Student Experience Proceedings (LJMU)
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Biomed News – a free machine learning based platform to discover and share new biomedical research
No full textApproximately 30,000 biomedical research abstracts are published each week on PubMed. This provides an enormous resource for new information that needs to be retrieved by individuals who desire access to it – researchers, industry, funders, policy makers, clinicians, patients, and the public. This enormous amount of information is retrieved using searches or tables of contents. However, these methods are overwhelming, broad and irrelevant. Biomed News is a free platform that provides a ranked abstract list on a weekly basis. Topic experts select abstracts relevant to their area of expertise. These selections are used by supervised machine learning to identify relevant papers in subsequent weekly issues. This reduces the amount of time required to identify new abstracts. Biomed News also provides an opportunity for selectors to share their weekly topic issues with other interested parties. Biomed News currently has around 80 experts from countries all over the world who are at different stages of their career. We aim for Biomed News to be a user-friendly platform in all areas of biomedical research that allows new abstracts to be identified and shared with interested parties.Biomed News aligns with LJMU strategies including Education and Student Experience as it will help students, especially post-graduate research students, to keep up with the literature in their field. Also, Biomed News will help in Research and Knowledge Exchange as this will help new research to be incorporated into teaching and also the exchange of the latest findings in the subject area.
Biomed News – a free machine learning based platform to discover and share new biomedical research, PowerPoint. Only LJMU staff and students have access to this resource
Supporting LJMU students from the armed forces and military families - a cross-university approach
No full textThe aim of the session is to showcase the intentions, terms of reference and activities planned by the newly formed Cross-University Armed Forces Steering Group, in relation to one of the key aims of the group. An effective delivery model to:
Support LJMU students who have served, or are going to serve (linked to Student Experience Plan);
Support LJMU students who are families of serving armed forces members (linked to Student Experience Plan);
Development of marketing, recruitment and outreach for veterans;
We are currently exploring how many veterans, current members of the military, or family members of military personnel are undertaking HE courses at LJMU. And developing an effective structure to support the transition into HE. From first hand experience, this can be a difficult transition!
It will highlight the planned activities to support this group of our student population, present some case studies from students and highlight the different professional service and academic input to the development of a coherent approach to support.
Supporting LJMU students from the armed forces and military families - a cross-university approach, PowerPoint. Only LJMU staff and students have access to this resource
The Evolution of My LJMU: A Better Experience for All
No full textMy LJMU is a one-stop shop for students at LJMU providing access to a wide range of services. My LJMU has been evolving over the past few years, and we are constantly looking for ways to improve the experience for our users, including staff. In this session, we will discuss the evolution of My LJMU and how it has improved the experience for staff and students.
We will cover the following topics:
How My LJMU has evolved over the past few years
Plans for future development of My LJMU
This session is for anyone who is interested in learning more about My LJMU or who wants to find out how it can benefit them
The lecture is dead -v- long live the lecture
No full textThe session will take the form of a debate with two experienced academics taking different perspectives about the value of the lecture and its place in student learning. Those attending will be asked to take part in polling about their own behaviours when in a lecture style environment and we will look to consider how learning continues post lecture and how this might be shaped. Given the emphasis on retention and concerns about attendance, an open debate about a frequently used learning tool can help to unpick some of the ways in which we can increase our capacity to engage students in lectures all the way through a semester.
The lecture is dead -v- long live the lecture, PowerPoint. Only LJMU staff and students have access to this resource
The exploration of sensitive topics in higher education
No full textThrough my research, 35.5% of students surveyed felt unsafe whilst exploring sexual violence in theatre and whilst some of the stories that have come to light are positive, many are about distress, pressure, mental health issues, and students being put in very vulnerable positions. This research has implications for other areas of HE practice, where sexual violence, and other potentially distressing topics, are an important part of student exploration through their studies. Many students who study the topic do so out of a need to challenge self, educate others or raise awareness. It is our job as educators to allow them to explore topics such as these in a safe environment.
The research has been led by the application of the student voice through the collection of data from drama students across the UK to enhance student experiences in better understanding their experience of learning and educational material covering sexual violence. Interviews and surveys have been carried out to understand the perspective of students who have explored through their practically taught sessions sexual violence, up to and including rape, whilst at in higher education. This data, alongside interviews with intimacy coordinators and tutors from other institutions, has been analysed to understand the key aspects of teaching sensitive topics such as sexual violence.
My presentation will give a short overview of the themes that have emerged through thematic analysis of data collected. From this analysis I will then present several thoughts on how to mitigate distress and enhance safety when exploring sensitive topics within the humanities. This will include the use of content warnings, communication with students and the creation of safe spaces. I will then close by discussing the implications beyond theatre to other areas of HE practice to develop and enhance good practice.
The exploration of sensitive topics in higher education, PowerPoint. Only LJMU staff and students have access to this resource
Research Informed Teaching at LJMU
No full textLJMU has a proud history of high quality research and knowledge exchange with a significant body of world-leading research, as evidenced in the recent REF2021 results. This work continues to be generated by academic staff, research staff and postgraduate research students.
When we reflect on the impact of our research and knowledge exchange activity we often think in "REF terms" of who and what have we influenced and changed outside of the university. Our REF2021 impact case studies were replete with examples of public and private recipients of our work who helped mediate change in health, education, policy, well-being as well as industry and economic change. This supports key strategic actions for LJMU around Place and Partnership, enshrined in the LJMU Strategy 2030.
This session "Research Informed Teaching at LJMU" turns the impact lens inwards to the university and asks what change and improvement has been made to our curricula and student experience on the back of our research and knowledge exchange work. This is now a core focus of the Research and Knowledge Exchange activity within the LJMU Strategy 2030 and is developed in the LJMU RKE Plan 2030. Also it seeks to elevate the role of our postgraduate students, something of a "hidden-minority" in an institution with "students at the heart". what was their experience of the knowledge development process and how can they and their novel work inspire taught students and change their experiences and opportunities. We have been collecting a range of "case studies" related to research informed teaching from around the faculties and we have asked the staff to identify the research work and research students whose new knowledge and stories they have weaved into curriculum content and development. We have asked these case studies to identify new lectures, modules and sometime whole programmes that have been borne out of our research and knowledge exchange and asked the staff to reflect on what this did for student experience, an enhanced knowledge or skill training and how this might play into greater or broader employment/career opportunities.
From the first round of Faculty Research Informed Teaching Case studies we present exemplars from across all 5 Faculties in a lightning talk format for celebration, learning and on-going development of a rich research informed teaching culture across LJMU.
Keith George, PowerPoint. Only LJMU staff and students have access to this resource.
Craig Hammond, PowerPoint. Only LJMU staff and students have access to this resource.
David Oxborough, PowerPoint. Only LJMU staff and students have access to this resource.
Zara Quigg, PowerPoint. Only LJMU staff and students have access to this resource.
Karl Jones, PowerPoint. Only LJMU staff and students have access to this resource
The University Mental Health Charter
No full textThis workshop will outline all of the areas that we are currently exploring in building our evidence to achieve the Student Minds Mental Health Charter. After the initial update, colleagues will be asked to participate in a discussion focusing on how LJMU is adopting a whole university approach to mental health and becoming a place that promotes mental health and wellbeing for all members of the university community.
In particular we want to look at how LJMU will continue to develop a mentally healthy environment using the student experience themes within the charter including proactive interventions and mentally healthy environment, and social integration and belonging. Further information on the charter can be found at The University Mental Health Charter.
The University Mental Health Charter, PowerPoint. Only LJMU staff and students have access to this resource
The Muslim student experience: how Muslim students negotiate barriers in higher education
No full textThe Black and Asian Awarding Gap is a big conversation in most universities and whilst Muslims overwhelmingly belong to this category, most fail to recognise or acknowledge the intersectional barriers that a students\u27 faith also presents during their studies. Muslim students at University have the highest dropout rate amongst all faith groups; they are less likely to achieve a professional job after graduating, and with less than two-thirds of Muslim students graduating with a 2:1 or first-degree outcome, Muslim students are the lowest performing faith group at university.
Amongst a range of other factors, a lack of sense of belonging, inaccessible faith spaces, university drinking culture, microaggressions and islamophobia are to play for this, but what can we, as academics and professional services staff do to reduce this?
In this session, LJMU MA Education graduate, Lila Tamea and Dr Graham Downes will reflect on her research on the Muslim student experience, which explores how (and why) Muslim students are routinely making choices around whether to honour or forfeit their faith at university. The research suggests that, whilst Muslim students may experience the same or similar barriers, they don’t all respond to them in the same way, and instead, they negotiate and compromise their needs, often actively deprioritising them in a bid not to disrupt. It finds that Muslim students regularly feel deprioritised, neglected, and let down, where eventually, they consciously or subconsciously, accept and settle for less in their university experience.
We will offer critical reflections and recommendations for academic and professional services staff on how they can do more to empower, listen-to and act on the Muslim student voice, in a bid to achieve true racial and religious equity on campus.
The Muslim student experience: how Muslim students negotiate barriers in higher education, PowerPoint. Only LJMU staff and students have access to this resource
What happens when something goes wrong? Awareness raising of the work of the University’s Student Governance team
No full textThis presentation will focus on explaining how the Student Governance team support students when something goes wrong and how a knowledge of student governance procedures enables the university to support students in their educational journey. The presentation will address the following issues and provide opportunities for further questions:
What happens when a student believes that the university has failed to deliver a programme of study as advertised? The Student Complaints Procedure promotes best practice and provides students with redress when something goes wrong.
What happens when something goes wrong in assessment? A two-stage appeals procedure helps to ensure that when there is a ‘material irregularity’ in assessment, there is less of a delay in getting a student back on track.
What happens when there are concerns about a student’s health? In implementing the Fitness to Study and Engage in the Student Experience Policy, Student Governance work with Student Advice and Wellbeing to ensure that each student is able to fully engage in, and benefit from, university life.
What happens when there are concerns about a student’s fitness to practise on a professionally regulated programme? The Fitness to Practise Policy ensures that by the time of their graduation, a student has the skills, knowledge, health and character to practise the duties of a registered practitioner safely and effectively.
What happens when a student is arrested or charged and convicted of a crime? Student Governance work with the University Police Officer to keep all members of the university community safe. The presentation will conclude with an overview of the university’s relationship with the Office of the Independent Adjudicator, the ombuds scheme for Higher Education in England and Wales
What happens when something goes wrong? Awareness raising of the work of the University’s Student Governance team Powerpoint. Only LJMU staff and students have access to this resource
International study visits: learning and employability gains for students
No full textThis presentation will highlight the perceived learning gains for students who participate in international study visits. A semi-structured online questionnaire was used to elicit the views of students who had recently returned from a series of overseas field courses in HSS and SJS. Using a before and after methodology students were asked to comment upon the development of the nine LJMU employability skills which are a key part of the University\u27s Employability Skills Framework. Using the participants\u27 own words, the presentation will provide a snapshot of the development of these skills and competencies. In addition, the challenges faced by students during the study visit and what problem-solving strategies they used to overcome these obstacles will also be considered. The presentation will show that well-planned, student-led and immersive international experiences deliver considerable learning gains for students.
International study visits: learning and employability gains for students Powerpoint. Only LJMU staff and student have access to this resource
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