Student Experience Proceedings (LJMU)
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    382 research outputs found

    What motivates us to attend, engage in and enjoy seminars?

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    Liverpool John Moores University
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    On our Criminology degree programmes student attendance appears to have been declining over a number of years, but this has been very marked since the return to teaching in 2021/22 where between a third to half of eligible students attend lectures and where seminar attendance rapidly dwindles to single figures. Our key concern here is the non-attendance of seminars which anecdotally appears to be related to the anonymity provided by large student numbers (‘I won’t be missed’); student perceptions that they are not required/expected to attend seminars; and that seminar and the learning opportunities they provide are not important to the learning process.  Conversely for staff, seminar attendance is associated with attainment; higher rates of retention, lower rates of attrition, student engagement, the student experience and fostering a ‘Criminology’ student identity and ‘belonging to LJMU’.   In March 2022, we secured funding to appoint Curriculum Enhancement Interns to work in partnership with us to undertake some research on this issue with a view to identifying strategies to secure increased student attendance and to scrutinize our current provision and delivery in order to enhance seminars as learning opportunities and reimagine them as a positive student experience in the eyes of our students.  As such, the project reflects a commitment to the LJMU student focused value of caring for our students\u27 experience with the aim to give them a transformational university experience.   The presentation will reflect on our interns’ contributions to this research project and the perspectives, reflections and ideas that have emerged from our students regarding ‘seminars’ and how they can be reimagined for our learning community in Criminology. Findings from this project could be of value to other programmes.  &nbsp

    Bridge the gap: exploring experiences of assessment, feedback and student performance. What is next?

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    Liverpool John Moores University
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    Field of study
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    ‘Bridge the Gap’ is an institutional project aiming to better understand and address degree-awarding gap between students from white and minority ethnic backgrounds. Academic achievement is a multi-dimensional concept, rooted in many variables. The literature cites compelling evidence that the barriers faced by many underrepresented or disadvantaged students, reflect structural inequalities (NUS, 2019; Gorard et al., 2007; Leathwood and O’Connell, 2003), and must be approached in a holistic way, by identifying what institutional and wider sector practices need to change to provide all students with equal opportunities to achieve.   Given the centrality of assessment and feedback in shaping the student outcomes, an early aim of the project was to explore students’ experiences of assessment.  A survey was disseminated to all students in December 2021.  It addressed students’ understanding of assessment criteria and standards, levels of anxiety associated with specific assessment methods, usefulness of feedback and access to support mechanisms.  The findings indicate that there are key disparities in the experiences of students from different demographic groups.  Differences related to perceived value of guidance and feedback, confidence in raising concerns and engagement with support services.  Analysis of open text data provided by survey respondents was undertaken by a team of student-researchers.  This complemented the quantitative findings and highlighted a number of additional areas where institutional attention should be focused.  This included the need for assessors to better understand students’ circumstances and concerns over the extent to which the assessment process might be biased against certain groups of students.   Survey findings formed the basis of a series of the interviews and focus groups that allowed the project team to gain further insights into the assessment experiences of minority ethic students. This data has been triangulated with outcomes of statistical analysis of institutional attainment data to show how findings are reflected in the longitudinal institutional data of student performance across all levels of study and demographic groups.  The presentation, by members of the project team, including student-researchers, will explore the research findings in more detail. It will discuss how the findings can influence institutional approaches to assessment and feedback – both at the policy level and in everyday day teaching and assessment practices, as well as student support.&nbsp

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    Student Experience Proceedings (LJMU) is based in United Kingdom
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