Student Experience Proceedings (LJMU)
Not a member yet
382 research outputs found
Sort by
Session 32: Creating a student-led digital development community: The Digital Development Club experience
No full textCurriculum Enhancement Internship Project funded by the Teaching and Learning Academy
Session overview:
This session introduces the Digital Development Club, a student-led initiative designed to foster digital literacy, peer collaboration, and well-being through technology. Established as part of a curriculum enhancement project, the club provides an inclusive platform where students support each other in developing essential digital skills for academic success and future employability. By focusing on peer-led learning, the club helps students navigate challenges such as digital overload, isolation, and stress, which are increasingly prevalent in technology-driven learning environments. Through structured workshops, interactive learning sessions, and developing a digital toolkit, students exchange practical strategies for using technology effectively. These activities should not only build confidence but also promote collaborative problem-solving and student empowerment, fostering a sense of digital resilience and adaptability. The session will feature firsthand insights from students and staff, highlighting the club’s development, early successes, and the potential for broader adoption within and beyond Liverpool John Moores University.
Key learning points from this session:
Attendees will learn how peer-led digital initiatives enhance student well-being, engagement, and employability. They will gain insights into implementing inclusive, student-driven digital literacy programmes, using technology to support learning, and fostering sustainable student-staff collaboration. In addition, we will explore a replicable model for scaling digital development communities across the university
Session 35 Lightning talk: Inclusive recruitment in the Library Engagement Team
No full textSession overview:
We will discuss what steps the Library Engagement Team have taken to develop our interview and testing processes to make our recruitment practice more inclusive.
We have seen a consistent increase in applicants disclosing disabilities and with it a surge in requests to gain sight of interview questions in advance as part of a reasonable adjustment.
We explored the benefits and potential issues of providing this information ahead of time and researched practice elsewhere in the HE environment and beyond. This prompted deeper reflection on our wider practice and a number of conventions we adopt as part of the interview process.
The high-pressured and unfamiliar environment of an interview setting can be particularly intimidating to underrepresented groups, therefore our initial aim was to ensure we removed as many barriers as possible and alleviated the stress and anxiety interviews can cause.
We concluded that this fundamental change in practice would be beneficial to all candidates, not just those disclosing a disability and actively requesting a preview of the questions. Through using the institution’s guidelines, we determined to provide sight of the questions and a clear overview in advance to all applicants, we adjusted our approach to create more discussion-based interviews, we framed our questions as discussion points rather than interrogatives and we ultimately evolved our own practice during the interview process.
We will discuss feedback from applicants and panel members, and how it has become embedded into the Library Engagement Team’s recruitment practice.
Key learning points from this session:
The session will look at how the Library Engagement Team have developed our recruitment practices to make the interview process more inclusive. We will discuss how we have developed our methods, how we plan to evolve these further, and how the practice could be adopted elsewhere in the institution.
Inclusive recruitment in the Library Engagement Team PowerPoint. Only LJMU staff and students have access to this resource
Session 40: Wellbeing needs of LJMU’s distant work-placement students
No full textCurriculum Enhancement Internship Project funded by the Teaching and Learning Academy
Session overview:
LJMU has an array of support provisions for its students, but how do these meet the needs of students who learn away from the university, whether that is because the course is delivered remotely or because students are on work-based placements.
This Curriculum Enhancement-funded research project heard the voices of learners undertaking the Professional Qualification in Probation (PQiP) programme. Empirical data has given an understanding into the wellbeing needs of learners on this demanding course, which is undertaken whilst learners also supervise people on probation, and whilst they work towards demonstrating practise competencies.
This presentation, delivered by student interns, offers early findings from this research project. It gives insight into learners’ understanding of the support offered by LJMU and highlights any barriers to accessing these services. We also explain what is being put into place to address these findings and to link our learners with the support which LJMU offers to all its students.
Key learning points from this session:
Our research findings and recommendations are valuable for staff delivering other non-standard programmes across LJMU, especially those which have work-based placements which mean that students are away from the University for extended periods of time.
Wellbeing needs of LJMU’s distant work-placement students PowerPoint. Only LJMU staff and students have access to this resource
Session 43: Exploring the impact that UCAS entry grades and attendance have on first-year assessment performance
No full textSession overview:
The LL.B (law undergraduate) degree at LJMU typically requires students to attain 120-128 UCAS points in order to be offered a place on the course. However, the 2024/25 recruitment cycle saw a high proportion of our current level four students joining via clearing, when this requirement was lowered significantly. As lecturers and student retention co-ordinators, we wanted to track whether this would impact upon academic achievement and gauge whether additional support was necessary for these students. We therefore opted to map the mark achieved at the point of the students’ first written assessment against their UCAS entry points, and then mapped this against Canvas usage and attendance at scheduled teaching sessions. This presentation will explore our preliminary findings.
Key learning points from this session:
Attendees will come away from this session with a better understanding of the potential correlation between entry grades, Canvas engagement, and attendance at teaching sessions (e.g. seminars and lectures), and a students performance in their first written assessment at university. This will help us to better understand our newly arrived students academic needs, and determine the appropriate support we should be giving them, and when we should be giving it.
Exploring the impact that UCAS entry grades and attendance have on first-year assessment performance PowerPoint. Only LJMU staff and students have access to this resource
Session 44: Yes, we see you! A case study providing university access for adults with learning disabilities
No full textSession overview:
‘Yes, we see you!’ is a collaborative project between LJMU and Mencap Liverpool & Sefton, supported by the LJMU Diversity and Inclusion Fund. Building on Mencap Liverpool & Sefton’s ‘Do you see me?’ communications campaign—which sought to increase visibility for adults with learning disabilities and promote their inclusion in society—this initiative addresses the lack of access these individuals have to university experiences. Staff and students across various LJMU faculties developed and piloted a programme designed to provide meaningful access to educational opportunities for Mencap Liverpool & Sefton members. This culminated in the delivery of three mini-modules: 1. Relationship Education, 2. Sports, and 3. Creative Writing. This project offered participants a unique opportunity to engage with university life and fostered collaboration between students and individuals with learning disabilities, promoting mutual understanding and advocacy for inclusion. This session will explore the challenges of organising the programme, highlight key outcomes, and present perspectives from both LJMU students who supported the initiative and Mencap members who participated in the lessons. The project underscores the importance of partnerships in creating inclusive opportunities and demonstrates how academic institutions can play a role in advancing equity and social justice.
Key learning points from this session:
Attendees will learn how collaborative initiatives can enhance inclusion for underrepresented groups, adoptable strategies for developing inclusive programmes, and ways to foster enriching student engagement with individuals with learning disabilities. Key messages include promoting equity, overcoming organisational challenges, and the broader impact of university-led projects on societal inclusion and social justice.
Yes, we see you! A case study providing university access for adults with learning disabilities PowerPoint. Only LJMU staff and students have access to this resource
Session 49 Lightning talk: The impact of executive coaching on the self-esteem and self-efficacy of headteachers
No full textSession overview:
Over the course of the academic year, a group of thirteen Headteachers took part in an executive coaching programme with the Centre for Educational Leadership at LJMU, where they experienced, conceptualized, and understood coaching as a phenomenon and connected this to their own perceptions of self-esteem and self-efficacy.
The question being explored was does coaching have a tangible impact on Headteachers’ confidence? If coaching is an integral element of leadership development and support, do Headteachers become more confident as leaders, better able to address the challenges inherent in their role? Specifically, does the impact of coaching have a tangible impact on their confidence as reflected in their self-esteem and self-efficacy as reviewed through adaptations of Rosenberg’s Self Esteem Scale (RSES) and Schwarzer and Jerusalem’s General Self Efficacy Scale (GSES)?
From the findings of this investigation, there is a suggested overview of what may be applied to the development of educational programmes and professional development provision in terms of the use of coaching as a tool to support self-reflection and learning.
Key learning points from this session:
Key messages to support reflective learning will include:
(1) An evaluative analysis of the role coaching plays in developing self-efficacy and self-esteem (2) How coaching practice and principles can be incorporated into academic and professional development programmes to support reflective learning.
The impact of executive coaching on the self-esteem and self-efficacy of headteachers PowerPoint. Only LJMU staff and students have access to this resource
Session 49 Lightning talk: Changing MSc project dissertation format produces conference and journal papers (and improves student engagement)
No full textSession overview:
The School of Engineering used the traditional dissertation submission for the MSc Project, resulting in 80-100 pages. A couple of years ago the MSc Project Manager altered the required submission to a smaller document in the style of a journal paper - students were told 15-20 pages using the IEEE paper format.
The rationale was partially to give staff less material to mark (each lecturer had a lot of MSc students to supervise at the time) and partially to help students develop their skill in succinct writing. There was also the possibility that the change would provide material that might be turned into either conference or journal papers.
Most staff were in favour of the proposal, but as you might expect a couple were not that keen on change. A couple of years in and both staff and students are more than happy with the approach. To date we have produced two journal papers and six conference papers.
This possibility of being published is a clear incentive for the students who have certainly stepped up to the challenge of undertaking quality work. Of course, all those that are lucky to get a paper have a nice addition for their CV.
Since this ‘idea’ had worked, some MSc lecturing staff have altered their module assessment approach to create questions on topics suitable for small groups to work with an eye on the possibility of producing research outputs.
Key learning points from this session:
Adjusting the submission to a reduced format for the MSc project can have significant benefits for staff and students.
Changing MSc project dissertation format produces conference and journal papers (and improves student engagement) PowerPoint. Only LJMU staff and students have access to this resource
Session 60: Implementing virtual reality in healthcare simulation: lessons from the hype cycle
No full textSession overview:
In this presentation, we will share our experiences of successfully implementing immersive VR simulation across a number of healthcare education programmes, including Nursing, Mental Health and Endoscopy. We will also look at the feasibility of building immersive content in-house in terms of the expertise involved. We will discuss the many challenges we have overcome following our initial adoption of VR headsets two years ago, including technical barriers, cost-utility concerns, working with large cohorts and gaining acceptance from senior management, faculty staff and learners. We will also share the mistakes we\u27ve made along the way and share lessons learnt.
Key learning points from this session:
Attendees will come away from this session recognising that implementing any digital technology in HE involves a large degree of hidden labour from technical and other staff, a clear plan for rollout and evaluation, a shared pedagogical understanding of the value of the technology, and a recognition that learners\u27 preferences will ultimately determine whether a technology is used or not. The key takeaway from this session is to approach the adoption of immersive technologies with caution, but to highlight that there are major benefits to doing so from a learner experience and staff development perspective.
Implementing virtual reality in healthcare simulation: lessons from the hype cycle PowerPoint. Only LJMU staff and students have access to this resource
Session 70 Lightning talk: Navigating enterprise education with the 7Cs
No full textSession overview:
One of the key objectives of the LJMU Employability and Graduate Outcomes Plan is that all undergraduate programmes will include accredited work-based learning.
This session will give a first look at an evidence informed framework called the 7Cs that can support support this objective. The framework supports the design, delivery and evaluation of enterprise education interventions.
The 7Cs are:
A Can-Do approach
Collaboration
Competition
Confidence
Connections
Creativity
Curiosity
Key learning points from this session:
Support is available to work with employers to deliver inclusive and transformational curriculum content.
Navigating enterprise education with the 7Cs PowerPoint. Only LJMU staff and students have access to this resource
Case Study: Developing an online community through small steps and student feedback
No full textTutor: Helen Klepper SummaryHow to engage part-time students on a one year CPD professional programme by focusing on developing a learning community using a range of activities and technologies.Further Information:Subject Area:Human Resource management (HRM) programme - LBSLevel: 5Class Size: 24
BackgroundThe CPD Chartered Institute of Personnel and Development level 5 programme in HRM attracts a cohort of more mature students who are looking for promotion or progression within this field. The programme consists of two modules over two semesters and classes take place in the evenings. This case study will focus on the assessment and related developments during the period of Covid, that have influenced the thinkingaround how to run this programme in the future.Creating an online communityAs with most programmes, this one was not designed as a distance learning course, neither had the students applied for nor prepared for the switchover to a fully online experience. The programme lasts for two semesters. In that short time the students have never met the tutors nor each other physically throughout the whole programme. One of the key objectives was to create and encourage a safe online climate which engenders active participation through discussion. One of the assessments was a group presentation. The tutors were keen to build the trust and working relationships between the groups when they were only meeting online too. The sequencing of the modules was changed to allow time for the students to get to know each other before completing the summative group work. Even with this change it still presented a problem to the tutors to design different ways in which to build this trust.Formative online tasksThe tutors have also introduced several formative tasks asking the students to create podcasts and infographics representing their understanding of the various summative assessment tasks. This allowed the tutors to understand how well the students have understood the briefs, it\u27s also allowed the students to think differently about the diverse ways of using online media and allowed them to learn from each other. These were successful with over 95% of students completing each one.WhatsappThe tutors encouraged the course student reps to set up a Whatsapp group. They were members too but withdrew as soon as everyone was added to allow the students to talk more freely. This space allowed the students to support each other in a space that they owned.Activities in Zoom breakout roomsRight from the start, tutors used zoom breakout rooms to place students in random groups to answer simple questions relating the content to their experiences. These questions were carefully designed and used to help the students create bonds through structured activities rather than leaving them to their own devices to get to know each other. Joshi pointed outhow important it was to provide enough time in these group sessions to allow the conversations to grow. It was important for her to give them structure and something constructive to talk about and provide them with space to have a ‘natter’! Joshi believes that the students would have struggled to solely share personal information in a unprecedentedtime, without providing this structure.Later, in the course the tutors transitioned the students from randomly allocated groups to small working groups of four that continued to work together for all Zoom breakouts and eventually completing the group assignments.Although this was successful there was a particular session which made a big difference in terms of the students opening up and becoming more of a collective, sharing online community. Joshi asked a successful student to come and give a talk to the current students. This student talked openly about their struggles with the course in terms of developing their confidence. They also encouraged the students to understand that there was a responsibility on them to form more of a collective. Joshi believes this candidness from a successful student allowed the students to reassess the importance of the way they worked with each other.In the recent board of study meeting students voiced their enthusiasm for this “I really feel comfortable with the others now”.External eventsIn the past students were encouraged to attend CIPD professional body events, however these were difficult to attend because of travel and parking difficulties. During covid students could attend the events were delivered online. This has allowed attendees to speak to key members of the Body, and follow them on twitter. Through this process, students became more interested in networking and asked for extra sessions on CVs and other employment focused activities such as MicroSoft certification. Joshi hopes to continue this practice allowing a wider selection of participants to network and contribute.Assessment – Group PresentationFollowing initial resistance, students began to use the Teams tool to practise presenting together as a group outside teaching sessions. The summative assessment were performed on Zoom. Through consultation, to minimise disruption, it was decided that the students would present without their peers watching. Individual Zoom sessions were created for each presentation group. The tutors moved to each respective zoom session during the scheduled delivery times and aided the process by changing each slide which was most welcome.ConclusionThe team are still learning but have noticed a change in communications. On the lighter side, the student community were also blessed by one of their partners having a baby during lockdown which was at once adopted as the course baby. Joshi has asked the students about next year and what they would like to keep in terms of teaching and learning methods. Theywould prefer lectures to remain online and only attend for the first induction and discussions around assessment
Data sources:
LJMU Research Online (Liverpool John Moo...PATT40 (LJMU)Biomolecular Research Reports (BRR) (LJM...Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)
Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)
Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)Access Repository Dashboard
Do you manage Student Experience Proceedings (LJMU)? Access insider analytics, issue reports and manage access to outputs from your repository in the CORE Repository Dashboard!