Student Experience Proceedings (LJMU)
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Progress towards inclusive curricula in Sport & Exercise Sciences
No full textA colonial curriculum is an inaccurate curriculum, characterised by an unrepresentative, inaccessible, and privileged nature. The School of Sport & Exercise Science undertook a student-led project in 2021 to; i) audit the undergraduate curricula of 3 programmes, ii) conduct focus groups with key stakeholders to further understand the complexities associated with integrating EDI into the curriculum in Sport and Exercise Science and, iii) utilise our findings to design a more accurate, more inclusive, and more interculturally responsive curricula.
As a team, we discussed the notion of ‘creation of an inclusive curriculum’, as opposed to ‘decolonisation of the curriculum’, to improve the experience, skills, and attainment of all students, especially those in protected characteristic groups, by ensuring that all students, are able to fully participate and achieve at equal rates. This approach is very much aimed at reducing attainment gaps, such as the well proven ‘BAME attainment gap’, within the university by enabling all students to relate to and engage with academic material and assessments. This requires a diversification of module/programme design, delivery, and assessments. Whilst not specifically relating to the curriculum it also requires more diverse role models (including BAME individuals, women, members of the LGBTQ+ community and disabled people, plus intersectional representation) within academia itself.
We hope that sharing our process, findings, philosophy and future plans we can inspire other colleagues to take similar action in their respective Schools and faculties
Working together to support refugee nurses: a dynamic collaboration
No full textThis session presents the learning gained from an ongoing initiative between Nursing and Allied Health, the NHS and various agencies to support refugees and asylum seekers with overseas nursing qualifications. The team had a shared purpose; to develop a route for the ethical recruitment of overseas-trained nurses to work in the NHS. It was also clear that we were all passionate about supporting displaced talent: registered nurses who could not return home, yet could not currently practice in the UK. This would be beneficial for the individuals themselves, as they were often in low paid or casual jobs, and support the NHS drive for more nurses. Practical challenges supporting this diverse and vulnerable group, and the dynamic approach taken by the LJMU and wider team will be presented, along with findings from the evaluation project and participant feedback. Future steps to use this approach with other Faculties will be explored
Civic engagement placements
No full textLiverpool City Region includes some of the most deprived boroughs in England. LJMU has committed to act as an anchor institution in the City serving local communities. In the Faculty of Health, we have recognised the importance of promoting health through community engagement and consider this vital in preparing future professionals for the role they will play after graduation.
Building on our partnerships across the region, we have developed work-based learning experiences that will deepen students understanding of health and the impact of the wider social determinants. By supporting students to gain this experience we hope to develop a workforce with the knowledge and skills required to shape and provide services that meet the holistic needs of local people and reduce social inequalities.
In the presentation we will first explain the rationale behind civic engagement placements and how this might contribute to population health. We will discuss the international and national context in which the project has been developed.
We will share the approach taken to expand placement capacity at LJMU, the limiting and facilitating factors in developing partnerships with placement providers and the difficulties encountered in managing the project.
Two students will share their experience of the placement reflecting on their learning objectives and the interest of community engagement for their future professional practice.
We will conclude with how the project has created opportunities to develop employability skills training and discuss the potential to build capacity for work-based experience for all LJMU students through health creation initiatives, whilst positively contributing to the health of the local population
The use of new technologies in teaching: the case of civil engineering
No full textThe latest advancements in technology have already gained a significant presence in everyday life and they are still expected to bring massive societal transformations. These technologies include virtual and augmented reality, drones, robots, and low-cost sensors. All these will revolutionize all the education processes, such as teaching, learning and research. A particularly good context in which all these technologies can be utilized is engineering. Virtual and augmented reality offer a new way to understand complicated concepts in an immersive and interactive manner. Drones and robots can automate and simplify many engineering tasks and the sensors will provide all the essential data to better understand the world around us. The range of applications for all these seems unlimited. This presentation will review the capabilities and identify how these technologies can be incorporated in the context of civil engineering teaching here at LJMU. Furthermore, it will present examples and identify the perceived benefits for such an implementation, with the focus being on the student’s experience enhancement
Being a student advocate: a transformational experience
No full textOver the past decade, LJMU has been proud to employ student advocates to encourage the next generation into higher education. This is recognised good practice identified by the OfS for supporting Access and Participation Plan objectives. Through LJMU’s outreach programmes, prospective students are exposed to transformational experiences which can be the spark which ignites a passion to follow a subject at university. For student advocates themselves though this experience provides developmental opportunities which can be life changing for the individual. For LJMU to maintain and where needed improve its widening access record, representative students are critical to inspiring and motivating the next generation.
Feedback from student advocates not only cites how the role supported them financially and developmentally during their time at LJMU, but also through the formation of longstanding friendship groups, forged through working together on student recruitment initiatives. This session will explore the journey of our own students and explain how the opportunity to be a student advocate helped them grow, giving them increased confidence, and skills which helped fulfil their potential beyond academic success. From initial training and safeguarding support through to graduation, delegates will learn about the different types of work student advocates undertake across the student recruitment team which adds value to their student experience. This will include an insight into mentoring, design of subject taster sessions, presentation skills, Unibuddy, the Campus Connect pre-university community and working on university summer schools. The presenters will provide feedback on the impact of working with young people from disadvantaged diverse backgrounds and the rewards of seeing this transformation. How working as part of a team and a sense of belonging forged through bonds made with other advocates and the student recruitment team will be discussed as an important factor in enhancing wellbeing whist at LJMU
Embracing diversity: embedding reflexivity and understanding equality in healthcare within the MSc Health Psychology curriculum
No full text"As a South Asian student, it is refreshing to see the department implement an incredibly diverse curriculum; especially one incorporating in-depth study of my own demographic. Within the course, we dissected aspects of South Asian culture and its relationship with healthcare and delivery. I personally know how underrepresented South Asian voices are within healthcare, so generic resources do not address these differences, rendering them insufficient. Therefore, knowing that future healthcare workers from LJMU will be equipped with a sound cultural understanding is promising.”
The MSc Health Psychology reviews equality in healthcare and encourages students to reflect on the needs of all population and patient groups. Students consider awkward questions such as ‘Do all people have access to the same healthcare?’; ‘Why do minority ethnic groups have worse clinical outcomes than White patients?’ Students learn about the changing ethnic make-up of the UK population, the prevalence and risk of health conditions across population groups and we discuss issues related to access and (in)equality in healthcare provision. For example, the research analysis module utilises real-world interview transcripts focusing on healthcare equality and ethnic minority patient needs. We discuss issues such as racism; stereotyping; health professionals\u27 role, skill, ability, amongst other challenging concepts. The students discuss their analytical memos, asking questions such as ‘there is conflict between health professional messages; what implications does this have for healthcare delivery?’ Students are encouraged to think critically about the analysis of their data, whilst also reflecting on the reality of providing healthcare to minority ethnic populations. This process is enhanced further, as students engage in researcher reflexivity, and are challenged to consider their role, position, experience, race, ethnicity, healthcare needs as they analyse this data. We present how this approach has been integrated into the curriculum and offer insight through a student\u27s lived experience
Having the freedom to challenge: decolonising the curriculum through academic skills
No full textResponding to calls to decolonise the curriculum is a natural extension of the inclusive aims and emancipatory practice that underpin academic skills teaching. Since 2019, some members of LJMU’s Academic Achievement Team have therefore been developing iterations of a decolonised academic skills curriculum and, more recently, provided a range of asynchronous resources based on this. A core aim has been to go beyond the representation of diverse students and scholars to avoid the tokenism that can perpetuate a deficit approach to marginalised groups. This has included the use of teaching resources that explicitly deal with structural racism and the inequalities of class, gender, and sexuality, encouraging students to bring their own lived experiences into the classroom. We believe this fosters a sense of belonging and validation whilst simultaneously challenging assumptions and preconceptions. In this, we have undoubtedly benefited from being free from the confines of subject content and disciplinary canons as we can introduce students to concepts and voices they may otherwise not encounter. This can involve, for example, evaluating articles on the removal of slave owner statues in critical writing classes, or using material on the effects of racism and classism on a community’s access to biodiverse environments when teaching note-making. Despite positive informal student feedback, to more fully evaluate this approach, we engaged two interns on a Curriculum Enhancement Project to capture the student voice. The interns’ objective was to evaluate the extent to which our teaching practices were inclusive and decolonised, and to conduct focus groups to assess how far students welcome the explicit inclusion of topics and debates that aim to foster inclusivity. Therefore, this session will not only expand on the curriculum’s design, exemplified with sample resources, but will report on the student interns’ findings
Louder than a thousand voices: setting up reciprocal mentoring relationships between black students and white staff
No full textThe project was firstly set up in partnership between LJMU’s EDI Team and JMSU as a pilot scheme to understand the issues concerning Black students’ progression and differential attainment at university.
Led by Moni Akinsanya, Equality, Diversity & Inclusion Manager and Julia Daer, Equality, Diversity & Inclusion Advisor, this scheme has now been running for almost three years, pairing White senior leaders (ELT members, Governors, Directors Associate Deans etc.) with Black and Asian Minority Ethnic students and staff to engage in open and honest conversations about race and racism. The mentoring conversations are mutually beneficial, and White staff share their career journey and insights on how to navigate the world of work.
The EDI Team has expanded the scheme in and outside the university, working with external organisations and with key individuals from the Black and Asian Minority Ethnic Community in Merseyside. The mentoring conversations have triggered a series of projects across the institution aiming to create more inclusive study and work environments.
We firmly believe that this initiative has been the leading project in enhancing race equality, diversity and inclusion at LJMU in recent years and we could like to invite you to join us to see what\u27s next
Compassionate leadership in practice
No full textThis lightning talk will be of interest to delegates who want to learn more about professional qualifications and teaching self-compassion, compassionate leadership and change in action. The themes are also relevant to those designing practice-based modules and involved in student self-development.
The Faculty of Health delivers the Pre-registration Nursing Programme. Students are prepared for registration with the Nursing and Midwifery Council (NMC).
We have developed an intuitive and student-centred curriculum that builds self-awareness, understanding of leadership qualities and leadership styles. Each level introduces further themes that students are encouraged to apply in experiential learning opportunities.
The level 6 module teaches compassionate leadership with personal wellbeing, team management and practical change approaches. All aspects are translated into healthcare practice by shadowing a senior. Students are also supported to complete a recognised leadership qualification and enjoy bespoke Leadership competency placements at local trusts. The NAH Leadership School links directly to all LJMU values but particularly focuses on the following two:
Community: making a difference to people’s lives. Our practice partners positively evaluate our performance noting students are well prepared, competent and confident members of the nursing teams. Our students are involved with all aspects of the patients journey and appreciate social and health inequalities, therapeutic relationships and multi-professional working are essential input to facilitate.
Courageous: speaking out boldly and acting for change. During the programme our students learn the importance of communication as a leadership essential, how to undertake audit and improvement and in their final module reflect on the processes involved in change management
Using the virtual learning environment to build an inclusive learning development service
No full textPrior to the pandemic, the library’s Academic Achievement Team provided learning development support in predominantly face-to-face forms. This was supplemented by a range of self-study resources made available on the library webpages and in a number of self-enrol Canvas courses.
In response to disruptions to student access and experience in 2020, and to address increased barriers to learning and understanding of study and assessment practices, a new Academic Achievement Canvas course was created that specifically focuses on student transition and the development of assessment literacy. The course includes a range of asynchronous videos, presentations and quizzes which scaffold development of academic and digital literacy and self-efficacy. These resources are complemented by a live webinar series, regular chats, discussions, and virtual drop-ins, which further aim to support students’ understanding of academic practice.
The course was designed in five iterations aligning to the university faculties, both to foster a sense of belonging and development of learning communities at that level, and in recognition of the distinct learning and assessment practices across subject areas. In an approach that seeks to normalise learning development support, and to reduce barriers to engagement, the course was made automatically available to students using a SIS-integration Canvas enrolment method. This was trialled in 2020 with all first-year students, and led to increased levels of engagement, particularly by Access and Participation Plan target groups. In 2021, enrolment was expanded to include students at all levels of study and the course now appears automatically on all student Canvas dashboards.
This session will explore how an assessment-literacy, faculty-based, automatic-enrolment approach can enhance both student engagement and inclusive learning support practices. It will also provide an overview of how the Academic Achievement Canvas courses can be used within faculties and academic programmes, for example as part of formative assessment, and as a resource to support individual students’ learning development.  
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