Student Experience Proceedings (LJMU)
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Decolonising the Curriculum Workshop
No full textThe call to begin decolonising UK university curricula is widespread and recommended by many organisations, including the Office for Students, Advance HE, Higher Education Policy Institute, and Universities UK. Evidence is now available from several universities that this approach is effective in narrowing the ethnicity awarding gap. Decolonising the curriculum is a long-term process involving continual self-reflection. The LJMU Decolonising The Curriculum Working Group was established in March 2021 to coordinate activity across LJMU and whilst it is apparent that all Schools are initiating or developing activity, progress is at early stages. This workshop provides an opportunity to reflect on the breadth of activities, and some of the current challenges, including what decolonising the curriculum means, our positionality and goals, how to engage staff with simple efficient steps whilst avoiding the tokenistic action and what progress is being made. After three lightning presentations, there will be the opportunity for reflection of where we are now, main challenges and discussion of next steps.
The 5 minute talks will provide a brief overview of activity across the university, staff perspectives, from the Faculties of Science and Arts, Professional & Social Studies, and a student perspective, to stimulate discussion:
Dr Nicola Koyama, Chair of the Decolonising The Curriculum Working Group, Faculty of Science
Miss Marie Hie, Black Asian & Minority Ethnic Student Officer (and Incoming 2022-23 JMSU President), John Moores Student Union
Dr Sarah Maclennan, Associate Dean for Education, Faculty of Arts, Professional & Social Studies
The talks will be followed by open discussion groups to allow attendees to freely exchange information and ideas. Wherever support and/or resource needs are identified, these will be gathered, shared and fed back to the Decolonising The Curriculum Working Group to help us continue our journey towards decolonising the curriculum.
 
♫♪ Here comes the sun ♫♪ Unravelling strengths: a dialogue to rediscover your impact!
No full textDawn is breaking and you may or may not see the sun today. You know the sun is present, though sometimes hidden, ready to radiate its glowing rays. Just the same, at any time, one’s inner strengths may be shining or hidden. In higher education, we prepare students for independent learning and encourage self-awareness of their own qualities, but rarely do we openly appreciate our own strengths. How can we create empowering environments to equip our students to know themselves, no matter what subject they choose, and learn more about ourselves at the same time? The employability narrative is crying out for attitude more so than knowledge! So, let’s embrace the dialogue in higher education, and create more safe spaces to gently coax out the discovery of a mindset to be grounded, to be inclusive, to make a difference to one’s and people’s lives perhaps through courageous conversations. Watch unfold the co creation of dialogue through the power of words and images shared through facilitation to awaken strengths. With the use of strength cards, you will hear from students the benefits of exploring one’s strengths, address vulnerability and how this can enrich their student experience. The cards are beautifully designed with words, and pictures, helping to conjure up personal reflections in a more inclusive and diverse way. Come and join us to walk away with a new tool, skills and perhaps a different perspective to integrate into your teaching and learning.
 
Temporary work in and out of the University
No full textUnitemps is the heart of student employability for all temporary work in and outside of the University. we offer the chance for students to work around their course offering them ad hoc work and course related work for their time as a student at LJMU and for two years after.
We are not commission focussed we are completely student focussed. enhancing their CV whilst studying. Unitemps sits within the student futures team and offers them a complete student focus throughout their time at LJMU.
Throughout working for Unitemps, our students build a community and we are a completely inclusive service to the University, we offer them great pay, good holiday pay, sort out tax and NI queries We launched in Nov 2019 and have paid students close to £2million already we are Unitemps, we are all about our students
Decoding placement learning
No full textThis session provides an overview of the work undertaken so far by the Student Futures Team to refine and renew the Placement Learning Code of Practice, so that it can support practice in placements, work-based learning, internships and Study Abroad.
Working closely with ITS, Danielle Anderson, Emma Robinson and Chris Finn have developed a leaner and more agile approach to supporting placement learning, which is presented for comment and collaboration.
The new code of practice will have fewer forms to complete and be built using MS Dynamics (CRM). This will enable real time data reporting, be more efficient and enable us to work more dynamically with our many valued learning hosts.
The aim of the lightening talk is to create a small group of potential users who can assist us to iterate the system development
Employability infused
No full textThis 5-minute session will demonstrate how the School of Business and Management are developing ‘The Employability Series’, a set of standardised content that is embedded across all levels of our undergraduate programmes. This has been an ongoing and fluid project that started as a student internship project, in partnership with Student Futures. Collaboration with students through a variety of methods: focus groups, feedback, consultation, NSS comments have contributed to the development of the widening out of the ’Employability Series’. The idea behind the ‘Employability Series’ is to ensure that all students within the School of Business and Management are infused with and have the same opportunity to develop their own employability toolkit from CV to LinkedIn, digital skills to clinical practice. The key aim is to break down barriers, challenge perceptions and raise the aspirations of the students, all of which are crucial to their future success. LBS has a broad demographic of students by offering a blanket approach with standardised content across all programmes helps to ensure there is equality and inclusivity of opportunity. The ‘Employability Series’ offers the framework, the programme teams provide the specialism. Attending this ‘flash talk’ will provide colleagues with an understanding of how LBS set up ‘employability infusion’, became agents for change and ensure every student gets the same offer of employability support across the school
Scaling up students’ use of LJMU library resources
No full textI\u27m currently leading a collaborative project with the library to understand how students use resources. As part of that, I will be talking about how I encouraged my students to use the library resources to improve their learning and assignments. In particular, I will explain the steps I used to make them aware of these resources then use them. In parallel with that, I\u27ve created a way on Canvas for students to access these resources in a easily. I trialled this with my "5108LBSBW Consumer and Buyer Behaviour in Action" students and I\u27m hoping to populate this across the university. The project is ongoing and we\u27re still learning from it: I will share our experiences during this lightning talk
Making mentoring meaningful
No full textMentoring is most often defined as a professional relationship in which an experienced person assists another in developing specific skills and knowledge that will enhance the less-experienced person’s professional and personal growth.
The Master of Pharmacy teaching team has developed a near-peer mentoring framework that encourages Level 6 students to support Level 4 students and Level 7 students to support Level 5 students. This aimed to put students at the heart of the scheme. A small number of volunteers piloted the scheme and made suggestions on how it could be rolled out across the Pharmacy Programme. Care was taken to ensure staff only needed a small amount of input to allow the scheme to operate.
Some general mentoring information was provided to all students and some leadership techniques were introduced to mentors. Engagement was encouraged by inclusion in a professional development portfolio assessment and was recorded by short Canvas quizzes. Quiz responses generated feedback to students.
The scheme has been in place since September 2019 and students have reported a substantial number of positive outcomes. Unsurprisingly mentees appreciate support with course related matters but also have indicated benefits relating to stress management and confidence. Mentors have reported several personal development benefits when acting as mentors.
We plan to outline the structure of the scheme and indicate some of the benefits as well as a few difficulties. We will outline the way we structured the Canvas quizzes to provide feedback Students will present some of their individual experiences of mentoring. We believe similar mentoring arrangements could be useful to students on other Programmes.
We believe this mentoring demonstrates the LJMU value of being Student Focused and also has encouraged an inclusive culture on the MPharm that would be beneficial to other discipline
From a module to an MSc that upskills workers and improves graduate employability: an example from Audio/Video Forensics
No full textDeveloping an academic programme that upskills students and enhances employability can be a challenge, however getting that ‘spark’ of an idea can come from unexpected places. Programme design can be improved through collaboration with different subject areas and with employers.
Audio and Video forensics is a fast-moving area at the forefront of evidence in the criminal justice system. The need for improving knowledge, skills and abilities of audio & video forensic officers has been acknowledged by the Ministry of Justice, the UK Forensic Regulator and the National Police Chiefs Council, with plans for all audio & video forensic officers to be educated and trained to the highest level.
Having taught Audio Production for many years, the Audio Team introduced a popular and well received Audio Forensics module. Based on this, and through a working relationship with the Forensic Science team (School of PBS), the School of Engineering started discussions with Merseyside Police in relation to audio and video forensics. This collaboration led to creating the MSc in Audio and Video Forensics (validated in July 2021) delivered primarily online. Given this MSc in Audio and Video Forensics is the only such programme in the world, LJMU are ideally placed to be at the forefront of this educational upskilling.
Senior Officers within Merseyside Police generally and the Merseyside Police Forensic Unit in particular, have been closely involved in developing the MSc programme, with their support extending to sending a significant number of their staff to study on the programme.
The talk will detail the collaboration between LJMU departments, students, and Police during the design process to produce a programme that meets the needs of Police Forensic Units, provides a route for Audio/Video Technology graduate to retrain into forensics, and provides graduates with the requisite transversal skills – an approach that other departments can follow.
 
Personal tutoring: what students want
No full textThis session, which will be mainly student-led, will review a focus group of what students want from personal tutoring, why they engage with a personal tutor, and why they might avoid a personal tutor or see no need to make or keep appointments.
Level 6 students, who have committed to regular personal tutoring meetings, will be reflecting on their findings from discussion fora and questionnaires with other students to assess areas of good practice that flow across programmes.
What are the main reasons for students not engaging with personal tutoring? Knowing the reasons for non-engagement could provide better resources for encouraging engagement.
Learning points:
How do students feel about the relationship between them and their personal tutor?
Why might students not attend personal tutoring meetings?
Examples of good personal tutoring
Why a personal tutor matters to students
What are students looking for?
What are students avoiding?
Practical applications
Strategies that will encourage student engagement with personal tutoring
Templates for positive conversations during a personal tutoring session
Strategies to encourage students to make the connection between engagement with personal tutoring and academic achievement.
How a PT can counter resistance to engagement with personal tutoring
 
Ten pin dialogue
No full textWith the return to face to face teaching many students have entered a space full of strangers (in the physical sense). Struggling with the transition into Higher Education can be a challenge for freshers as they leave their safe and familiar environments behind. Emerging from periods of lockdown has presented additional challenges with many experiencing loss of confidence and anxiety as they find themselves overwhelmed by lecture theatres of 300+ students. Lack of connection undoubtedly leads to attendance issues and the cycle becomes hard break. The phenomenon is not exclusive to Level 4, returning Level 5 students are also strangers to physical attendance and display many of the behaviour patterns typically associated with freshers. In a highly visual session we will share our observations on how an event off-site provided a space to help a large cohort connect with a student providing their own perspective on the experience
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