Student Experience Proceedings (LJMU)
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Session 14: The impact of epistemic beliefs and emotions on students\u27 views of research in professional learning
No full textThis presentation will report on the results of a mixed methods study (survey (n=376) and semi-structured interviews (n=14)), which investigated the impact of epistemic beliefs and emotions on student teachers’ views of the research element of their professional learning programme and their relationship with student demographics. Whilst the focus of this study was on student teachers, this study has broader relevance to students studying on other professional learning courses, based in universities, and to students in HE in general.
Epistemic beliefs are defined as theories and beliefs individuals hold about knowing, how they come to know, and the way in which these beliefs influence thinking (Hofer and Pintrich, 1997, p.88). They relate to beliefs about knowledge structure, stability, speed of learning, and preparedness to personally engage with knowledge. Epistemic emotions (e.g. curiosity / frustration) connect with beliefs, since they result from appraisals about the degree of alignment between new information and existing beliefs and knowledge structures (Muis et al., 2018).
The study aimed to answer following questions:
Are there significant differences in epistemic beliefs and epistemic emotions relating to educational research depending on student demographics?
Do distinct profiles of students emerge based on different epistemic beliefs and emotions?
What are the reasons for differing epistemic beliefs and emotions?
Data from the survey was tested for statistical significance between responses and demographics. Latent profile analysis was conducted to profile students into homogenous groups. Semi-structured interviews sought to understand trends emerging from the survey data.
The quantitative analysis revealed significantly different epistemic beliefs and emotions relating to gender, training pathway, and maturity, and four contrasting profiles in terms of beliefs and emotions. The qualitative findings indicated the strong influence of prior academic learning experiences, views about self-efficacy and research value, combined with notable interactions between epistemic emotions and beliefs.
The impact of epistemic beliefs and emotions on students\u27 views of research in professional learning PowerPoint. Only LJMU staff and students have access to this resource
Session 36: Shaping futures - collaborative outreach to support the local region
No full textShaping Futures is part of the Uni Connect programme funded by the Office for Students. Over the last 7 years LJMU has been a key partner to Shaping Futures. The programme aims to inform and inspire learners and their key stakeholders, supporting them to make informed choices about their future. It works collaboratively with 12 local providers of Higher Education to try to reduce the attainment and progression gaps between the most and least disadvantaged within the Liverpool City Region. It also offers specific support to groups currently underrepresented in HE via its communities of practice. In so doing, it supports all of its partners in addressing risks to equality of opportunity and helps to eliminate gaps in access to higher education.
The session will provide an overview of Shaping Futures’ remit, the scope of its activity across the city region and the vital role LJMU has played in its success to date. Delegates will gain an understanding of the importance of collaborative outreach and what this might look like in the future. They will hear about LJMU’s involvement in the project so far and how it contributes to the university meeting its access aims, including those outlined in its Access and Participation Plan. It will also demonstrate how Shaping Futures evaluates its impact and contributes to the Office for Students stated aim of building an evidence base round ‘what works’ in higher education outreach. In addition, delegates will learn how they could potentially get involved in the future.
The session links to 2 of the aims underpinning LJMUs strategy 2030. It helps meet one of the KPIs for Education and Student Experience – Access and Participation. By working closely with schools and colleges in the local region, the project also demonstrates social impact, a KPI linked to Place and Partnerships
Shaping futures - collaborative outreach to support the local region PowerPoint. Only LJMU staff and students have access to this resource
A holistic approach to building community for student engagement and success
No full textA holistic approach to building community for student engagement and success PowerPoint. Only LJMU staff and students have access to this resource
Session 44: Realising a more human city: engaging students with community social infrastructure in Liverpool
No full textSocial infrastructure (SI) relates to the spaces and places of public good in our cities which are accessible to everyone. These include libraries, parks, youth clubs, community centres and community businesses. These places are vital for bringing people together, with research showing SI has significant health, cultural, social and economic value (Kelsey and Kenney, 2021; Klinenberg, 2018; Latham and Layton, 2019).
The MA Cities course at LJMUs Screen School introduces students to the concept of SI, the vital role it plays in communities, and the threats and challenges it faces. Enhancing their educational experience, students are taken of field trips to immerse themselves in Liverpool’s spaces & places of SI. Students are then tasked with undertaking applied case study research projects, exploring the role and function of these spaces and organisations in Liverpool communities. Findings from student projects have been used by participating case study organisations to adapt and improve future service delivery and community engagement.
This session will introduce the concept of SI and how it has been used to inspire students to engage with research in real world settings. Liz Edwards will demonstrate this through her own MA and current PhD research, while Grace Harrison, from Kitty’s Launderette, will introduce the work and vital role her community launderette plays in Anfield and how this community business has engaged with LJMUs students.
This paper specifically addresses LJMUs education and student experience and place and partnership strategy themes. Key takeaways include how to design applied student research projects to enhance the student learning experience and engage them with Liverpool’s wider community, helping us to create more human cities.
Realising a more human city: engaging students with community social infrastructure in Liverpool slides. Only LJMU staff and students have access to this resource
Session 48: Engaging with the community in Liverpool through civic engagement placements
No full textIn this session, we will showcase our approach to building strong relationships with our local community and highlight our community of practice. We will demonstrate how this approach is aligned with the strategic vision of the University-transforming lives and futures by placing students at the heart of everything we do. We will draw attention to the elements that binds our community and University together.
Civic engagement placements were introduced to promote inclusivity and provide valuable student experiences. Through partnerships with organisations in Liverpool, we have built meaningful relationships with our practice partners, fostering empathy and compassion in our future nurses. Experiences such as collaborating with baby hubs, food banks, housing associations and refugee support networks empower our student nurses to communicate with vulnerable populations.
By increasing awareness of support systems, students are developing confidence to social prescribe for their patients. Our seasonal newsletter celebrates the success of our community practice partners and students. When hundreds of businesses closed during the COVID-19 pandemic, charities continued to support people in need.
Civic Engagement placements have become popular with student nurses due to their community focussed nature, providing diverse student experience. The students gain in depth knowledge of social inequalities and the complexities of people’s lives, enhancing their clinical practice. We are equipping our diverse learners with relevant skills and networks which will impact our community for generations.
The allocation of our students to Civic engagement placements, supports our partners to drive positive change within our community. Our student nurses are adopting good practices which create a valuable, more equitable and thriving environment.
Delegates will take away a deeper understanding of how community engagement enriches the educational journey of students which can be experimented by other disciplines in the university. The session will also supply audience an insight of transferrable skills that can be developed through civic engagement placement and have exposure to examples of good practice to supply valuable learning experience for students in community.
Engaging with the community in Liverpool through civic engagement placements PowerPoint. Only LJMU staff and students have access to this resource
Session 61: Muslim students and the paradox of in(visibility)
No full textAt nearly 4 million (6.5%) of the population, Muslims are considered one of the largest minority groups in England and Wales. Still yet, there appears to be both a lack of recognition and understanding about Muslims as a community - in education and society as a whole. Why are they, compared to other religious groups, the least likely to go to university, the worst performing at university, and the least likely to go on to graduate level employment / further study?
Building on Nabi’s work on institutional islamophobia (Nabi, 2011), this paper examines the way institutional islamophobia operates within higher education to orchestrate what she terms the Paradox of (In)visibility. It explores the way in which Muslims are simultaneously invisible and hyper-visible, through the existence - and non-existence - of equality initiatives and policy apparatus concerning them on campus. Muslim hypervisibility within higher education policy can, in one way, be illustrated today through the industrialised, regulator-enforced surveillance of Muslims on campus (ie. the Prevent Strategy), where more religiously observing or politically active Muslims are deemed suspect, troublesome or problematic. Muslim invisibility however, can be illustrated by the way that the regulator (and the institutions it regulates) monitor - or fail to monitor – religious inequity, where we find an overall absence of recognition and action toward the Muslim ‘gaps’ aforementioned.
This presentation therefore explores the unmattering of Muslims in higher education discourse; how Muslims often feel ignored, with their needs circumvented through a smokescreen of ‘neutral’ secularism. I argue that this paradox of non/recognition is a symptom of systemic and institutional islamophobia, contributing to a harmful environment for Muslims on campus. I propose that by positively recognising Muslims on campus, through institutional data monitoring, equality initiatives and provision-making, we can work to better facilitate and support Muslim students to succeed.
Muslim students and the paradox of in(visibility) document. Only LJMU staff and students have access to this resource
Session 70: The role of Academic Liaison Tutors to support Degree Apprenticeship students
No full textA 2023 Curriculum Enhancement Project worked to understand the specific needs of CBE DA students and the role of the PT based upon the various stakeholders’ perspectives, including the apprentices, the employer and the academic tutor/s and how the role may differ and/or cross over with that of the ALT, which is a specific role designed to assisted the DA and their employer through the particulars of the apprenticeship and compliance with the DA standard/s and associated internal and external regulators.
The project focused upon identifying if apprentices required increased support and then to investigate methods of providing this, all whilst respecting the structure of the DA.
Within the apprenticeship three-way communication between the employer, university and student are considered essential to ensuring all parties are aware of their obligations, act on them, the objectives of the curriculum/standard and that a collaborative support structure is provided.
Questionnaires were developed and distributed to ALTs, employers, and students, obtaining qualitative and quantitative data, to allow for comparability within answers, but also richness and depth to be explored with follow-up questions.
The project produced various recommendations including designing an annual reflective process, of which all parties will provide their inputs and views on the apprenticeship support mechanisms, this will then detail the actions needed to support all parties. Furthermore, the project identified ALT’s would benefit from similar support materials to that of the PT’s, such as the Canvas Module NCTLA39. This resource could also be duplicated/mirrored for the employers workplace mentors, but would require a common data environment/repository for the material to be accessed. The DA students also expressed a preference for the continuation of the ALT throughout their DA journey and employers a consistency in the approach to the ALT role from apprentice to apprentice.
In summary the project carried out a critical analysis of current systems and procedures with an aim of striving for best practice via a commitment to a continuous improvement model of identifying challenges, implementing interventions and reflection.
The role of Academic Liaison Tutors to support Degree Apprenticeship students PowerPoint. Only LJMU staff and students have access to this resource
Session 13: Alternate assessments - what do they look like?
No full textAs an inclusive institute committed to supporting all students throughout their educational journey, we recognise the growing number of students disclosing disabilities and utilising Individualised Student Learning Plans (ISLPs). This dynamic landscape calls for proactive measures from academic staff to adapt teaching and assessments in alignment with these plans. However, there is a notable challenge, as many educators may be unfamiliar with the methods and possibilities available to meet these diverse needs.
This session aims to bridge this knowledge gap and empower academic staff to effectively support students with and without disclosed disabilities. It will not only provide insights into creating alternative assessments but also emphasise the broader aspect of fostering an inclusive learning environment.
The first focus of the session will be on exploring what alternative assessments can look like. Examples may include project-based assessments, oral examinations, interactive presentations, and flexible deadlines. By delving into these examples, academic staff can gain a better understanding of the variety of assessment methods available, ensuring they can accommodate the diverse needs of students while maintaining the integrity of the learning outcomes.
Moreover, the session will delve into strategies for providing effective support to students with and without disclosed disabilities. This involves cultivating an awareness of inclusive teaching practices that benefit the entire student body. By fostering an environment that values diversity, academic staff can create a positive and supportive atmosphere conducive to learning.
In conclusion, this session seeks to equip academic staff with practical ideas for implementing alternative assessments while fostering an inclusive mindset. By better understanding the needs of students with disclosed disabilities and embracing inclusive teaching strategies, educators can play a pivotal role in creating an enriching educational experience for all students.
Alternate assessments - what do they look like PowerPoint. Only LJMU staff and students have access to this resource
Session 16: Igniting aspirations: hackathons paving the way to incurriculum workbased learning initiatives
No full textHigher Education institutions must ensure that students are equipped with the necessary employability skills and literacy to progress to successful graduate outcomes; indeed, these outcomes are often used to measure the quality of university provision (Cheng et al. 2022). A key element of this is embedding employability and work based experiential learning opportunities within the curriculum, in a way that is responsive to the needs of both LJMU students and different programmes of study.
In our programmes (Nutrition, Psychology, Sport Nutrition), we constantly strive to provide excellent student experiences within and beyond the curriculum to enhance graduate employment and to create positive change. We envisioned a distinctive, symbiotic, work-based learning experience to develop career readiness and a sense of community for our students. Working with a combination of industry Mentors, Academics, the Student Futures’ Careers & Employability and Employer Engagement Teams, and the Start-Up Hub, we collaborated to design and deliver our first ‘in curriculum’ Hackathons.
The Hackathons were designed to be a problem oriented, fast paced, fun, active and engaging process, with a view to stimulating students’ curiosity and creativity. Students were presented with authentic, live industry problems, related to their programmes which were designed to challenge them, and which required collaboration, reflection, and teamwork – they had to think outside the box.
By harnessing the collaborative strength of groups of staff working together, Hackathon teams can develop innovative ideas to apply to real world applications, benefitting not only students, but also strengthening industry-education relationships. In sharing our lessons learned, we will reflect on our successes and challenges of developing innovation in these examples of the employability enhanced curriculum. This presentation will illustrate how the learning experiences from our Hackathons can be effectively replicated across programmes within LJMU.
Igniting aspirations: hackathons paving the way to incurriculum workbased learning initiatives PowerPoint. Only LJMU staff and students have access to this resource
Session 18: The ‘Mistory’ decolonization project: confronting black maternal health disparities with midwifery and history students
No full textRecent studies show that Black women are nearly 4 times more likely to die in pregnancy and childbirth in the UK when compared to white women. Reasons for this transcend physical, psychological and socio-economic aspects, but racial bias is a contributory factor. Nineteenth century teachings on race told physicians that Black women were less susceptible to pain in labour, breastfed easily, and had less emotional connection to their children. This racialized knowledge, developed under slavery, was repeated in medical literature throughout most of the twentieth century, and subsequently still impacts understandings of ‘racial difference’ today.
LJMU History and Midwifery departments are leading a curriculum enhancement internship project, facilitating students across disciplines to work together using historical research to decolonize the midwifery curriculum. This implicitly recognises the value of working across LJMU’s community in addressing all three of the aims in LJMU Strategy 2030 in, first, providing excellent education beyond the curriculum (Education and Student Experience); second, including students in cutting-edge interdisciplinary research (Research and Knowledge Exchange), and finally, including students in a parallel multi-institutional project on Black maternal health (with International Slavery Museum/local artists) in which both History and Midwifery staff play lead roles (Place and Partnership).
In summary, this project provides historical context to racialised ideas around Black women and reproduction, explores how these ideas link to outcomes of Black women in UK maternity services and produce historically informed teaching interventions/resources to help decolonize the curriculum. In this SAH presentation the midwifery and history leads, with the student interns, will discuss 1. The methodology used and applicability for other disciplines 2. Challenges/benefits of working across two very different subject areas, and 3. the value of embracing LJMU’s community and the value of both student, as well as staff, skills and knowledge (key takeaway message)
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