Student Experience Proceedings (LJMU)
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Across the years: alumni connections
No full textIn a world focused on the perceived value of Higher Education and a university degree, the experience of our alumni as they move through their lives and careers may be an under-developed source of information and signpost to future direction of graduate journeys. The lightening talk will focus on the power of alumni relations and how these can be maintained globally and locally through social media. The lightening talk addresses the issue of value and career direction and suggests how the building of an alumni community can act as a cheer leader for current employability initiatives and build a bridge of ambassadors supporting the work of the programme and LJMU as the provider of a positive and life enhancing student experience. The talk relates to community building but also recognises the role alumni can play in keeping students at the heart
Listening to student voice: understanding the needs and priorities of different student groups in online and hybrid environments
No full textLJMU aspires to provide a student-focussed and inclusive learning environment for all its students. Pandemic-instilled changes related to teaching delivery, approaches to learning and assessment impacted on student experience in a variety of ways (Universities UK, 2022), and minority ethnic students experience has also been affected (Molock & Parchem, 2021). Ensuring that the voice of these specific groups is heard now, when hybrid learning becomes a norm, is imperative in deepening institutional and sector understanding of successes and challenges experienced by students from diverse backgrounds.
Module evaluation provides an excellent source of data for analysis. Analysis of anonymised student responses linked to the demographic data allows us to see how different groups of students respond to the new teaching and learning environment. This presentation will explore student responses to the key module evaluation questions in the last two academic years affected by pandemic (2020-2021 and 2021-2022) by bringing together both quantitative data (scores) and qualitative evidence (comments) to explore differences in the priorities and experiences of students from different ethnic backgrounds.
The presentation aims to facilitate discussion around how the university can capitalise on student feedback to best engage with students from different backgrounds to improve their learning experience and attainment.
References
Universities UK (2022)
https://www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/lessons-pandemic-making-most
Molock, S. and Parchem, B. (2021) The impact of COVID-19 on college students from communities of color, Journal of American College Health, DOI: 10.1080/07448481.2020.1865380  
Letting our students discover, click and drive ebook purchases
No full textIn this lightning talk, we will provide examples of two-curated ebook collections where the choice of purchase was handed over to the to the LJMU user. This talk will highlight the success of one long running relationship with JSTOR and a newly launched Equality, Diversity and Inclusion ebook collection.
The JSTOR relationship began in 2016 and shows the impact our users have made to enhance ebook purchases across the humanities, arts and social science subjects. The new Equality, Diversity and Inclusion collection unearths award-winning content written and published by more voices; regardless of gender, race, sexual orientation, physical ability or religious belief. These titles are often historically difficult to find but a selection can be retrieved via the Every Voice; Diversity, Equality and Inclusion collection.
Students and staff can access these titles on and off campus, either by scrolling through the title book covers, searching for a particular title or sorting by author or published date. The titles are also incorporated into the Libraries Discover search so users may come across these titles when performing wider searches.
The Library are pleased to be able to support LJMU EDI objectives “….a University where everyone is equal but never the same” and envisage the purchased titles assist in the University’s Decolonising the Curriculum and Equality, Diversity and Inclusion agendas
The LJMU Wellbeing Journal: co-creation, impact and future plans
No full textCo-created by SAW, academic staff, and students from the School of Education, the LJMU Wellbeing Journal embeds journaling and self-care into everyday student life, ensuring that wellbeing is not seen as an additional thing ‘to do’. Acknowledging the different needs and preferences of our diverse student population, the journal is available both electronically via the student portal, and as a physical journal, making it accessible to all. As self-care and success look different for every student, users can tailor the tool to work for them, learning and reflecting on what helps them to maintain their wellbeing. The journal enables students to set and review goals and normalise the inevitable ups and downs of university life. It ensures students have details of support services to hand should they require them at any point in the academic year. The Journal is supported by a bespoke programme of guided meditation sessions provided by Heather J Ray from My Well being School Australia and a social media campaign.
This workshop will showcase how academics and professional services teams can work together with students to create a tool which helps students to overcome feelings of isolation, enhances their sense of belonging or mattering and supports power-sharing in interactions between students and the university.
Supporting disabled students on placement
No full textThe Disability Coordinator (DisCo) is a liaison role which allows a communication channel and link between the Disability Advice Team and the relevant School.
Within the Nursing and Allied Health Faculty, 50% of students’ Programme and learning will be based on Practice Placement experience. Therefore, the role of the DisCO-NAH expands to include support mechanisms for students whilst out on placement. This includes the facilitation of a Reasonable Adjustment Plan for Practice (RAPP). Indication for a RAPP will either come from the Disability Advice Team or the recommendations from an Occupational Health report.
DisCo-NAH have, in the last 12 months, completed 63 RAPPs, for Nursing and Allied Health students with increasingly complex conditions. DisCo-NAH are aware of 17 students who are autistic or have ADHD (or are under investigation). There are a number of RAPPs put in place to support students with mental health conditions including anxiety, as well as physical health, including hearing impairment, diabetes and chronic back pain.
The RAPP is developed and individualised with the student, for the student. The form has been updated and streamlined with common prompts for reasonable adjustments, this includes an option for ‘time-out’ as well as empowering the student to be able to discuss this with their Practice Assessor at initial interview.
RAPPs are now uploaded onto Student PARE as a PDF to enforce ownership and reduce reliance on an email being sent and actioned to the multiple placement areas a student may attend.
The student has open access to approach the DisCo at any point throughout the programme to update and amend the RAPP as they require or gain experience of the placement setting. Students have shown to be relieved that there is support for them, that they will not be held back and for a level of understanding. Once the RAPP is in place, students have fed back that they are able to enjoy and flourish whilst out on placement.
Once in place, students have fed back that the plans are successful, and they feel better understood
‘Tell me about a time when...’ articulating LJMU’s nine employability skills through the curriculum
No full textThe development of employability skills and mindset are a major element of a student’s LJMU experience, and part of the LJMU’s Student Employability, Enterprise & Employment Strategy which sets out a ‘shared institutional approach’ to improving employment outcomes for graduates.
From February 2022 programmes undergoing Validation and Periodic Programme Review are mapping the most valued skills by employers and embedding shared institutional language to help students understand skills such as communication, team working and problem solving are inherent to their core learning rather than an ‘add on’.
Student Futures is working in partnership to help develop the progressive development of skills throughout programmes, reinforcing and developing skills and introducing new ways that captures students modelling employability skills ‘in the moment’. This session aims to highlight good and innovative practice of inclusive embedded employability and we’ll hear from LJMU graduates about how their experience of modules, assessments and placements contributed to securing their graduate level jobs.
“..It [the programme] taught me valuable skills in groupwork, particularly when and when not to rely on others and how to manage a team effectively”. Harry
“I was invited in for a second interview in which I had to do a dreaded presentation. I didn\u27t panic too much as University had forced me into doing numerous group presentations’. Adam
The session is student focussed in helping students identify and articulate employability skills gained throughout their degree, enabling them to talk confidently about their skills to employers and giving them a competitive edge within the recruitment process. It also supports their confidence and helps them flourish in their early years career goals.
We’ll be introducing a new Employability Tool, Skills Checker (ooh!)
Milestones for students to lead an innovative, sustainable and resilient community
No full textMilestones for students to lead an innovative, sustainable and resilient community. Living in a society in a continuous change and transformation represents a challenge and an opportunity for all of us.
When we are talking about sustainability we’re talking about all seventeen United Nations Sustainable Development Goals, about all human factors, all domains, countries, people, no matter their origin and other personal characteristics.
We need more than ever strong leaders and we can see hope in the present and future generations of students and young professionals.
How we can support them and encourage them in an effective way? How we can achieve a more innovative and in the same time resilient community?
Quality education, Good health, Gender equality, Innovation, technology and infrastructure, Climate Action and strong Partnerships represents Sustainable Development goals which are vital in the milestones journey of each student and young professional. Creating support groups, hubs and networks between strong institutions and individuals is a key element for a future sustainable development of our future leaders generation.
 
LJMU Student Lifestyle and Health survey 2022: results, impact and next steps
No full textThe session will present on the first ever LJMU Student Lifestyle and Health Survey, issued in 2022. The online survey invited LJMU students from levels 3 to 8 to tell us about their individual characteristics, lifestyle and health. This research project was led by academics from the School of Sport and Exercise Sciences in collaboration with professional services staff from the John Moores Students Union, Student Advice and Wellbeing team, Sports Centre, and Corporate Communications.
The session will indicate the rationale for the project, the methodology used, and a broad outline of the results. We will then share how the data is informing the student support services and good practices of our professional service collaborators, and our plans for the next iteration of this annual survey. We will invite discussion/questions on the proposed plans, and what delegates think could be done to promote positive lifestyles and health in LJMU students.
The session is student-focused, will be driven by student data, and explores the enhancement of the student experience through improved health and wellbeing at scale. The session will highlight how this cross-departmental collaboration is committed to and provides strategic leadership in student health and wellbeing, and we will use the session as an opportunity to invite further collaborators to join the project
EDIpedia: putting students at the heart of equality, diversity and inclusivity (EDI)
No full textEDIpedia was conceived in 2020 as an LJMU curriculum-enhancement project, funded by the Teaching and Learning Academy. It recognises that contemporary science, technology, engineering and mathematics (STEM) curricula do not reflect the full diversity of the historic and contemporary global research community. EDIpedia is a virtual repository of profiles of scholars from underrepresented groups who have contributed to the development of specific STEM-discipline knowledge. These online biographies were prepared by nine student interns over two years, being initiated as part of the ‘whiteness and the curriculum’ work cited in our access and participation plan 2020-25. This presentation will provide a background to the work and recent developments that have involved collaboration with IT Services, the HR EDI team, Legal & Governance Services and Estates & Facilities management; a good example of ‘LJMU Together’. Student interns will provide personal perspectives on their project work, the challenges it presented, and the opportunities that it facilitated. EDIpedia has stimulated interest from the University of Liverpool and is fully aligned with our new institutional vision, notably our values of promoting inclusivity and being student focussed
Laying Solid Foundations: A Review of the Foundation Year
No full textThis presentation will report on the findings and reflections from a small case study, a collaborative project between staff and students entitled “Laying Solid Foundations: A Review of the Foundation Year." This project was made possible by the support of quality-related (QR) policy funding through LJMU.
All student co-researchers have experienced a Foundation Year and their input in developing the direction for research has been at the heart of this project. A Foundation Year is broadly understood as a transitionary year that develops students’ academic skills, provides taster course content, and supports confidence in students’ own identity as learners (Sanders, n.d).
Nationally, from 2012-13 to 2017-2018, the number of students entering university on integrated Foundation Year programmes tripled from 10,430 to 30,030 (Office for Students, 2019). Foundation Years have significantly widened participation of under-represented groups (e.g. mature students, minoritised communities, students from lower participation neighbourhoods, disabled students) in Higher Education (Braisby, 2019; Kettley and Murphy, 2021). However, research into the effectiveness of Foundation Years remains in its infancy mainly because many courses have only just started in the last few years.
This student focused research and presentation seeks to consider motivations and experiences of the Foundation Year from learning and teaching to transition and retention. It will also reflect on the building of inclusive and collaborative research with students and consider student-centred approaches to learning and teaching within the Foundation Year. Further findings from the project will directly feed into future development of the Foundation Year
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