³Ô¹Ïtv

Publications

, , Grey Simon

Playful Learning Conference (2025)

, , Grey Simon

Playful Learning Conference (2024)

Escape Rooms in Education Showcase 2.0 (2024)

, Moreland Matthew, Bates Sally, Cornelius Pip, Knight Rachael-Anne, Titterington Jill, White Sarah L, Wright Aileen

2024 Colloquium of the British Association of Academic Phoneticians (2024)

(2023)

Playful Learning Conference (2023)

Teaching

I am module leader and lecturer for the following:

B6118 Clinical Phonetics and Phonology, B6119 Anatomy and Physiology for Speech and Language Pathology 2, B6117: Linguistics 1 Introduction to Language and Communication, B6340: Linguistics 3 Sociolinguistics, Multilingualism and Speech Acoustics, B6441 Advanced Study Options.

I also provide supervision for 4th year undergraduate dissertations.

Research Interests

My current research lies in the use of creative and playful learning in Higher Education. I am interested in how we can use technology and gaming to increase student engagement and successfully achieve learning outcomes.

I am also interested in how we can support and develop Programme Leaders in their role at ³Ô¹Ïtv.Ìý

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Professional Activities

Member

7/1/2026

Contributor

10/10/2025

Editorial board member

1/9/2025

Advisor

22/8/2025

Member

22/8/2025

Member of programme committee

1/8/2025

Projects

Timmins, Claire (Principal Investigator) Lawson, Eleanor (Co-investigator) Cleland, Joanne (Co-investigator)

01-Jan-2025 - 01-Jan-2025

Timmins, Claire (Principal Investigator)

This study aims to survey clinical phonetics lecturers across the UK and Ireland to access information on how clinical phonetic transcription and phonetic/phonological analysis skills are currently taught, assessed and maintained.

01-Jan-2023 - 01-Jan-2024

Timmins, Claire (Co-investigator)

01-Jan-2023 - 31-Jan-2028

Timmins, Claire (Principal Investigator)

A qualitative investigation into the use of paper-crafts for the teaching and learning of anatomy for Speech and Language Therapy undergraduate study.

20-Jan-2023 - 01-Jan-2024

Timmins, Claire (Co-investigator) Savage, Katy (Co-investigator)

Working with staff from OSDU, this project aims to provide a network for support and development of Programme Leaders across ³Ô¹Ïtv. Aims include the production of a broad role descriptor, an interactive timeline and online resource, a peer mentoring programme and induction activities.

01-Jan-2021 - 31-Jan-2023

Cohen, Wendy (Principal Investigator) Timmins, Claire (Co-investigator)

When designing the current BSc (Hons) in Speech and Language Pathology, OSCEs were identified as having a role at a specific stage in student development. Using the Scottish Curriculum Qualifications Framework (SCQF, 2012) as a skills’ benchmark, there was a clear description in two skill sets (Practice, applied knowledge and understanding; Communication) at levels 8 and 9 of the framework that corresponded to 2nd and 3rd year level of undergraduate study in Scotland. Four specific clinical skills were identified as suitable for OSCE and these were introduced into the curriculum in academic session 2015/16. Each task was intrinsically linked to a specific skill that would be developed during the 2nd year clinical placement with class based support activities. The OSCEs were then timetabled to take place during the summer examination diet for 2nd year students. Student feedback has been positive since the introduction of the OSCEs, with students commenting on aspects related to their relevance to clinical practice, their understanding of what the OSCEs were assessing, parity across the cohort and the value of constructive feedback for future learning (Cohen & Timmins, 2017). External examiners have also commended the course team on the introduction of the OSCEs. Recent studies have explored OSCEs from the learners’ perspective and in particular from the field of nursing. Nursing students have reported that OSCEs lead to increased self-directed learning and increased self-confidence (Ha, 2016) and that the constructive feedback learners receive contribute positively to their future learning and development. The extent to which speech and language therapy students can implement the skills they have demonstrated during their 2nd year OSCEs has not been evaluated and this study proposes to undertake this type of evaluation. By sampling, anonymously, the current 3rd year SLP cohort, who have successfully completed their OSCEs it is hoped that we can understand whether or not students have been able to implement these skills successfully in practice. Through additional discussion with the clinical tutors who provide guidance and support to these students as they progress through their subsequent 3rd year placement we hope to understand more about the effect that OSCEs have on future student learning and development.

24-Jan-2018 - 31-Jan-2019