Student Experience Proceedings (LJMU)
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Session 53: Assessments don’t have to be essays – using live events to demonstrate learning
No full textWhilst the essay has long been a staple in higher education for assessing students\u27 understanding and critical thinking skills, this session will highlight the benefit of looking at alternative forms of assessment. Lecturers from the Events Management degree programme will look at how traditional assessments may not always be the best route, especially for vocational degrees. Instead, they will show how students on their programme produce a real live event, going through every element, from concept and theming, to staging and evaluation. Yes, an actual event – not a case study, a simulation or a virtual reality experience! The presentation highlights how this type of practical assessment not only offers an excellent learning experience evidenced in consistently high module evaluations, but also enhances students’ employment prospects, through offering a real-world opportunity to engage with all aspects of event planning and production. Community is very much at the heart of this assessment as it takes our students out of the classroom and into the wider City, liaising with a range of stakeholders from venues and industry suppliers, to local charities that all profits from the events are donated to. It can show first hand to these potential employers the abilities and creativity of our talented students.
Assessments don’t have to be essays – using live events to demonstrate learning PowerPoint. Only LJMU staff and students have access to this resource
Session 25: Working in a wellness community: assessing the benefits to student curators in a creative collaboration
No full textThe paper will present the outcomes of research that has investigated the impact on student wellbeing of an internship to enhance the public spaces at the new Royal Liverpool Hospital, (RLH).We asked if this contribution to the ‘common good’ enhances the student experience of internship, as opposed to a work experience that is based on ‘private good’ or only of commercial interest. This responds to ‘the philosophy of focusing on the common good as a measurement of wellbeing’ Ahuvia et al,(2015)
The paper has three central aims:• To enable students to present their insights and conclusions.• To offer the results of reflection and thematic analysis as an effective methodology• To submit the results of the research to public scrutiny.
Students have recently participated in a curatorial project at the new RLH. Art works were transferred from the old buildings, prior to demolition, and rehung in the new hospital, building a sense of continuity and community. The response from staff and RLH senior management has been overwhelmingly positive, and we have been offered many art works to develop a phase two, commencing in February 2024.
Positive feedback from students was previously captured informally. In the next phase, we have offered paid internships to eight students to explore the impact of an activity that has a ‘focus on the common good’, i.e., improving the working environment of the community of staff at the RLH. Interns have been tasked to keep a regular reflective journal alongside their curatorial activities and asked to consider specific questions that will allow us to assess the impact on their wellbeing, both mental and physical, using a thematic analysis. This has received a Curriculum Enhancement Grant.
Working in a wellness community: assessing the benefits to student curators in a creative collaboration PowerPoint. Only LJMU staff and students have access to this resource
Session 30: What happens to academic integrity when we allow students to use GenAI for their assessment?
No full textThe reluctance of academics to embracing students\u27 use of Generative AI (GAI) in Higher Education (HE) primarily stems from concerns about preserving academic integrity. The advanced capabilities of GAI, particularly its capacity to generate content upon request, challenge the conventional preparatory processes (research and writing) integral to students\u27 assessments. Within the realm of academic integrity, the cornerstone principle of \u27ownership of work\u27 demands that students personally engage in research, distinctly clarify contributions made by others, and present their findings in a satisfactory manner. This poses a challenge for institutions that rely on the traditional expectation of students independently producing every aspect of their work to assure the quality of their graduates. However, the essential question remains: does the integration of GAI for assessment purposes entirely compromise the quality that stems from students\u27 independent efforts? To address this query and scrutinize the definition of \u27ownership of work\u27 within the framework of academic integrity, we conducted action research. Students were tasked with completing research and writing assignments using prompt engineering with ChatGPT, followed by a debriefing session to explore their experiences and perceptions. This study seeks to shed light on the nuanced relationship between GAI, academic integrity, and the quality of work produced by students in Higher Education
Session 55: Digital forensics and cyber-crime taxonomy
No full textThis presentation outlines our LJMU Teaching and Learning Academy (TLA) funded project "Digital Forensics and Cyber Crime Taxonomy." Our investigation focuses on the development of an inclusive curriculum for cyber security education and application of student and staff voices to enhance the university experience. Drawing upon the insights collected from focus group discussions (both academic staff and students) and the resultant project deliverables, our project seeks to enrich the pedagogy of cyber security education. Our approaches are designed to foster the development of students\u27 problem-solving and analytical skills.
Through the integration of student reflections, our efforts are directed towards fostering a learning environment that is conducive to diverse learner needs and promotes a nuanced understanding of the subject matter. Thus, our project strives to elevate the efficacy of cyber teaching and learning through the provision of comprehensive instructional resources tailored to the cyber security education.
This presentation would be interesting to staff and students interested in learning more about using reference models, flowcharts, and taxonomies to explain the intricacies of cyber-attacks and to lead learners to giving more in-depth responses. Utilizing flowcharts offers the advantage of visually mapping out processes, enhancing clarity; having prompts and questions at each stages helps develop the level of detail in responses.
Digital forensics and cyber-crime taxonomy PowerPoint. Only LJMU staff and students have access to this resource
Session 62: Person-centred communities of practice: challenging hegemonic notions of education and learning
No full textCommunities and groups based on person-centred theoretical principles are often a core part of counselling and psychotherapy training within this modality, yet these groups have not been considered through the communities of practice concept. A community of practice (CoP) can be defined as a group of people who share a common goal or area of interest that they would like to learn how to do better through regular interaction as a group. There has been no exploration undertaken that investigates the impact of these groups when they are run alongside, rather than as part of, the curriculum. This presentation shares staff and students’ experiences of facilitating multiple communities of practice for trainee person-centred/experiential therapists that focused specifically on critical thinking skills. These communities were established with support from the Curriculum Enhancement Student Internship Grant and was attended by students from across three-year groups on an MA in Counselling and Psychotherapy Practice. This presentation will be delivered by students who were interns on the project and the presentation will outline how the community was established on each occasion; share facilitators’ experiences, as well as feedback from group attendees; it will reflect on learning from the community and offer some tentative suggestions for anyone thinking about setting up their own community of practice. This project centres the idea of student-centred learning as a way of challenging hegemonic notions of education and learning within Higher Educational settings. These ideas could be useful for other facilitators or students wishing to set up and facilitate other communities of practice, in counselling and psychotherapy training, or other disciplines.
Person-centred communities of practice: challenging hegemonic notions of education and learning PowerPoint. Only LJMU staff and students have access to this resource
Vocal, quiet and silent: exploring patterns of student engagement with module evaluation
No full textStudent evaluations of teaching have multiple purposes. These include public accountability, improvement of teaching and learning, and performance management. Large cohort surveys, such as the National Student Survey, provide valuable information on programme or institutional issues but can lack the granularity required for local action. Module evaluation, on the other hand, seeks student feedback on what Pastore et al. (2019) refer to as the ‘micro’ level of teaching and learning processes and can signal the need to seemingly small-scale activity that can have a significant impact on the student experience.
Internal and external monitoring and evaluation emphasise the importance of representative feedback. Hence, low response rates limit the reliability and usability of data for quality assurance and enhancement. The average institutional response rate for module evaluation is 30%. This begs an important question regarding the 70% of students who do not share feedback on how they experienced the module?
This presentation draws on analysis of institutional module evaluation data that focuses on three categories of student: the ‘silent’ who do not respond to surveys, the ‘quiet’ who respond but don’t leave free text comments and the ‘vocal’ who take the opportunity to leave comments. Ostensibly, this last group are most engaged, albeit that engagement may be driven by either praise for the university or criticism. Analysis of these three categories by various student characteristics indicates that some groups of students may be more likely to engage than others. Analysis of satisfaction data for the ‘quiet’ and ‘vocal’ groups suggests that there is relationship between engagement and satisfaction. Further, to better understand students’ behaviour and motivation, additional analyses of how students engaged following prompts and reminders was undertaken. Reflecting on the differential responses of silent, quiet and vocal students, this presentation will explore mechanisms on how institutions can target students to maximise engagement.
Pastore, S., Andrade, H.L. (2019) Teacher assessment literacy: A three-dimensional model, Teaching and Teacher Education, 84, pp. 128-138
Vocal, quiet and silent: exploring patterns of student engagement with module evaluation PowerPoint. Only LJMU Staff and students have access to this resource
Hiding in plain sight. Surfacing the university experience of justice-involved students through creative methods
No full text11 million people have a criminal record in the UK. 1 in 3 men have a criminal record - just over half have been convicted on only one occasion, and 85 per cent were convicted before they were 30 years old (Unlock, 2018). Although the exact number of students who have experience of the Criminal Justice System is unknown, conservative estimates suggest that roughly 1 per cent of university applicants declare a criminal record (Ibid). Though most people who have a criminal record do not pose a risk to public safety nor have restrictions that are relevant to university life, the stigma which surrounds the possession of a criminal record, alongside the blanket reconstruction of justice-involved people as ‘risky’ and ‘undeserving’ produces a range of collateral consequences that influence both access to and participation in higher education. Reflecting on their use of creative methodologies (auto-photography and storytelling) Sarah and Helena will explore how and in what ways justice-experienced students are vulnerable to omission across higher education theory, policy and practice. In doing so, this paper not only provides a valuable insight into an overlooked area of higher education praxis but utilise transferable methodologies and approaches that lend themselves to the study of other under-represented and marginalised groups in higher education and beyond
The students of today who inspire the students of tomorrow
No full textStudent Recruitment Marketing and Admissions is responsible for the development and implementation of an institutional plan across the prospective student journey to support the achievement of annual recruitment targets. Current students are crucial in this journey, guiding prospective students and inspiring them to study at LJMU. Students play a vital role in school visits, subject taster sessions, summer schools, UCAS fairs, open days, campus tours, enquiry/community digital platforms, applicant call back campaigns, applicant days and Clearing.
Consistent with the Education and Student Experience value, the work current students undertake augments their student experience and provides them with an unparalleled opportunity to develop transferable skills beyond the curriculum that enhances graduate employment prospects. Furthermore, providing transformational opportunities for communities, the Place and Partnership value is at the heart of our outreach programmes. Involving students enables them to play a role in enhancing the prospects of communities as well as ensuring participants are given an authentic and informed perspective to enable them to make an informed decision about their future.
Proposed structure: Overview of the prospective student journey with examples of how students play a role at different touchpoints.
A panel of students will share their experiences, with a guided discussion through three key themes:
1. Their memories of students they met when they attended events as an enquirer/applicant and how this enabled them to make informed decisions2. Examples of work they have undertaken as a student at LJMU and how it has enhanced both the participant experience and their own student experience3. Skills they have gained and how they see these skills shaping their future
Examples of staff whose experience in supporting student recruitment activities as a student led them along their career paths, illustrating the graduate employment prospects.
Discussion of best practice sharing with other services that employ student workers.
The students of today who inspire the students of tomorrow, PowerPoint. Only LJMU staff and students have access to this resource
Global Collaborative Partner Forum
No full textTheme of the Forum: Transnational Education Student Experience (this refers to students who are studying LJMU degrees overseas with our global collaborative partners). It is a good opportunity for LJMU TNE Family to come together and share best practice in how to deliver a highest standard teaching quality and the same time offer the best student experience. We will also share with the partners our newly launched Internationalisation Plan, our focus and priorities, one of which is to further support our existing collaborative partners.
Beaconhouse International College, PakistanStudent Development through the Employability Placement & Career Advancement Department (EPCAD)
Oryx Universal College, QatarA strategic approach to creating a student-centric operation that empowers the minds and capabilities of our community
Westford University College, UAEFostering Corporate Ready Graduates
International Panel – Q&AsLJMU Associate Deans (Global Engagement)
Internationalisation and decolonisation: A transformative agenda for higher education.
1. Why is it important to decolonise the curriculum?2. How can we decolonise the curriculum? (Diversify the reading list; challenge terminology used in our disciplines…etc.)3. Consider the diversity of our student groups and ensure the curriculum shift from a Western to global framework
Formative conversations: developing dialogic exchanges around student feedback
No full textThere has been considerable energy invested in the move from transmission-based teaching toward more active, participative methods. However, whilst research on feedback has proposed similar moves toward dialogic methods with agentic student participation, arguably there has been less uptake of such methods in feedback practice. This presentation will discuss one approach to dialogic feedback – the design review. Commonly used throughout design education, the approach is also very comparable to verbal feedback on student presentations used in other disciplines. In theory, providing verbal feedback on students’ presentations in class aligns well with what Winstone and Carless (2020) describe as ‘learning-focused models of the feedback process’ (p. 2). It creates opportunity for students to elicit feedback, share meanings and clarify misunderstandings, and generate internal feedback through comparison with their peers. As such, there is considerable opportunity to enhance the student experience of their feedback. However, the design review has faced criticism, including the power asymmetry between students and teachers, and fostering an intimidating environment.
This session will present initial findings from a study investigating dialogic feedback exchanges occurring during student presentations. The objective is to understand the nature of the interactions taking place, and the extent to which they effectively support student agency within the feedback process. The findings reveal that the feedback exchanges adopted a strong dialogic nature during the early stages; however, in the latter part of sessions feedback gravitated toward a more transmissive mode. These findings provide opportunity to apply and refine verbal exchanges in feedback practice, deepen students’ agentic participation in feedback approaches, and strengthen their contribution to their learning. Although studying feedback exchanges in an architecture programme, given the similarities to verbal feedback on student presentations used across other disciplines, the presentation will contribute to wider feedback practice and the development of dialogic feedback methods.
Winstone, N., and D. Carless. 2020. "Designing Effective Feedback Practices in Higher Education: A Learning-Focused Approach". Abingdon: Routledge.
Formative conversations: developing dialogic exchanges around student feedback, PowerPoint. Only LJMU staff and students have access to this resource
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