Student Experience Proceedings (LJMU)
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Community; what are the elements of a strong student community and how do we build it? Curriculum Enhancement Internship Project funded by the Teaching and Learning Academy
No full textThere is little research that explores what makes a strong community from the student perspective. Curriculum-related activities organised by staff with the aim of building community often have poor levels of engagement, and yet activities that grow organically, separate from core studies result in a thriving social group. For example, a Liverpool Screen School weekly five a side football club has grown beyond expectations (65+ regular participants) and attracts students from across the school and indeed across LJMU. Do staff and students share an understanding of what community is and means to students or is there a misalignment of perspectives?
This presentation will present the findings of a curriculum enhancement project which explores “community”. The project team includes two academics and nine students from LSS. This project explores the elements involved in creating a strong community, its effect on student wellbeing and sense of belonging, and how that can be curated from a student perspective. A key focus is what the students recognise as their community and whether having strong connections to a community helps allay feelings of loneliness or isolation. Is the programme cohort their community? Is it the School? Or is community something that is formed away from the curriculum through a common interest such as a sport or arts group? If so, how can we learn from this and embed elements of strong community into the curriculum and cohort activities? The project compares the staff and student perspectives on how a strong community is created and what it brings to the student experience. Do the staff / student perspectives align, or is there a difference in understanding and experience that creates a barrier to creating a sense of community?
Both the content and execution of this project illustrate demonstrate putting the needs of our diverse students at the heart of all we do. The project embodies the values that we all work towards, that we are Student focused, we care about our community, and we are inclusive.
Community; what are the elements of a strong student community and how do we build it?, PowerPoint. Only LJMU staff and students have access to this resource
The role of ChatGPT and AI in Education: Problem Child or Stimulating Plaything?
No full textThis session will examine how generative AI models such as ChatGPT are having an influence in higher education. Based on case-study examples of assessments used at LJMU, we have evaluated how successful these models can be at providing solutions. This talk will outline some interesting prospects for using AI models in the learning process and whether we need to consider alternative methods of assessment as a result of the introduction of these technologies. The session will highlight some real-world uses of AI in teaching and learning that will have an impact on the student experience going forward.
The role of ChatGPT and AI in Education: Problem Child or Stimulating Plaything? Powerpoint. Only LJMU staff and students have access to this resource
The pedagogical benefits of using High Fidelity Simulation Competition to enhance the technical and non-technical skills of undergraduates in the clinical setting
No full textI wish to discuss experiences as a paramedic who has competed internationally in high fidelity competition and reaped the immeasurable benefits of experiential learning. I want to outline why we bring the idea of competition and simulation to students at LJMU.
I have worked with our students to bring this concept to life, and we successfully ran the inaugural Paramedic Games in summer 2022 and there are plans ongoing to bring the competition to our students again on 8th and 9th June 2023.
The competition comprises of groups of paramedic students (year 1, 2 and 3), working together to attend to simulated casualties/patients across the Byrom Street Campus and in the modular houses, to add to authenticity.
Our patients and partners come from our local service user and carer organisations that are affiliated to the university, building bonds, and learning from their lived experiences.
Students are scored by academic staff, and we also have judges who are paramedics from one of our key stakeholders, The North West Ambulance Service NHS Trust. Their support is invaluable, and students spend the 2 days building strong foundations with future colleagues from our profession.
We have a large-scale discussion at the end of the event, followed by a prizegiving where we have the highest scoring teams for technical skills (e.g., clinical interventions) and also a Service User and Carer Award, given by our affiliated organisations to the team who demonstrate exemplary non-technical skills (e.g., empathy, compassion). I am a firm believer that to be a good paramedic, the two go hand in hand.
This competition is a lot of fun, student led with my support and encourages curiosity, creativity, and impact. Learning through experience results in better management of patients in our communities, quite literally saving lives. All whilst having a student experience that is unparalleled
JMSU: past, present, & future
No full textGet set to take a look behind the scenes of the Students’ Union – deep diving into its history and exploring the challenges and opportunities facing students in higher education. Find out more about the JMSU and LJMU partnership which has gone from strength to strength over the last five years, before turning your focus to what the union has in store over the coming three years – including building connections and providing expert representation for students, both individually and collectively. The session will also cover JMSU’s commitment to providing students with a supportive and inclusive environment, which encourages student engagement and fosters a sense of belonging.
 
Enhancing the student experience with extended reality: an immersive lab approach for Civil Engineering and Built Environment students
No full textThe importance of the student experience in higher education cannot be overemphasized. This presentation will demonstrate the ongoing effort of the School of Civil Engineering and Built Environment to enhance the student experience by implementing extended reality (XR) technology in the curriculum. Our newly established immersive lab allows students to visualize 3D environments of architectural buildings and annotate existing buildings according to legalisation regulations or scheduling. We identified Quantity Surveying students as potential users, although the XR technology implemented in the lab is beneficial to all students, particularly those without a core design experience. The hands-on experience gained through the immersive lab encourages innovative thinking and enhances research methodology. Implementing XR in the curriculum allows students to explore applications relevant to their proficiency, emphasizing practical application. This research serves as an exemplar for integrating XR into the curriculum of other programs in the School of Civil Engineering and Built Environment and beyond, contributing to the overall improvement of the student experience. In this presentation, we will discuss the establishment of the immersive lab and the benefits of incorporating XR technology into the curriculum of Civil Engineering and Built Environment students. Our findings highlight the significance of hands-on experience in promoting innovative thinking and enhancing research methodology. We conclude by recommending the incorporation of XR in the curriculum of other programs to improve the student experience and encourage practical application
Teaching and assessment of clinical reasoning within pharmacy education – can we do better?
No full textRecent changes to the Education and Training Standards for pharmacy education enable pharmacists to independently prescribe from the point of registration in response to the national agenda for health and social care. Clinical reasoning is considered central to the practice of professional autonomy and prescribing. As such, the teaching, learning and assessment of clinical reasoning is key in the education of undergraduate education of pharmacy students.
As part of the Masters of Pharmacy final year research project, two fourth-year pharmacy students explored staff and student views on their understanding, teaching and assessment of clinical reasoning within the Masters of Pharmacy programme. This session will present the findings from this research that can facilitate the development of pharmacy education at LJMU and at other Higher Education Institutes. In doing so, this will support the delivery of outstanding teaching and learning through student-led research and improve our graduates employability prospects as they will be better prepared for their future practice.
1. General Pharmaceutical Council. Standards for the Initial Education and Training of Pharmacists. 2021. [Accessed 9th March 2023] Abuzour, AS, Lewis, PJ, Tully, MP.
A qualitative study exploring how pharmacist and nurse independent prescribers make clinical decisions. J Adv Nurs. 2018; 74: 65– 74. Available at: https://doi.org/10.1111/jan.13375 [Accessed 9th March 2023]
Teaching and assessment of clinical reasoning within pharmacy education – can we do better? Powerpoint. Only LJMU staff and students have access to this resource
“Hello, is it me you’re looking for?” preparing students for networking through assessed work-based learning (WBL)
No full textShared ideas, opportunities, connections, profile raising, increased confidence - five of the benefits that networking brings. A powerfully important job-hunting skill, research reveals the importance of networking behaviours for career success (Jacobs et al, 2019). Therefore, networking has impact beyond the curriculum and can enhance future graduate job prospects.
In undergraduate Nutrition and Sport Nutrition, we work toward providing excellent student experiences within and beyond the curriculum to enhance graduate employment and actively engage students to diversify module delivery.
It is well documented that providing opportunities for students to learn experientially in authentic environments offers many benefits, whilst active learning allows students to engage with course material outside of the traditional classroom and take a greater responsibility for their learning. The WBL module offers authentic work placements; however, we aspired to help our students to develop effective networking skills within an authentic environment.
Therefore, an alternative experiential learning activity in the form of a bespoke networking event for students was designed and delivered as a pilot in October 2022. This event brought external providers, key LJMU student services and students together in a social space, offering active and engaging learning via WBL in curriculum, and provided a safe space for exposure to this key skill.
Linking the assessment for the module with the event encouraged engagement from students to take a greater responsibility for their learning, whilst the event overall provided insight into graduate employment opportunities; allowing students to make informed decisions relating to careers.
The pilot was considered successful, and this has now been adopted as good practice with further events planned in the School of Sports & Exercise Science. Both qualitative and quantitative findings from students and other internal/ external stakeholders will be presented.
“Hello, is it me you’re looking for?” preparing students for networking through assessed work-based learning (WBL) Powerpoint. Only LJMU staff and students have access to this resource
LJMU Student Clinics Showcase
No full textBut be doers of the word, and not hearers only, deceiving yourselves
Pam Dodd, Faculty of Business & LawKatie Hall, Faculty of Business & Law
The Accounting Clinic is in its very early stages having begun offering its services in 2022 after a trial run with one client in 2021.
The session will provide an opportunity to demonstrate the potential, and proven benefits, of the Accounting Clinic to a wider audience.
The session relates to all three of the values underpinning LJMU\u27s new strategy in the following way:
Education and Student Experience: transforming lives and futures The Clinic allows students to enhance their graduate employment prospects, it provides an excellent student experience beyond the curriculum and enables students to support their local communities.
Research and Knowledge Exchange: curiosity, creativity and impact The Clinic allows for knowledge exchange with students learning from clients and clients, in turn, learning from our students.
Place and Partnership: building skills, economy, community The Clinic provides an excellent example of how the students can help to upskill our clients and therefore provide support for the regional skills base. In turn, our clients provide an opportunity to upskill our students by allowing them to work on real-life accounts and perform a real-life independent examination.
But be doers of the word, and not hearers only, deceiving yourselves, Powerpoint. Only LJMU staff and students have access to this resource.
HR consultancy: engagement with businesses in the City Region to apply HR skills and knowledgeHelen Klepper, Faculty of Business & LawGreg Thompson, Human Resources
This proposal addresses the Education and Student Experience, and Place and Partnership aims that underpin the new LJMU Strategy. The proposal for the presentation centres around delivery of a level 6 HR Consultancy module. The module has been delivered in previous years with the whole class ‘interviewing’ two clients and then deciding which client to focus on for their assessed consultancy proposal. Feedback from the previous year was that they found the module interesting, but it would be better to meet with clients earlier in the module.
Building on this feedback the module was re-energised with six clients supporting the module this year. Students were given an overview of each client and chose who they wanted to work with. The Clients include LJMU, and five other successful businesses based in the City Region. These are Caring Connections, YMCA Together, the Philharmonic, Profici, and Courtney Recruitment. Students met with their clients three times, discussing real life HR issues that these organisations are facing identifying potential solutions. This consultancy module could be considered a ‘capstone’ module (Bauman, 2018) in which it brings together the learning and skill acquisition from previous years. Engaging with clients also supports employability by providing students with experience that they will be able to use in applications and interviews for graduate roles. It has also provided an opportunity for a Professional Services department to support the student experience.
Feedback from students through word of mouth and Board of Studies is that they are engaged with the module, enjoy the practical application of their knowledge, and see the benefit to future employment.
For the presentation Helen Klepper (module leader) and Greg Thompson (client) will present alongside students from the cohort.
HR consultancy: engagement with businesses in the City Region to apply HR skills and knowledge, PowerPoint. Only LJMU staff and students have access to this resource.
Reflections and insights into clinical legal experiencesRachel Stalker, Faculty of Business & Law
Academic year 2022-23 marks the first full scale delivery of the Legal Advice Centre (LAC) at all levels of LLB Law study. By April, the first graduating cohort of students who have had an opportunity to take part in the LAC for 3 years will have completed a year of clinical work either “in house” in the LAC or out in the community working with third sector organisations.
After a brief introduction from the clinical legal education programme leader, this presentation will be delivered by student co-presenters who will be chosen from the highest scorers from the first ever assessment of the year-long Level 6 cohort based in the LAC (to be selected during week of 17th April 2023). These students will explain:
• their role in LJMU’s community via their clinical work, whether based in-house in the LAC at at a placement at court or one of our partner advice centres; • the most pressing social and legal issues they have seen as part of their advice or representation work; • how this work has enhanced their legal education and professional prospects; and • the social value and achievements of the work they have done.
Our students’ presentation will also discuss the transformative clinical model of education. In particular we will explain how its pedagogy can be used to create a clearly structured scaffolding allowing learners to progress from observers, to protagonists directly engaged in helping address legal or social issues and applying their academic knowledge in the field.
Employability at the heart: lessons learned from the employability journey and way forward
Carlo Panara, Faculty of Business & LawShane Sullivan, Faculty of Business & Law
The School of Law created an original ‘employability journey’ for its undergraduate students. This includes multiple extracurricular interventions at various stages of the student progression through the programme.
The journey begins during induction week and continues with tailored activities that see the involvement of personal tutors. Skills are embedded in each module across the undergraduate curriculum and CV Labs enable the students to articulate these skills in their applications. Guidance is provided at L4 and 5 to assist the students with the selection of the modules that best reflect their interests and career aspirations.
Outsourced mock assessments and mentoring opportunities are available from the City Region. Networking opportunities and career advice are available from leading lawyers from Merseyside as part of an exclusive partnership between the School of Law and the Liverpool Law Society.
All our students enjoy work-based learning opportunities as part of the clinical modules they can select at L5 and 6. A number of students have been supported in the last two years through internships and other placements fully funded by the School. A number of key collaborations were established with the Citizens Advice Bureau, the Merseyside Law Centre and Support Through Court inter alia.
The session will discuss the impact of our approach and of our interventions on our students. The students will share with the audience their experience. This will enable us to share best practice with other parts of the University and to receive comments, feedback and ideas that can help us fine-tune and enhance our approach to employability.
Employability at the heart: lessons learned from the employability journey and way forward, PowerPoint. Only LJMU staff and students have access to this resource.
 
ITV30 – innovative three-way partnership between LJMU (LSS, Student Futures), ITV and Liverpool Film Office
No full textThis paper reflects on the experience of staff and students involved in ITV30. An innovative approach to placements, bringing together the Liverpool Film Office, ITV Studios and the Screen School to deliver a package of work-based learning to thirty students during the summer of 2022.
Lynn Saunders, of the LFO, said: “I’ve never known so many students on a big set ever!”
It was a first, for all three partners. The Screen School worked closely with LFO and ITV to ensure that students were selected and placed appropriately. Planning not only selection, but preparation for the placements and crucially follow-on support from LFO, particularly for graduating students, to use these placements as a transformative experience, enhancing graduate employment prospects.
Once selected, through a rigorous application and interview process, students completed an online course, Set, Ready, preparing them to work on set, before embarking on two-week placements on, Maternal, a six-part ITV drama currently on ITVX.
This preparation paid off, “They did brilliantly, really got stuck in and felt like part of the team,” said Faiza Tovey, Head of Production at ITV Studios. Several students were retained on this production in paid roles and moved on to more paid work on other projects filming in the north-west.
This innovative three-way partnership between LJMU, ITV and the Liverpool Film Office, proved not only valuable to the students, in creating a network of contacts for them in the northwest, but also to ITV in identifying future talent and employees, and for the Liverpool Film Office by furthering the offer of the regional skills base in film and TV, with a talent pipeline into entry level roles.
This paper explores the challenges and opportunities of this new approach to employability, how the screen school can build upon this success and lessons learned from it.
ITV30 – innovative three-way partnership between LJMU (LSS, Student Futures), ITV and Liverpool Film Office, PowerPoint. Only LJMU staff and students have access to this resource
Enhancing students’ sense of belonging by supporting attendance and engagement
No full textAttendance and engagement are vital for students to successfully complete their Programme of study and get the most out of their time at university. Education is tremendously powerful at transforming lives and futures. This talk addresses the key values of Education and Student Experience from LJMU’s strategy and relates to providing responsive support to students.
In this talk, we will discuss a pilot initiative within the Faculty of Education and Technology aimed at supporting student attendance and engagement, and hence attainment. The aim of the initiative is to boost students’ feelings of belonging within their School and Faculty community, encouraging them to engage or re-engage with their learning, and to get the most out of their time here with us at LJMU. One anticipated benefit is the improvement of student retention.
A key strand of this work has focused on contacting students who missed an exam during the assessment period. Students were phoned as soon as possible after missing an exam, with students who had one or more additional exams during the assessment period prioritized for earlier contact. Students were reminded of the date of their next exam and told how to submit Personal Circumstances claims, if required. Students were also signposted to support from Student Advice and Wellbeing and made aware of the drop-in sessions. A follow-up e-mail was sent summarizing the information discussed. Many of the students I spoke to expressed thanks that I had contacted them and said that it was nice to feel that the University cared about them. An important consideration was to encourage students to speak to their Module Leaders, Programme Leaders or personal tutors so they were informed about their options and did not feel as though the only course of action open to them was to withdraw. This was important, as we want to support students to stay on their Programmes to reap the maximum rewards for the time they invest in studying.
Enhancing students’ sense of belonging by supporting attendance and engagement PowerPoint. Only LJMU Staff and students have access to this resource
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