Yvette Wharton

My main teaching responsibilities cover the area of physical activity.

I am currently module tutor for the following modules:

3rd year

Public Health and Physical Activity

Fourth Year

Physical Activity for Special Populations

Lifestyle Managment

I contribute to:

Live Well and Prosper

Mental Health Nursing

And

Research methods and dissertation supervision

Currently carrying out research in two areas.

Student pedagogical development - experience of and understanding of student learning.

Howthe experience of outdoor adventure impacts onthe health and well-being of women.

2018 - Team and Group Work: A Student Perspective of Assessment and Management.  Abertay Teaching Learning Enhancement Fund (ATLEF 6). £1000

2015 - Transition into Employment Project.  Abertay Teaching Learning Enhancement Fund (ATLEF 3) £3000

2013 - Employability: Harnessing the student voice to drive curricula and pedagogical enhancement.  Abertay Teaching and Learning Enhancement Fund (ATLEF) - £6092

2013 - An analysis of university sport students’ perceptions of their learning environment, a comparison of a university in Scotland and England.  Carnegie Trust Travel Grant - £858.

2009 - Sport Transition Programme - TFh – Tayside and Fife Articulation Hub, £20,000.  

2008 - Attendance – The Student Perspective, Online questionnaire and focus groups.  Student-Centred Innovations in Learning Development (SCILD), School Award - £745.

Invited speaker - UK Gov - The National Graduate Employability Conference 2022.  

Equality Charter Mark - Athena Swan Reviewer Panelist

External Examiner 2014 - 2018, BSc (Hons) Sport and Exercise Science,  University Campus Suffolk
(University of East Anglia & University of Essex).

External Examiner 2009-2012, BA Physical and Sport Education, St. Mary's University College, Twickenham.

Wharton, C. Y. (2018).  How Women Negotiate the Ageing Process through Participation in Outdoor Adventure Activities.  Ageing and Society.  https://doi.org/10.1017/S0144686X18001356

Cameron A., Wharton Y., and Scally, J. B. (2018).  An investigation into the comparative learning gain and ‘value added’ for students from widening participation and non-widening participation groups: a case study from sports degrees.  Higher Education Pedagogies, 3, (1), 40-59.

Wharton, C.Y., Ramminger, S., Briars, K., Myles, L.  (2017). Transition from College to University - Peer to Peer Student Mentoring.   International Conference on Enhancement and Innovation in Higher QAA Scotland.

Wharton, C.Y., Horrocks, J. (2015).  Students’ perceptions of employability within their degree programme: highlighting the disparity between what academics believe is included and the student experience.   Enhancement and Innovation in Higher Education, QAA, Scotland.  (Conference Paper - online).   http://www.enhancementthemes.ac.uk/resources/presentations-papers/2015-conference-papers/page/4/

Wharton, C.Y., Goodwin,L.J., Cameron, A.J. (2014).  Living up to our students’ expectations: Using student voices to influence the way academics think about their undergraduates learning and their own teaching. International Journal of Higher Education3(4): URL: http://dx.doi.org/10.5430/ijhe.v3n4p72