters, D. (2003) Increasing students’ library confidence. Academic Exchange Quarterly 7 (3) 157-161.

Norton, L., Clifford, R., Hopkins, L., Toner, I.,. & Norton. J.C.W. (2002) Helping psychology students write better essays. Psychology Learning and Teaching, 2, 2, 116-126

Norton, L.S. (2002) Editorial Psychology Teaching Review, Special issue on action research in psychology 10, 1, 1-4

Hartley, J. & Norton, L.S. (2002) Some preliminaries to action research with mature students. Psychology Teaching Review, 10, 1, 52-60

Norton, L S (2001) Researching Your Teaching: The Case for Action Research, Psychology Learning and Teaching, 1,1, 21-27.

Norton, L.S., Tilley, A.J., Newstead, S.E. & Franklyn-Stokes, A.. (2001) The pressures of assessment in undergraduate courses and their effect on student behaviours. Assessment & Evaluation in Higher Education, 26,3, 269-284.

Mazuro, C.., Norton, L.., Hartley, J., Newstead, S.. & Richardson, J.T.E. (2000) Practising what you preach? Lecturers’ and students’ perceptions of teaching practices. Psychology Teaching Review, 9, 2, 91-102

 

Books and Book Chapters

Norton, L & Owens, T (in press) Pedagogical Action Research: Enhancing Learning and Teaching  through a Community of Practice. Chapter 25 in D. Salter (Ed) Cases on Quality Teaching Practices in Higher Education. IGI Global (http://www.igi-global.com/ )

Norton, L.S. (2012) Learning criteria, learning outcomes and assessment criteria. In Seel, Norbert M. (Ed.) (2012)  Encyclopedia of the Sciences of Learning, http://www.springer.com/psychology/book/978-1-4419-5503-6

Norton, L.S, Norton, B. & Shannon, L. (2012) The impact of UK university teaching programs on lecturers’ assessment practice: a case for pedagogical action research.    In Eszter Simon and Gabriela Pleschová (Eds), Teacher development in higher education. Existing programs, program impact, and future trends, Abingdon: Routledge. Chapter 11, pp 191-210.

Norton, L., Norton, B. & Shannon, L. (2011) The Assessment Design Inventory: A tool for research & staff development. .  In C.Rust (Ed) Improving Student Learning: Improving Student Learning Global Theories and Local Practices: Institutional, Disciplinary and Cultural Variations. ISL 18. Proceedings of the 2010 ISSOTL/ISL conference. Oxford: Oxford Centre for Staff and Learning Development. Chapter 4 section 20, pp199-214.

Elander,J., Westrup, R., Caldwell, T., Foxcroft, A.,  Norton, L.,  Crooks, S. &  Wardley, K (2011) Development and evaluation of student transition writing mentoring.  In C..Rust (Ed) Improving Student Learning: Improving Student Learning Global Theories and Local Practices: Institutional, Disciplinary and Cultural Variations. ISL 18.Proceedings of the 2010 ISSOTL/ISL conference. Oxford: Oxford Centre for Staff and Learning Development. Chapter 2, section 9.

Elander, J., Foster, Ed., Norton, L. & Foxcroft, A. (2010). What changes in the transition to learning at university? In C. Rust (Ed.), Improving Student Learning for the 21st Century Learner: Proceedings of the 2009 17th International Symposium (pp 141-156) Oxford: Oxford Centre for Staff and Learning Development.

Elander, J., Norton, L., McDonough, G. & Foxcroft, A. (2009). Academic Writing and the FE-HE Transition: Cross-Sector Working and UK Education Policy. Proceedings of the 3rd UK National Transition Conference: Research and Good Practice in Promoting Student Engagement in the First Year

Norton, L.S. (2009) Action Research in Teaching and Learning. A Practical Guide to Conducting Pedagogical Research in Universities. Abingdon: Routledge

Campbell, A. & Norton, L. (eds) (2007) Learning, teaching and assessing in higher education: developing reflective practice. Exeter: Learningmatters ISBN 978 1 84445 116 6

Norton, L. (2009) Assessing student learning, in, H.Fry., S.Ketteridge. & S. Marshall (eds) A Handbook for Teaching and Learning in Higher Education. Enhancing Academic Practice. 3rd ed. Abingdon: Routledge

Norton, L (2008) Pedagogical research in higher education. Ethical issues facing the practitioner-researcher, chapter 12, pp 162-171, in A. Campbell & S. Groundwater- Smith (2008) An ethical approach to practitioner research. Dealing with issues and dilemmas in action research. Abingdon: Routledge

Botha, J., Karseth, B., Norton, L., Oehler, D., Sayers, P., Sullivan, P. & Tizard, J. (2006) The use of evidence in decision-making in higher education Chapter 4, pp 63-75. In Elvidge, L (Ed) (2006) Exploring good leadership and management in higher education: issues of engagement..Cambridge: Jill Rogers Associates Ltd (publishers)

Harrington, K., Elander, J., Norton, L., Reddy, P. & Pitt, E. (2006) A qualitative analysis of staff-student differences in understandings of assessment criteria. . In C. Rust (ed.), Improving Student Learning . Improving student learning through assessment. 13.Oxford, Oxford Centre for Staff and Learning Development. Part III, 18, 235-247.

Meyer, J.H.F., Shanahan, M., Norton, L ., Walters, D., Ward, S & Hewertson, H. (2006) Developing students’ metalearning capacity: a grounded assessment framework. In C. Rust (ed.), Improving Student Learning . Improving student learning through assessment. 13.Oxford, Oxford Centre for Staff and Learning Development. Part III, 19, 248-266.

Harrington, K., Elander,J., Lusher,J., Norton, L., Aiyegbayo, O., Pitt, E., Robinson, H. and Reddy, P. (2006) Using core assessment criteria to improve essay writing. Ch 9, pp110-119 In C. Bryan & Clegg, K. (eds) (2006) Innovative Assessment in Higher Education. London: Routledge ISBN 0415356423

Norton, L., Harrington, K., Elander, J., Sinfield, S., Lusher, J., Reddy, P., Aiyegbayo, O & Pitt, E. (2005) Supporting students to improve their essay writing through assessment criteria focused workshops . In C. Rust (ed.), Improving Student Learning 12. Oxford, Oxford Centre for Staff and Learning Development.

Breslow, L., Drew, L., Healey, M, Matthew, B & Norton, L (2004) Intellectual Curiosity: A Catalyst for the Scholarships of Teaching and Learning and Educational Development. Chapter in Elvidge, E. M. (Editor) (2004) Exploring academic development in higher education: Issues of engagement. Cambridge: Jill Rogers Associates. ISBN 0 9547111 2

Elander, J., Harrington, K., Norton, L., Robinson, H., Reddy, P. & Stevens, D. (2004). Core assessment criteria for student writing and their implications for supporting student learning. In C. Rust (ed.), Improving Student Learning 11. Theory, Research and Scholarship (pp. 200-212). Oxford, Oxford Centre for Staff and Learning Development.

Garner, W., Norton, LS, Beaumont, A. Caldecott,. S & Asquith, S (2002) The distance learning task as a pedagogical context for learning technologies in C.Rust (Ed) (2002) Improving student learning. Improving student learning through the technologies. Oxford: The Oxford Centre for Staff and learning Development

Norton, L., Kahn, P., Van Arendsen, J & Walters, D. (2001) Reflective thinking about the study of psychology, mathematics and music at degree level: Does it change over the first year? In C. Rust (Ed) (2001) Improving student learning. Improving student learning strategically. Oxford: The Oxford Centre for Staff and learning Development. Part 2, Ch 11, 120-131

Norton, L.S. & Norton, B. (2000) Information skills: Do we help our students enough? In C. Rust (Ed) Improving Student learning. Improving Student Learning through the disciplines. Oxford: The Oxford Centre for Staff and Learning Development. Part III, Chapter 27, pp.283-293.

 

Conference Papers

Norton, L., Norton, B., Evans, D., Ververi, O., Wagner, K., Yuan, T. & Zontou, Z. (2012) Is it mentoring or is it research? A new approach to integrating leadership, academic development and SOTL in the first year of university teaching.  Paper presented at the annual conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL12) ‘Research on teaching and learning; integrating practices’, Hamilton, Canada, October 24-27, 2012

Norton, L & Norton, B (2012) Assessment research as a timeline. Improving Student learning Symposium,  Lund University, Sweden, 29-31 August, 2012

Norton, L. (2011) ‘The research-teaching nexus in higher education: alignment and misalignment between conceptions and curricular features: a discussant paper’  ECER (European Conference on Education Research) conference, Freie Universität,  Berlin, Germany, 13-16 September 2011.

Norton, L. (2011) ‘Teachers’ thinking about learning and teaching; current directions and empirical results:  Making a case for critical professionalism’. 14th biennial EARLI (European Association for Research on Learning and Instruction), Exeter University, Exeter, UK, 30 August- 3 September 2011

Norton, L., Norton, B. & Mansi, K. (2011)  The assessment, marking and feedback inventory (AMFI): a tool for exploring the practitioner perspective. Assessment in Higher Education Conference, University of Cumbria in Carlisle, 6 July 2011.

Norton, L.,  Norton, B. & Shannon, L. ( 2010) The Assessment Design Inventory:
A tool for research & faculty development. Paper presented at the 6th international conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL10), Arena and Convention Centre, Liverpool, UK 19-22 October 2010.

Elander,J.,  Westrup, B., Caldwell,T.,  Foxcroft,A  & Norton, L. (2010) Development and evaluation of student transition mentoring programmes, Paper presented at the 6th international conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL10), Arena and Convention Centre, Liverpool, UK 19-22 October 2010.

Norton, L., Elander, J & Foxcroft, A. (2010) Subtle SOTL. Engaging academics through a pedagogical action research network Paper presented at the 8th international SOTL conference, London 13-14 May 2010

Norton, L., Norton, B., Shannon, L. & Phillips, F. (2009) Assessment design, pedagogy and practice: what do new lecturers think?  Paper presented at the annual conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL 2009), Indiana University, Bloomington, Indiana, USA, 22-25 October 2009.

Norton, L., Keenan, P., Williams, K., Elander, J and McDonough, G. (2009) Helping students make the transition from A level to degree level writing: a staged action research approach. Paper presented at the British Educational Research Association Annual Conference, University of Manchester, 2-5 September 2009. Now published  in Education-Line http://www.leeds.ac.uk/educol/documents/184216.doc

Shannon, L., Norton, L. & Norton, B. (2009) University lecturers’ assessment beliefs: a theoretical model. 13th biennial conference of the European Association for Learning and Instruction (EARLI), Fostering communities of learners, Amsterdam, Netherlands, August 25-29, 2009

Norton, L., Norton, B., Shannon, L. & Phillips, F. (2009) What do lecturers feel about assessment? Assessment in Higher Education conference, University of Cumbria in Carlisle, July 8th, 2009

Shannon, L., Norton, B., Norton, L. & Phillips, P. (2008) Contextualising assessment; the lecturers’ perspective. Paper presented at the 4th biennial EARLI/Northumbria Assessment Conference (ENAC), Potsdam, Germany, 27-29 August

Norton, L., Harrington, K., Norton, B., & Shannon, L. (2006) Challenging traditional forms of assessment: university teachers’ views on examinations. Paper presented at the 3rd Conference of the International Society for the Scholarship of Teaching and Learning (ISSOTL), Washington DC, USA, 9-12 November 2006.

Norton, L.S (2005) Pedagogical Action Research (PAR):An evaluation of its effectiveness in engaging busy academics with SOTL , Paper presented at the 2nd Conference of the International Society for the Scholarship of teaching and Learning (IS.SOTL), Vancouver, B.C., Canada, 14-16 October 2005.

Meyer, J.H.F., Shanahan, M., Norton, L.S., Walters, D., Ward, S. & Hewertson, H. (2005) Developing students’ metalearning capacity: a grounded assessment framework Paper presented at the 13th Improving Student Learning Symposium, ‘Improving Student Learning Through Assessment’ Imperial College, London 5-7 September, 2005.

Norton, L.S. & Norton, J.C.W. (2005) Predicting which students might be academically at risk in higher education. Paper presented at the 11th Conference of EARLI, Nicosia, Cyprus 23-26th August 2005

Gayton, E., Norton, J.C.W., Norton, L, S. & Walters, D. (2005) ‘Supporting student success through Personal Development Planning: An integration of multiple perspectives at the institutional level’ Paper presented at the 11th Conference of EARLI, Nicosia, Cyprus 23-26th August 2005

Norton, L & Aiyegbayo, O. (2005) Becoming an excellent teacher: Factors that influence new university lecturers’ beliefs about learning & teaching. Paper presented at the 5th International Conference on the Scholarship of Teaching & Learning (SoTL) 12-13 May, 2005, London, UK