Rachel Staddon

Department for Lifelong Learning

University Tutor: Foundation Programme

DLL Rachel

Rachel graduated with an honours degree in chemistry from Durham University, where she also completed a PGCE and a masters in education. She taught in the north-east for several years before moving to Sheffield, and joined DLL in 2014, teaching on a variety of modules.

She believes that everyone should have access to enjoyable education at any level, and enabling this opportunity for students should be a top priority. Rachel is also a Senior Fellow of the Higher Education Academy.

Pronouns: she/they

Research interests

Rachel’s research interests lie in science and maths education. She is particularly interested in technology-enhanced learning and support, and how mature students engage with technology-based pedagogies. Her work is based within a constructivist paradigm. Rachel is currently exploring this area through a PhD within the School of Education.

Rachel is part of an inter-departmental team studying maths anxiety and ways to reduce it. In 2017, Rachel and the team received a Senate Award for Collaborative Activities in Excellence in Learning and Teaching for the work they have done. Rachel has also received a Student Union Academic Skills Award for this work.

Outside of work, her interests include astronomy and space technologies, reading fiction, open-water scuba diving, and cooking. She also enjoys coding in HTML and CSS, and indulging in too many mugs of tea.

Teaching activities

Rachel is the module convenor and lead tutor on the Chemistry and Maths and Statistics modules within DLL. She also supervises students on the Extended Project module.

Rachel is a personal tutor to several full-time and part-time students in DLL. She is part of a variety of teams developing technology-enhanced learning throughout the department. She is also involved with the ethics committee, exams team, and the admissions team.

  • Staddon, R. V. (2020). Bringing technology to the mature classroom: Age differences in use and attitudes. International Journal of Educational Technology in Higher Education, 17, 11.
  • Staddon, R. V. (2018). Does flipped learning satisfy the technological learning needs of mature students? In K. Ntalianis, A. Andreatos, & C. Sgouropoulou (Eds.), Proceedings of the 17th European Conference on e-Learning (pp. 694-701). Reading, UK: Academic Conferences and Publishing International Limited.
  • Marshall, E. M., Staddon, R. V., Wilson, D. A., and Mann, V. E. (2017). Addressing maths anxiety and engaging students with maths within the curriculum. MSOR Connections, 15(3), 28-35.