SUSSED Where we are, were we are going and how we might get there

I delivered this presentation at the CITE seminar on 5th of February 2013

How do I get the Chapter number in Table or Figure captions to restart in Appendices using the University thesis template in Word 2010?

If you have added the Chapter number to your Table or Figure captions they will show as 1.1, 1.2 and so on. This is linked to the numbering used in the Heading 1 style. However, once you get to the Appendices the last Chapter number will continue throughout the Appendices as the Appendix heading isn't Heading 1. So what you need to do is get Word to understand that the style from which it should be picking up the first part of the Caption has changed and that it will need to restart the numbering again in each subsequent Appendix. This isn't too complex but you must follow the instructions to the letter or else it won't work.

How do I get the Chapter number in Table or Figure captions to restart in Appendices using the University thesis template in Word 2011?

If you have added the Chapter number to your Table or Figure captions they will show as 1.1, 1.2 and so on. This is linked to the numbering used in the Heading 1 style. However, once you get to the Appendices the last Chapter number will continue throughout the Appendices as the Appendix heading isn't Heading 1.

How do I get Word 2010 table headers to repeat on subsequent pages

When a table crosses on to 2 or more pages it can be very useful to have the headers appear on all subsequent pages. This video shows how.

How do I get Word 2010 to stop splitting a table row across pages?

In a long table a row might split across a page and this may make the data harder to read. This default of a row being allowed to split can be changed, this video shows how.

Work less, teach better and get better feedback: why we tried innovative teaching methods

Speaker: Patrick McSweeney Organiser: Time: 15/10/2014 11:00-11:45 Location: B32/3077 Abstract Having started at Southampton in 2005 I have seen quite a few changes to the way courses are taught and studied. I will reflect on some of the interesting changes I have observed and suggest their causes. As a practical example I will talk about codestrom, a peer feedback tool for learning programming. We have found that this teaching method has improved the student experience and reduced the work load for the module team. Together we will discuss how this and other recent developments can enable other teaching innovations which benefit staff as well as students. Hopefully the new class of PhD students will be able to contribute from the point of view of having recently been undergraduate students here and else where.