Student Experience Proceedings (LJMU)
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382 research outputs found
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Solidarity TV – reciprocal learning in action
No full textThis presentation will explore the aims, ambitions and impact of ‘Solidarity TV!’ – an outreach project piloted in Liverpool Screen School – which used the practice of reciprocal mentoring to create moments of understanding through the creation of a learning community between LJMU UG students and students from a global majority heritage who are currently studying in a local sixth form.
In doing so, we will explore how and in what ways Solidarity TV! created an educational opportunity for academics, UG students, school students and technicians to come together and learn from one another through lived experience, professional practice, the acquisition of practical knowledge (for example learning how to operate technical equipment) and creative pedagogy.
Alongside this, the paper will demonstrate how Solidarity TV! extended the view of a learning community as being situated within the university and addressed the power dynamics inherent in formal education. To conclude, we will illustrate how initiatives such as Solidarity TV! define learning as an ‘exchange of knowledge’ - with the technicians, UG students and school students all being viewed as equals and as experts within their areas.
Solidarity TV – reciprocal learning in action Powerpoint. Only LJMU staff and students have access to this resource
Using photovoice to learn from our care experienced and estranged students
No full textCare experienced and estranged students continue to be one of the most under-represented groups in higher education. Latest widening participation data show that in 2018 – 19, just 13% of young people who met the government definition of a Former Relevant Looked After Child entered higher education, compared to 43% of all other pupils (DfE). As such, OfS has designated care experienced learners as a Priority Cohort to be included in institutional Access and Participation Plans for targeted support.
LJMU has a long history of supporting care experienced students and those estranged from their families and, in 2022, was the first university to be awarded the National Network for the Education of Care Leavers (NNECL) Quality Mark for Higher Education outside of the pilot phase after undertaking a significant review of current LJMU provision and the submission of a three year institutional action plan.
As part of this action plan, colleagues from the Faculty of Arts, Professional and Social Studies, the Teaching and Learning Academy and Student Advice and Wellbeing Services have initiated a cross-institutional research project utilising PhotoVoice to capture the experiences of students studying at Foundation and Level 4 in 2022 / 23. This session will provide an initial insight into some of the initial findings of the project, in the context of institutional data on the access, progression and success of current care experienced and estranged students.
Using photovoice to learn from our care experienced and estranged students, PowerPoint. Only LJMU staff and students have access to this resource
Personal growth: using the LJMU herb garden to enhance student learning outcomes, confidence and well-being
No full textExperiential active learning has been shown to develop student skills, knowledge, abilities and confidence in their specific areas of study, whilst also preparing them for future work and their careers.
University campus-based projects can provide excellent opportunities for experiential outdoor active learning, whilst also having the potential to provide both educational, health and wellbeing improvement benefits for students, staff and the wider university community.
At last year’s Student at the Heart conference (2022) we presented our projected plans to engage students in nature based outdoor campus-based projects to enhance learning, health and well-being outcomes. This project has now physically commenced, and a range of activities have been undertaken and a range of resources developed for use within the LJMU community Activities and resources for campus-based staff and students developed as part of the herb garden project will be shared and discussed as part of the session. Longer term implications and the sustainability of this project and WRL opportunity, will also be examined.
This presentation will:
Provide an updated overview of the herb garden project that has been undertaken and further developed this year here at LJMU
Outline the experiential active learning tasks undertaken by students as part of the project,
Discuss the critical learning and holistic personal outcomes for students and staff as a result of their participation.
The student’s voices, engagement and attendance will be pivotal and central to this presentation. The students we have worked with this year will present alongside us, so that they can share their balanced, judicious reflections, thoughts and feelings about their WRL hybrid learning experience in the campus herb garden.
Presentation links to the new LJMU strategy aims of:
Education and Student Experience: transforming lives and futures - examples of enhancing graduate employment prospects, diversifying, responsive support, delivering outstanding teaching and learning, providing an excellent student experience beyond the curriculum and supporting communities
Research and Knowledge Exchange: curiosity, creativity and impact - examples of teaching inspired by research, evidence-based service development, knowledge exchange, and student-led research
Personal growth: using the LJMU herb garden to enhance student learning outcomes, confidence and well-being PowerPoint. Only LJMU Staff and students have access to this resource
Designing an MBA in educational leadership: the ethical business of transformative leadership
No full textDesigning a new MBA programme in educational leadership provides an exciting opportunity to reflect on research informed knowledge exchange that can have a direct impact on the way in which our programme’s students, as educational leaders, impact on the people and communities they serve.
In responding to the challenges of educational leadership in 2023, with education leaders having to be skilled business leaders as well as educationalists, this lightning talk will set out how the programme responds by weaving three key strands of leadership together; namely: organisational, ethical, and transformative & sustainable leadership.
From these strands we generate a dynamic programme that supports educational leaders in constructing well developed organisational strategies that balance the tension between business imperatives and ethical education goals. Our students will conduct professional inquiries into issues, engage with innovative consultancy, and deliver measurable impact within their own settings. The aim is to develop leadership capabilities that lead through complex and challenging environments in both business and education considering both the external and internal context of socially and economically sustainable organisations; striving to support leaders who advocate for people and communities, addressing specific local, regional and national needs.
Designing an MBA in educational leadership: the ethical business of transformative leadership Powerpoint. Only LJMU staff and students have access to this resource
Graduate readiness – a kaleidoscopic view. Co-creating and supporting student projects using a multi stakeholder approach
No full textThis study presents findings from an innovative approach within the Liverpool Business School to developing the understanding of graduate readiness using a multi stakeholder approach. Based on primary research undertaken with student teams, the module leader and professional business consultants, all who collaborate to create real life value on unique projects for a real life business client from the Liverpool City Region in the Level 6 Business Consultancy module, a kaleidoscopic model of graduate readiness is proposed. A combination of Clarke’s (2018) six dimensions of graduate employability (human capital, social capital, individual attributes, individual behaviours, perceived employability, labour market forces) and LJMU’s nine key employability skills (LJMU Skills Checker, 2023) is used to explore graduate readiness from the three actors perspectives. That is, the student, the business consultant and the module leader. Using individual semi-structured in-depth interviews and focus groups (Bell, Harley & Bryman, 2022) the concept of graduate readiness in students in semester 2 of Level 6 is explored with a number of key themes emerged. These themes will be presented at the conference with each actor (student, business consultant and module leader) presenting their view separately which will then be combined to present a kaleidoscopic model and perspective. Currently this research is in progress.
It is proposed that this bricolage approach (Gordon, 1999) not only develops the theoretical understanding of graduate readiness but also allows the Liverpool Business School to work with industry partners (business consultants and project clients) to collaboratively understand and developed graduate readiness to ensure that this is aligned to the needs of the regional skills based.
Graduate readiness – a kaleidoscopic view. Co-creating and supporting student projects using a multi stakeholder approach, PowerPoint. Only LJMU staff and students have access to this resource
An introduction to Transparency in Learning and Teaching (TILT)
No full textThis proposal will address the LJMU strategy, Education, and student experience: transforming lives and futures.
I introduced the TILT framework to students in September 2022 and the success and feedback has been very encouraging. Working on big modules with 300+ students and utilising TILT has allowed me to engage with and reach students who have been unable to attend LJMU for a variety of different reasons.
This session will introduce the delegate to the Transparency in Teaching and Learning (TILT) Framework. The TILT framework was developed to support students to deliver their very best work by setting up assignments in a way that could be understood by all.
Our 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 higher levels of anxiety and stress. With the above in mind, I believe that our pedagogies and approach must change to meet our student’s ever changing needs. The TILT framework provides a valuable tool to foster equity throughout the module for all students. The framework involves breaking the assessment down into 3 elements, which will be presented on the day.
Purpose Define the learning objectives What skills will they demonstrate as well as learn How will studying this module support them throughout LJMU as well as in their career What knowledge will they gain
Task Clearly define the task that student should perform in plain English Break the assignment down into smaller parts and explain the requirement/s for each section Identify any areas of support. For example, the library resources
Criteria Define the characteristics of the finished product. What differs from excellent work to adequate work.
Outline any common mistakes to avoid.
An introduction to Transparency in Learning and Teaching (TILT), PowerPoint. Only LJMU staff and students have access to this resource.
 
Embedding EDI; finding ways to develop a successful Journalism initiative into a crossuniversity resource
No full textWe are seeking views from colleagues in other faculties and departments as to how to maximise the potential of successful diversity resources, aimed at providing knowledge, skills and confidence when writing about and working within diverse communities.
Following on from a successful funding bid in 2021, the Journalism department developed a series of resources aimed at promoting diversity and inclusion in reporting by student journalists. The central resource developed as part of this project was a Diversity Reporting Guide. Since then, the researchers have used this resource in teaching and presented it at internal and external conferences, where it has attracted interest not only from journalism educators but, crucially, colleagues from other disciplines. It was officially commended during the revalidation of the Journalism BA programmes in March 2022. In January 2023, it was presented to the Association for Journalism Educators, prompting a suggestion that the Guide might be published via the AJE for national use.
The researchers have spent the last few months working on updating this guide and are now keen to explore ways in which this piece of work can be developed into a cross-disciplinary resource for potential use across LJMU in helping students to understand and feel confident when writing about and working within diverse communities.
The next stage is to work cross-departmentally with other faculties and courses to look at ways in which this guide (and other resources according to appetite) can be adapted to be of potential use for any student or academic, from any discipline, who is engaged in outward-facing work and/or research; for example, interviews, focus groups, surveys etc.
This workshop session is designed to explore the ways in which these diversity resources could be best developed and adapted to maximise their use and potential benefit for use in other faculties and departments
The LJMU graduate labour market – where do LJMU students go and what do they do?
No full textJoin Dr Charlie Ball, the labour market specialist at the UK’s higher education service provider Jisc as he takes you through LJMU’s labour market analysis. The session is key for anyone involved in or with an interest in student and graduate employability and graduate outcomes.
Charlie takes a deep dive (in 20 minutes!) into the labour market for John Moores graduates covering where John Moores graduates go after their degree and what they go on to do next. He will present findings and recommendations from a report commissioned as part of TEF research highlighting strengths and opportunities at LJMU alongside recommendations for future action. Along the way he’ll also bust some typical graduate labour market myths!
Following the session the Student Futures team will be in the SLB Careers Zone to answer any questions on LJMU Graduate Outcomes survey data and talk through programme reports accessible through web hub.
About Charlie: Dr Charlie Ball is responsible for support and research for university careers services across the UK, and widely viewed as one of the country’s foremost graduate labour market analysts and presenters.
He is an active researcher on projects on graduate employment and in collaboration with external organisations. He is used as an expert on graduate and postgraduate employment by stakeholders within and outside HE, and serves on groups advising the Social Mobility Commission, the Office of National Statistics, the National Council for University and Business, the Higher Education Statistics Agency, The Institute of Student Employers and the Association of Graduate Careers Advisory Services. He writes and is quoted regularly by national media on graduate employment issues and recently spent an afternoon walking down a hill repeatedly for a BBC Breakfast segment that was never broadcast. He is also a Fellow of the National Institute of Careers Education and Counselling and of Manchester Metropolitan University.
Following the sessions the Student Futures team will be in the Careers Zone to answer any questions on LJMU Graduate Outcomes survey data.
The LJMU graduate labour market – where do LJMU students go and what do they do? PowerPoint. Only LJMU Staff and Students have access to this resource
Widening participation in work experience: a case-study for engaging 16 to 18-year-olds in Physics
No full textIn this session we present a model for engaging 20 students in an in-depth, skills-based work experience program aimed at raising science, technology, engineering and maths (STEM) skills and confidence, and addressing awareness and feelings of belonging in Higher Education (HE) and physics. We believe that this model is transferable across all subjects. To support this, we will quantify the time and staffing requirements of our model, with an indication of scalability.
We discuss our approach to targeting students from underrepresented groups, and how the project has evolved to adapt to the needs of our students. We show the results of our evaluation, share success stories, and what we hope to further achieve.
Opportunities for students to gain work experience in physics or astrophysics are rare. Where they do exist, they are often socially ring-fenced to those who already have connections.
This is compounded by the common social narratives of who physics is for. Stereotypes based upon gender, sexual orientation, disability, social background, and ethnicity can make studying physics at university, or pursuing a career in physics, feel daunting. For 10 years the National Schools’ Observatory, part of the Astrophysics Research Institute (ARI) at LJMU, has hosted a week-long Work Experience Program for students aged 16-18 from across the UK, with a focus on engaging students from underrepresented groups.
The program provides students with the opportunity to experience working in an astrophysics research setting whilst giving them a taste of university, including information and guidance on student finance, careers, and student life. Skills sessions equip students to undertake the focus of the week where they work in small groups, under the guidance of a supervisor, to analyse real data from the Liverpool Telescope. Students conduct research into their topic and present their research and analysis to a professional level.
Widening participation in work experience: a case-study for engaging 16 to 18-year-olds in Physics PowerPoint. Only LJMU staff and students have access to this resource
New face of library spaces
No full textLJMU Library spaces are evolving, changing from the traditional self-learning spaces to interactive and inclusive spaces, providing a resource not only for LJMU students but also for the wider community. Summer 2022 saw the development of the new Children\u27s Reading Corner on the ground floor of Aldham Robarts Library housing the Literacy Development Collection. The primary aim of this area is to support students on the Initial Trainee Teacher programmes with the pedagogy of reading for primary age children, whilst replicating a school library. However, in fulfilling this need the space has also opened up new opportunities for community engagement and widening participation.
Our talk will detail how this space, the Literacy Development Collection and our Special Collections and Archives have been used for activities to support ITT training, including author talks, how to read to younger children, practical sessions using artefacts to develop imagination, storytelling and writing in the classroom, and even using meditation and reflexology with literature to promote wellbeing in young children. Interactive workshops with children from the national mentoring and education charity, ReachOut have also taken place with the participants being encouraged to find inspiration from the materials to create their own bookmarks and zines.
New face of library spaces, 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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