Student Experience Proceedings (LJMU)
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382 research outputs found
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Session 50: Supporting students on international placements: insights from Norwegian outdoor kindergartens
No full textSession overview:
Internationalisation is an increasingly important objective for higher education institutions in the UK. This staff- and student-led session explores how international placements can support student development, using a month-long outdoor placement in Norwegian kindergartens as a case study.
Students from the BA (Hons) Education & Primary Studies, BA (Hons) Early Childhood Studies, and BA (Hons) Education & SEN programmes engaged in immersive experiences working with young children in outdoor environments, participating in activities such as skiing and sledging. Through these placements, they developed adaptability, confidence, and cultural awareness while gaining valuable insights into Norway’s play-based, child-initiated pedagogies, sustainability practices, and key differences between the Norwegian and UK education systems.
The session will centre student voices to highlight the impact of these placements on employability and professional identity. Reflections will illustrate how students plan to leverage these experiences in applications for teacher training and other postgraduate pathways, showcasing their readiness for innovative, inclusive roles in education.
Importantly, the presentation will examine how effective institutional support—across three key stages: pre-departure, in-country, and post-return—is essential for maximising the benefits of international placements. Practical strategies for preparing, supporting, and reintegrating students will be shared, alongside examples of how Norwegian outdoor learning practices can inform creative approaches to inclusive education in the UK.
Key learning points from this session:
By focusing on the employability value of international placements and amplifying student narratives, this session aims to inspire colleagues to develop similar opportunities, embedding global perspectives within education programmes and empowering students to thrive in diverse and international professional contexts.
Supporting students on international placements: insights from Norwegian outdoor kindergartens PowerPoint. Only LJMU staff and students have access to this resource
Session 63: Environmental sustainability update
No full textSession overview:
This session will present details of the new Climate and Sustainability Plan 2025-2030, providing an update on what was achieved from the previous Climate Action Plan, and the sustainability targets for the next five years. The team will also introduce Green Impact, an award winning staff programme, which is being implemented this year and encourages teams to get involved in supporting environmental sustainability at LJMU and be recognised for their efforts in doing so.
Key learning points from this session:
Understand what actions LJMU are taking to towards environmental sustainability
Know what the university’s targets are for environmental sustainability for the next five years
Know how you can make a contribution to environmental sustainability at LJMU
Environmental sustainability update PowerPoint. Only LJMU staff and students have access to this resource
Session 65: Research Informed Teaching Clinic
No full textSession overview:
The research informed teaching clinic will provide a relaxed and informal space for colleagues to explore how their own research, and the research of others, can inform and enhance their teaching and learning practices, as well as curriculum development. It will provide an opportunity to get advice and guidance from the team running the current “research Informed Teaching” project for the university as well as chat to other colleagues about their experiences of, and approaches to, research informed teaching. Discussions will emphasise practical approaches that can be easily implemented to enhance research informed teaching in various areas of the university curriculum. The clinic is open to all colleagues, regardless of their role or level of experience. Just drop in if you fancy chatting about Research Informed Teaching.
Key learning points from this session:
Attendees will have the opportunity to discuss practical steps to embed research into their practice and curriculum as well as to encourage student engagement and enhance student outcomes
Case study: Providing an authentic and engaging online simulated placement
No full textSummaryCreating immersive simulations to support work-based learning.Further Information:Subject Area: Faculty of HealthLevel: 4Class Size: 400Case Study:The undergraduate nursing programme needs opportunities for work-based learning in order to learn valuable skills. This department has worked to provide an authentic, effective and engaging online learning experience through simulated placements. This includes simulation, gamification, and scenario-based learning using a range of technologies and techniques (both sophisticated and simple). This demonstrates how engaging an online experience involved like this can be.SimulationThe use of Healthcare Simulation Based Education has been growing generally, particularly in the last 20 years. There is now considerable research evidence showing students develop confidence, secure thinking, reasoning, and technical and non-technical skills, through this method.The increasing numbers of students and the decreased number of clinical placements for our students, means students need different spaces and ways to practice the very important skills and understanding of roles within organisations. All of which must meet the very high standards set by the Nursing and Midwifery Council governing body. Liverpool John MooresUniversity’s Faculty of Health department has been the first in the UK to recognise the potential of using simulation-based education.A simulation is the artificial representation of the real world within which you can recreate real world practice-scenarios. This project used Canvas for its underlying structure, weaving graphics and videos to create daily activities capturing these in a number of ways.To create a truly immersive experience students need to suspend disbelief, this is really quite a core, and key part of simulation based education. To do this completely online is very difficult, but there are some approaches that might be useful for others to learn from including:
Creating sense of identity through the idea of ownership and belonging
Building an online community that replicates the work environment
Thinking of the different ways to replicate an organisation
The team created a Liverpool John Moores University Hospital NHS simulated trust with all the usual processes required when joining the organisation, such as induction and orientation. This trust wasn’t a perfect organisation, it had business process issues that new recruits could help identify and suggest improvements. Graphics were developed to furtherenhance the feeling of immersion; this theming was throughout was added to other documentation and additional resources.Simulations allow students to repeat and reflect on each process to perfect and get deeper understanding of the development of their own skills and knowledge. Activities need to be designed to allow the collections of student generated data to allow them to self-analyse their own progress and review critical issues with their tutor.The feeling of a working day was created through the timetabling, release of activities, so that students worked through a day completing various task during that virtual ‘shift’. There were also connected with a team and senior lead to allow them to collaborate in real time as situations unfolded. This also allowed them to celebrate and be proud of their team achievements as they progressed. To help this, a weekly competition accumulator showed a corporate style league table of the top team members.An example of this was witnessing a particular clinical process in the form of a recorded video, and then being asked to monitor a patient, reporting on their progress in real time. These recorded procedures might contain errors that the students should be aware of and were aimed at increasing attentiveness to the video. In this way students could become critiques of the organisation. Another example was to record experiences of patients from their point of view to allow students to ‘walk in their shoes’ to appreciate the stresses and issues from their point of view. It was important to capture some of the reality of this situation and the feelings of confusion and helplessness, rather than an ‘artificially’ perfectinstitution.There were a number of issues relating to this approach:
Cohort size. The cohort was so large they needed to be sub-divided. Canvas is difficult to use when trying to sub-divide a group of enrolled students, in terms of releasing content to specific groups of students and monitoring across groups. The answer was to use Canvas group pages and timetable functions to delineate which group was working on any process at any given time. This increased the admin load for the team. However, students could then click on their group name and see all the activities, times and resources in one space.
Digital literacy. There were a lot of new tools and processes involved that the students needed to get to know how to use such as Canvas discussion board. Rather than externalise this process from the simulation and train them before hand, this learning happened within the simulation. Rather like a digital game where you learn the functions of the tools as the game progresses, the same process was used here. For instance, students learnt the functions of Office 365 as part of learning the job. The simulation involved a role out of Office 365 around the hospital, requiring everyone to learn it and feedback on its capabilities, as any large institution might do. This also included a project for groups to create public health materials in Microsoft Sway.
This worked well with all students being able to use the tool with minimal hands-on training and support. Articulate was also used to create bespoke interactive tools, such as identifying risks within a ward.Overall students were very supportive of the process, reporting very high levels of satisfaction. The delivery team have learnt a huge amount and want to take the process forward.Here are some useful points that could be transferred to other subject areas if you are thinking of introducing simulations to your students.Make it Authentic: It is key to try to surround students with graphics,documents, resources, and activities that keep the learning in the feeling of being in
Case Study: Learning Through Place:: Using Local Heritage to Teach Colonial History
No full textThis case study demonstrates how a field trip to Port Sunlight village was transformed into a powerful learning experience about British colonialism and industrial history. By carefully structuring students\u27 discovery of contrasting historical narratives through direct observation followed by archival evidence, the approach creates genuine moments of critical reflection captured through group poster presentations. The success of this approach shows how local heritage sites can be used to teach complex historical themes while developing critical thinking skills. 
Session 42: Making personal tutoring work: a focus on nonstandard programmes
No full textThis session will be focused on the role of a personal tutor within non-standard degree programmes within LJMU. This is important, as LJMU’s personal tutoring policy is currently under review. This project will help to influence this policy, with the findings being used to build a personal tutor framework to support students of non-standard programmes, such as the Professional Qualification in Probation, Engineering, Policing and Social Work.
This session will talk through the stages of the project, including the methodology adopted, the findings of the project and what literature exists around the area, including what competing priorities between the university and employers exist in regard to duplication of supervision and support systems.
Attending delegates will leave the session with an understanding of what students believe the role of a personal tutor should be on a non-standard programme and how best they can be supported during their student experience. This session will be of particular use to LJMU programmes such as degree apprenticeship schemes, where there are contractual obligations to a provider. Consequently, the session and content will be of benefit to numerous LJMU programmes and staff members.
The session content addresses the theme of ‘Community’ as the project will allow for a more positive sense of community within non-standard programmes, due to student experience being improved. The content links to two values of LJMU’s strategy: Education and Student Experience and Research and Knowledge Exchange. The session links to student experience beyond the curriculum as it will allow students to benefit in areas of wellbeing and wider support. The session will also showcase how to adapt personal tutor practice. The session links to research and knowledge exchange as it is student-led research and aims to be a knowledge exchange within the university.
Making personal tutoring work: a focus on nonstandard programmes PowerPoint. Only LJMU staff and students have access to this resource
Session 57: A case study on level 5 student engagement and participation in a core: new ideas
No full textThis session will explore the impact that different teaching patterns may have on student engagement and participation. On the Law degree in 2023-24, we selected two level 5 core modules; one in semester 1 (Equity and Trusts) and one in semester 2 (Land law) to contrast and explore what impacts the lecture and seminar teaching patterns and preparation activities had on students engagement and participation. In the Equity module, the teaching pattern was a ‘2-hour lecture, 2 hour seminar no preparation’ model whereas in Land law, a traditional ‘2 hour lecture one hour seminar with preparation’ model was employed.
This case study will discuss the attendance patterns and engagement in sessions across the semester for both modules as well as student survey feedback. It will also look at overall attainment in both modules to further explore the links between engagement, participation and attainment. We hope the session will provide time for reflection on the traditional teaching models and for exploring new methods and student expectations when delivering core modules.
A case study on level 5 student engagement and participation in a core: new ideas PowerPoint. Only LJMU staff and students have access to this resource
Session 66: Building community in clinics
No full textThe Legal Advice Centre (LAC) here at John Moores University is open to members of the public, staff and students. It is primarily staffed by students who are supervised by experienced clinic and volunteer solicitors.
The Centre advises on a wide range of legal issues, provides public legal information services and conducts policy and other research. Clinical Legal Education is embedded into the curriculum here at John Moores University at every level of LL.B study.
There is wealth of scholarship around the importance of experiential learning within university law clinics (ULC’s) which enables students to gain practical skills essential for legal practice within a platform which also provides free legal advice for members of the community but little empirical research on the emotional wellbeing of law students undertaking clinical legal education in the UK.
I am particularly interested in what factors contribute to students’ emotional wellbeing, how clinic relationships can be managed, how we develop the competencies of resilience and management of subjective wellbeing within the framework of Clinical Legal Education and what precautionary and protective measures in curriculum design and framework need to be taken into account in order to enable us to support and maintain a wellbeing culture within our Legal Advice Centre.
All our lives were impacted by Covid 19 and we know that these impact have affected our students. At a crucial point in their social development their schooling was disrupted and they were isolated from family and friends.
The Student Academic Experience Survey 2023 looked at some of these impacts.
26% of students told the survey they felt lonely all or most of the time, only 45 % of students told the survey they had a sense of belonging at their university.
The concept of student belonging has received a lot of coverage in recent times, with its links to student success being widely documented. This implies that higher education institutions have a key role to play for through helping to provide a sense of inclusion and community.
Anna Jackson, ‘What have we learnt about student belonging and inclusion?’ HEPI website, 23 May 2022.
We believe that our clinic programme builds this community and sense of belonging by:
Group work – including cross faculty work and outreach projects
Careers and Professionals events – includes networking events, professional visitors and local engagement so students feel a sense of belonging in the professional community both whilst at university and once they enter the professional services world.
Class clients
Teams
Use of group Whatsapp for clinic management
Could we be more intentional about this ? Can we do more ?
Ideas:
working alongside LJMU Start-up Hub to promote wider engagement of LJMU students and part of the wider student community.
Other projects with the business school and other faculties within LJMU
Opening advisory hubs in the community to increase outside engagement.
Does it matter?
Students will attend to talk about their own personal experiences of clinic life and offer examples and suggestions for continued improvement to build on community
Session 2: CampusConnect: building a student
No full textWithin the wider team of Student Recruitment Marketing and Admissions, our teams of undergraduate recruitment, postgraduate recruitment and International recruitment work collaboratively to make use of CampusConnect as a conversion tool. This is an app which helps develop and cultivate bespoke student communities, through chat groups, live events, networking and the pushing out of targeted content. Current students who work as ambassadors on CampusConnect are crucial in this, guiding prospective students and inspiring them to study here.
The chat groups are a vital part of the platform, and across our teams here at LJMU, we ensure there is a group for all prospective students. We have peer-led groups that cover a range of areas: courses, accommodations, hobbies, interests and community groups.
The student community is vital to student recruitment, but our staff community is important too – through collaborating on CampusConnect, we work across teams with people we may not otherwise have met, allowing good networking opportunities. IT Services and CRM play a big part in the running of the app too.
Proposed structure:
Overview of CampusConnect
The role of our current students and the coordination of these student ambassadors
CampusConnect ‘success stories’ – a panel of current students to speak and give their experiences. Both home and international ambassadors to share their points of view, from using the app as prospective students to now working as ambassadors on the platform
How we want to develop our use of CampusConnect going forward – student ambassadors to play a bigger role in starting conversations so nobody feels uncomfortable on the app, pushing out targeted content at key points in the cycle, working with other teams to coordinate Q&A sessions, for example accommodation
Any questions/comments
CampusConnect: building a student PowerPoint. Only LJMU staff and students have access to this resource
Session 11: Enhancing the student community: PGR and student experiences of the Critical Academia Mentorship Scheme
No full textIn January 2023, four PGR students from the School of Justice Studies designed a mentorship scheme funded by the Centre for the Study of Crime, Criminalisation and Social Exclusion (CCSE) research centre. The scheme aimed to identify promising Level 5 (L5) students who showed an interest in post-graduate study or demonstrated good ability to grapple with criminological theory who would benefit from dedicated mentoring. Mentees were matched with a PGR mentor to (i) provide consistent support to develop their critical thinking and analytical skills related to criminological theory, (ii) to provide a safe space for mentees to discuss ideas openly outside the classroom, and (iii) to develop confidence and future graduate skills. This scheme was supported by a pedagogical vision to depart from a didactic model of teaching and learning, to an ‘engaged’ (hooks, 1994; 2010) and egalitarian (Sanzen, 1994) approach. The mentorship scheme successfully supported eight L5 students from January 2023 to December 2023, and resumed in January 2024 due to its initial success. The mentors’ intent was to evaluate the scheme to capture the mentees\u27 experiences. Data collection consisted of a quantitative survey at the beginning and end of the scheme, with qualitative data generated through visual and participatory methods. This presentation will illuminate the collaborative student voice in two ways: reflecting the undergraduate voice by utilising the findings from their feedback; and by drawing upon the insight of PGR mentors and their pedagogical reasons for designing and conducting this mentorship scheme. This demonstrates the ways in which a mentoring scheme can enhance the student community through developing a co-learning space (Freire, 1972), whilst simultaneously developing academic skills for both undergraduate and postgraduate cohorts within a diverse student community (Addy et al., 2023).
 
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