Student Experience Proceedings (LJMU)
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Session 77: Reflections on how student retention co-ordinators can foster a student’s sense of belonging at LJMU
No full textIncreasing attention is being paid to the importance of student retention and continuation in Higher Education and, at LJMU, the removal of barriers to student progression has been identified as a strategic priority (LJMU’s Learning and Teaching Strategy 2023-2030). It has long been recognised that students are at a higher risk of attrition if they do not feel a sense of belonging (Thomas, Hill, O’Mahoney, and Yorke, 2017), but the barriers to creating this feeling of connectedness within the LJMU community have now been compounded by the Covid-19 pandemic and the cost-of-living crisis. Increasing numbers of students are commuting, working long hours, and experiencing poor mental health (Holden, 2022; Neves and Stephenson 2023). The practical consequence of this is that students are increasingly removed from campus and, as such, they are losing the opportunities to engage with peers and with lecturers that occur in corridors and outside of teaching spaces. It is becoming more difficult, then, for students to forge the relationships (academic and social) that are crucial to belonging. In recognition of these challenges, this year the School of Law introduced two dedicated student retention co-ordinators (SRC). This paper will reflect upon the SRC’s experiences of supporting students at risk of disengaging, the challenges that they encountered, and their plans to adapt and refine the role moving forwards
Session 17: Education for All - From West Derby to LJMU: using the authentic student voice
No full textThe Outreach Team has worked with West Derby School for over 15 years, through delivery of sustained widening access programmes - such as the current Access All Areas initiative, targeted at young males from under-represented backgrounds. The presentation will focus on a case study from Cameron Askew, a current LJMU Student in the Liverpool Business School and past pupil of West Derby School. Cameron engaged with multiple widening access programmes delivered by the Outreach Team and will explore the benefits of these interactions and how they prepared him to apply and subsequently succeed at LJMU.
Cameron currently works as a third year placement student within the Outreach Team and will outline how he is actively delivering inspirational sessions to the next generation of West Derby students and beyond. The session will demonstrate the impact of using representative students in delivering outreach to support the university\u27s widening access and student recruitment targets. Evaluation will be covered highlighting how this work links to the university\u27s access and participation plan strategy in line with OFS and TASO guidance.
As widening access programmes seek to encourage broader participation in higher education, the established constructs around human capital and models of inclusivity are increasingly challenged. The session also demonstrates how subject specific widening access initiatives can be tailored to support under-represented groups in Liverpool’s high-school communities evaluate their post-18 options by constructing bespoke experiences built around the individual needs of pupil groups. In celebrating the personal reference points of high-school pupils and linking to elements of popular-culture, the individual needs of marginalised groups are considered in equitable quantity to strategy targets of the university.
The session will further cover how the outreach strategy is informed by Liverpool City Region data that identifies schools with the highest percentage of disadvantaged learners. Through partnership with local school and college contacts, the university directly contributes to the institutional Place and Partnership Strategy, and through its use of the authentic student voice positively promotes the LJMU student experience.
Education for All - From West Derby to LJMU: using the authentic student voice PowerPoint. Only LJMU staff and students have access to this resource
Session 34: The hitchhikers guide to the online timetables
No full textAccurate and up-to-date timetables are key to the student experience, and staff across the university have an essential role to play in helping the central timetable team maintain the live online timetables. Did you know you can search the University\u27s timetables online by room, module, programme or cohort to view the live data? You can also view the individual timetables for staff or students. Staff can use the online timetables to request amendments and changes - such as cancelling an unneeded room, assigning a new lecturer to a session, or requesting an in-person session is changed to online. This introduction the the online timetables will show you how to access, search and view the online timetables in detail, and you will learn how to request changes. Whether you want to look for a room, check a programme timetable or learn how to support and advise students on using the timetables, come along to find out more about everything in the online timetabling universe.
The hitchhikers guide to the online timetables PowerPoint. Only LJMU staff and students have access to this resource
Session 41: “Our experience of using weekly assignments with 300 level 4 business students”
No full textOur students today are more diverse than ever and increasingly arriving from underrepresented groups from disadvantaged backgrounds, with large numbers being the first in their family to attend university.
Additionally, today’s students often display high levels of anxiety and stress.
The module was redesigned, and our pedagogies and approach changed to meet our students ever changing needs.The module, Academic Skills and Digital literacy (4001LBSBW), aims to assist the student with a smooth transition into LJMU, foster a sense of belonging and encourage the development of the knowledge, skills and behaviours that will support them whilst at LJMU, as well as in their future careers.
By building a sense of belonging and camaraderie between students during the module, the hope is that it will also reduce the levels of anxiety and stress that some students experience in their first semester at university.
This session will introduce the delegate to the module team’s experience of delivering weekly assignments to 300 Level 4, Business students and their experience of using the following teaching aids to do so:
• IT Suites• Allowing the students to build friendships, community and belonging• LinkedIn Learning• LEGO Serious Play• Groups and Teams Work• Decision Making Skills• Time Management Skills• How to guides and Video creation• Wider LJMU services
Feedback on the module has been excellent and we would like to share our experience of facilitating the transition to Higher education which can be a particularly challenging experience for the new student.
Our experience of using weekly assignments with 300 level 4 business students PowerPoint. Only LJMU staff and students have access to this resource
Session 45: Making Every Contact Count for mental health at LJMU
No full textIn line with the LJMU student experience and wellbeing strategy, Making Every Contact Count (MECC) for mental health sessions will showcase the implementation training for colleagues to enhance their ability to have mental health conversations with each other. As we all have mental health, this training is universally applicable to us all and is not just focused on students but on how we can support each other as colleagues, and stakeholders.
Making Every Contact Count for Mental Health is an initiative written by the Royal Society of Public Health (RSPH)and implemented within the NHS to target the millions of conversations that occur every day within healthcare. With 1 in 4 people experiencing mental health difficulties in their lifetime, this initiative aims to offer prevention through developing skills to have conversations about mental well-being.
Supported by RSPH this initiative has been adapted for use within LJMU to work with colleagues to consider the barriers and fears with having conversations with each other and students regarding mental health. Consisting of 3 modules the aim of the workshop is to explore the concept of well-being and what is mental health. The main objective is to increase the knowledge and skills of colleagues in having a mental health conversation, and finally increase awareness of signposting within LJMU and external providers.
Making Every Contact Count for mental health at LJMU PowerPoint. Only LJMU staff and students have access to this resource
Session 47: Lightning talk: Finance training development - finance for non-finance
No full textThe Finance Dept are currently developing a range of training material to widen understanding of the finance function within HE sector and specifically how finance operates at LJMU.
There is a wide range of training material due to be rolled out in the next few months, but the lightning session will focus on Finance for Non-Finance Training.
Our training programme is aimed at:
increasing financial literacy, to support decision making
improving confidence in interpreting financial data
ensuring everyone can develop finance skills and competencies within their role
supporting the university strategy, making better use of resources
improved use of financial data, allowing everyone to better understand the processes, controls and policies in operation
Delegates attending the session will take away information about the Finance Depts. training plans, how to access the training and an understanding of our commitment to make finance accessible to all.
This session supports the key enabler to the University Strategy, Financial Resilience.
Finance training development - finance for non-finance PowerPoint. Only LJMU staff and students have access to this resource
Session 65: Counting fears: unravelling the origins of math phobia and its degree-wide impact
No full textPeople have a marmite attitude to maths – they love or hate it. This can impact their ability to do anything from simple sums/budgeting to more technical calculations e.g. statistics. With 40% of school children saying they did not enjoy learning maths, this poses a real concern for the future of STEM subjects. Additionally, the percentage of students passing GCSE Maths at grade 4 or above has dropped from 74.6% in 2020 to 70.2% in 2023.
From conversations within 6101FSBMOL advanced forensic methods, we are being told some are struggling with maths components despite support being offered in the module. There is a clear divide between those students who are comfortable with maths and those who are not. On average there is a 19% difference (range 14% to 23%) in the maths component between Forensic Science and Forensics, Policing and Investigation students from 2020-2023.
By understanding when someone is first exposed to opinion shaping views or experiences about maths, we can try to remove barriers set by those maths phobic students, taking steps to make the subject matter less daunting. Knowing how much of a barrier is in place will enable us to better utilise resources such as the Academic Achievement Unit.
Only through shifting perception can we make maths more accessible. Doing this will make a difference to the lives of those impacted and help foster a community of ‘we can’ instead of ‘I can’t’. This inclusive change will transform opinions about deep rooted insecurities that have far reaching implications both in education and life beyond LJMU.
Our hope is to highlight when someone decided how they feel about maths and what we can do at a university level to help take the courageous step towards changing their opinion and opening a door to a life free from maths phobia.
Attending this session will enhance staff\u27s ability to guide students effectively and assist decision-makers in organising support by grasping the problem\u27s scope and identifying areas requiring attention.
Counting fears: unravelling the origins of math phobia and its degree-wide impact PowerPoint. Only LJMU staff and students have access to this resource
Session 5: Facilitating future skills using Lego ® Serious Play®
No full textSerious Games, simulation and gamification in education is widely used to motivate and engage students in improving their knowledge, understanding and confidence using real world situations (Mekler et al, 2017; Tews et al, 2020). The demands of complex and uncertain organisational life once leaving Higher Education can be an exciting, yet daunting prospect. Students need to have the freedom and safety to explore their own skills and competences prior to graduating in order to feel confident and competent to meet the real-world challenges they will encounter once they graduate (Ӧzhan & Kocadere, 2020). Lego® Serious Play ® can facilitate the thinking, communication, and problem-solving skills in order to help students build reflexivity, resilience, competence, and deeper learning, supporting immediate action learning (Oxford Analytica, 2016). Lego® Serious Play ® is a facilitated meeting, communication, and problem-solving method, where participants are led through a series of questions, which go deeper and deeper. Each participant builds his or her own three-dimensional LEGO model in response to the facilitator’s questions using specially selected LEGO bricks. These 3D models serve as the basis for group discussion, knowledge sharing, problem solving and decision-making. The session will outline the methodology and process of Lego® Serious Play ® in more detail. The collaborative work undertaken by LBS and Student Futures will demonstrate how it has been employed to support students who have been on Business & Management Placements and those who are seeking to gain important career development skills to support green careers and in sustainability jobs. Insights from the session will be useful to those in academic and student-facing services adopting this innovative and inclusive methodology and will resonate with those who wish to develop student engagement, confidence, reflexivity and impact.
Facilitating future skills using Lego ® Serious Play® PowerPoint. Only LJMU staff and students have access to this resource
Session 8: Lightning talk: Using a 3D visualisation tool to facilitate flipped classroom teaching
No full textThis presentation will summarise an ongoing study embedded in Level 5 of the Biomedical Science undergraduate program, exploring flipped classroom teaching, supported by 3D visualisation via the ‘Anatomage’ digital dissection platform, as an alternative to didactic lecture in the teaching of histology.
The value of histology in training clinical and allied health practitioners has been acknowledged for over a century. Classically, histology was taught with students individually observing specimens using a microscope, although constraints imposed by modern cohorts relating to class size, costs and time have driven exploration into alternatives.
These typically involve replacement of ‘hands-on’ microscope time with instructor lead visualisation of tissues using images. Virtual microscopes have been widely explored as an aid for contemporary histological teaching, with comparable outcomes in student performance to traditional methods.
Typically, studies exploring alternative education approaches in histology, use clinical programs, most prolifically medical or dental undergraduate degrees. These cohorts differ significantly to Biomedical Science students in their vocational aspirations, and prior education. Nonetheless, promising findings from these studies validate this approach worthy of further investigation in Biomedical Scientist training.
This study builds on previous work proposing a blended learning approach to histology teaching using flipped classroom delivery.
The study presented herein is exploring student perception to blended learning versus traditional didactic lectures in teaching of histology in an undergraduate Biomedical Science cohort. The approach will focus on flipped classroom delivery supported by 3D dissection, this Anatomage platform is new to LJMU having been purchased in 2022.
These findings add to previous work, bringing techniques for improving quality and perception of histology typically used in clinical training, into Biomedical Science, whilst exploring the value of a novel visualisation tool for flipping a classroom.
Using a 3D visualisation tool to facilitate flipped classroom teaching PowerPoint. Only LJMU staff and students have access to this resource
Session 22: Lightning talk: Understanding the experience of digital learning: a study of LJMU MSc international students
No full textThe rise of digital learning has revolutionized education, providing new avenues for academic growth. This transformation is especially notable for international MSc students in the UK. As technology shapes the learning landscape, it\u27s crucial to understand its impact on students\u27 mental health. This study centers on LJMU\u27s international MSc community, exploring how digital learning influences their mental well-being within the blended learning environment.
Liverpool John Moores University (LJMU) has a strategy to challenge itself toward students’ life transformation as evidenced by excellent engagement in teaching and learning experiences, a practical support system, and advocacy for fostering excellent student experience. Subject to this strategy and drive, this proposal explores the digital learning experience and its impact on the mental health of tertiary international students at LJMU, specifically focusing on MSc students.
As an international student, my role as a course representative provided me the opportunity to experience firsthand the struggles international students face engaging with the digital learning experience, the impact, and the LJMU community support. This motivated me to write on this topic. I will be delivering this presentation as an MSc Management and Digital business student, and this proposal is part of my dissertation (The Digital Learning Experience and its Effects on the Mental Health of Tertiary International Students in the UK; A Study on LJMU MSc Students).
The study aims to investigate these effects, identify coping strategies, and enhance support mechanisms. Methodologically, semi-structured interviews will be employed, focusing on students\u27 experiences with digital learning and its mental health implications within the LJMU community.
The findings will not only inform LJMU lecturers on supporting international students but also contribute to fostering an exceptional student experience and supporting communities beyond the curriculum.
Understanding the experience of digital learning: a study of LJMU MSc international students PowerPoint. Only LJMU staff and students have access to this resource
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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)
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