Student Experience Proceedings (LJMU)
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Session 38: Decoding the Coding Problem: How Technical Phobias are Affecting our students
No full textSession overview:
Students in Computer Science and Mathematics learn programming as an essential element of their degree programmes – it is a pivotal skill. In Science, Technology, Engineering and Mathematics (STEM) subjects at 14-16 (GCSE age), the correlation between student attitudes to programming and success expectancy is well researched. In 2021, it was reported that there was an association between self-efficacy and understanding in the field of coding, and that females had lower self-efficacy than males. Research also indicates that girls generally have a less positive attitude to computer science than boys. Anecdotally, teaching across the entire undergraduate and postgraduate cohort in the HITS faculty indicates a negative bias towards coding, despite the necessity of the task across the entire STEM field. It is clear from this research that a negative attitude towards coding affects the outcomes of students, and disproportionately female students.
A key finding in 2020 was that confidence in mathematics was the most strongly correlated variable with confidence in coding. Last year, McCabe and Burrell presented their work at the SATH conference which indicated that 40% of school children did not enjoy learning mathematics, the percentage of students passing their GCSE mathematics was declining and at LJMU 36.4% of students who did not like maths reported themselves as mathsphobic.
It is clear from this research that opinions and exposure to subjects such as mathematics and programming have a huge impact on academic outcomes, and we aim to conduct a study to determine why Maths and Coding phobia exist, so that we can remove those barriers.
Key learning points from this session:
We believe that a key element in reducing phobias is educating the educators on why these phobias exist, and how we can tailor our teaching and material to circumvent some of the issues. Attending this session will enhance staff’s ability to effectively teach students in ways that can counterbalance any preconceived notions or phobias these students might have.
Decoding the Coding Problem: How Technical Phobias are Affecting our students PowerPoint. Only LJMU staff and students have access to this resource
Session 39: Integrating real-world projects into the curriculum: a case study into bridging classroom to business and society through business clinics and project experiences in UK & Malaysia
No full textSession overview:
This British Council-funded project fosters international collaboration between Liverpool John Moores University (LJMU) and YPC International College, aimed at creating a sustainable model of partnership via Business and Digital Clinics. By integrating student and staff contributions into purposeful, real-world projects, the initiative seeks to bridge the gap between academia, business, and society.
Over 700 students from the UK and Malaysia participate in industrial projects spanning diverse industries, tackling real-world business and societal challenges. The Business and Digital Clinics provide a dynamic platform for students to develop and showcase their projects, fostering cross-cultural exchange and innovation. Through this initiative, students share reflections and insights gained from their live experiences, culminating in an international competition that highlights their achievements and impact.
Project Goals
The initiative will facilitate an international competition where final-year students from UKMUC member institutions work on projects that focus on both business solutions and societal impact. Projects will be assessed on their academic merit and innovation, with top submissions chosen for regional showcases in both countries. Local winners will be selected based on criteria such as feasibility and impact, with the winning students receiving an international trip to further develop their ideas.
Project Phases
Business Clinic
Students present and discuss their projects informally, fostering peer learning and feedback.
Showcase events in Malaysia and the UK where the top 20 projects are evaluated by panels of business leaders and community stakeholders.
Local winners receive prizes and are selected for the international exchange program.
Podcast Series
A platform to share student stories, industry insights, and lessons learned from the projects.
The series will highlight the business and societal impacts of the projects, promoting cross-cultural engagement.
This presentation will provide an overview of the project, showcase examples of student work and reflections, and offer the audience new strategies for collaborating with their own partner students. Through these efforts, the project aims to enhance curriculum content, cultivate industry partnerships, and inspire global audiences by sharing knowledge and best practices from both the UK and Malaysian contexts.
Key learning points from this session:
Attendees will learn how to integrate real-world projects into their curriculum, foster cross-cultural collaboration, and build industry partnerships. Key takeaways include strategies for engaging students in impactful projects, enhancing global learning experiences, and using innovative platforms like Business and Digital Clinics to bridge academia, business, and society.
Integrating real-world projects into the curriculum: a case study into bridging classroom to business and society through business clinics and project experiences in UK & Malaysia PowerPoint.
Business Development in an Innovative Tech Start-up poster.
Project in operational customer service, marketing and sales support poster.
AI Innovations: Integrating AI into digital marketing to enhance audience connection and campaign efficiency poster.
Only LJMU staff and students have access to the above resources
Session 49 Lightning talk: Playlists, practice, and participation: how music helps students engage
No full textSession overview:
In simulated healthcare education, we strive to create immersive, engaging environments that help students build confidence and competence. While traditional approaches focus on clinical skills and scenario-based learning, the role of environmental factors - such as background music - is often overlooked.
This lightning talk will explore the positive impact of student - curated background music on engagement, confidence, and inclusivity in simulated learning environments. Initially introduced as a small initiative to make sessions feel less sterile, the "Unifun" playlist has now grown to include nearly 18 hours of music, all chosen by students. This simple yet effective approach fosters a sense of ownership, collaboration, and psychological safety, encouraging students to feel comfortable and engaged in their learning.
By sharing this experience, I aim to highlight how music can enhance learning, reduce anxiety, and make educational spaces more inclusive and student centred. Attendees will gain insights into how this low-effort, high-impact strategy can be adapted to different disciplines and how small environmental shifts can lead to big changes in student experience.
Without music, sessions can lack energy, and at times students rush to complete tasks and the session run the risk of become purely functional. By introducing music, the aim is to introduce an extra level of enjoyment
Key learning points from this session:
Attendees will learn how a simple, student-led initiative—curating a shared playlist - can enhance engagement, well-being, and inclusivity in simulated and practical learning environments. They will leave with ideas on how to implement similar approaches in their own teaching to foster a more student centred, engaging, and psychologically safe learning space.
Playlists, practice, and participation: how music helps students engage PowerPoint. Only LJMU staff and students have access to this resource
Session 61: Developing a buddy scheme to foster student wellbeing: preliminary insights from a curriculum enhancement internship project
No full textCurriculum Enhancement Internship Project funded by the Teaching and Learning Academy
Session overview:
Student wellbeing plays a pivotal role in academic success and retention, particularly in demanding disciplines like Civil Engineering and the Built Environment (CBE). In recognition of this, the School of CBE at LJMU has launched a Curriculum Enhancement Internship Project aimed at designing a tailored Buddy Scheme to enhance student wellbeing and promote a strong sense of belonging.
This session will share preliminary findings from the early stages of the project, focusing on gathering insights from CBE students regarding the characteristics of an effective Buddy Scheme. Drawing on data from a mixed-methods approach including a diverse group of students, we will explore key themes such as student preferences, expectations, and the specific support they need from peer initiatives.
By involving students directly in the design process, the project seeks to co-create a scheme that is both relevant and impactful. Attendees will gain insights into the challenges and opportunities encountered during the initial phases, as well as the next steps in piloting the Buddy Scheme. The session will also spark discussion on the broader role of peer support in higher education and the importance of student involvement in shaping wellbeing initiatives.
Ultimately, this project exemplifies LJMU’s commitment to a student-centred approach, where students’ voices drive curriculum enhancements and contribute to fostering a supportive, inclusive learning environment for all.
Key learning points from this session:
Attendees will gain insights relating to:
Buddy Scheme Design – Insights from Civil Engineering and Built Environment students on their needs and preferences for a peer support scheme.
Student-Centred Approach – The value of student involvement in designing wellbeing initiatives.
Future Steps – Next stages in piloting and refining a Buddy Scheme.
Developing a buddy scheme to foster student wellbeing: preliminary insights from a curriculum enhancement internship project PowerPoint. Only LJMU staff and students have access to this resource
Case Study: Bringing students together through active learning and simulations
No full textSummaryA framework of active and flipped learning through incorporating simulation.Further Information:Subject Area:Business ManagementLevel: 7Class Size: 25
The school of leadership and organisational development within the MBA have a strong focus on improving practice within the workplace. This programme strongly encourage students to share how their learning has been applied in practice.Project Management ModuleThe module is an optional and enables students to critically evaluate the key concepts that relate to stakeholders, critical success, risk management, project planning.A typical cohort size is around 20 to 25 students. Students have experience in managing organisation projects, they often face challenges and experience high levels of change and uncertainty. However, sometimes their traditional approach to project management doesn\u27t really meet the challenges that they\u27re facing. They tend not to have any formal training inproject management theory or practice. The framework for the module incorporates learning simulations and principles of action learning to build more of a collaborative learning experience for the students. Natalie purchased a business simulation programme from an external company.Why use simulation?
They create a level playing field in a learning environment
Use real life scenarios
Realistic conditions to set up reflective discussions
A chance to apply theory to practice
Bring students together to work collaboratively
Presents a series of questions to students that they then have to think about and take action
Reveal the unintended consequences
Can be better than the real world experiences
Simulation negatives:
It can be expensive, business simulation can cost up to £500 pounds for a cohort of 25 students
Setting up hardware and software can be challenging
Some students focus more on the simulation process instead of learning about the task.
The framework uses action learning to provide a useful lens to enhance learning within the simulations. It encourages students to develop their capabilities as professionals, to build learning relationships beyond the modules. It also helps to give attention to clarify the natureof the problem, rather than just jumping straight into solutions. It also helps develop the ability to ask questions and listening more to the experiences of others and gaining multiple perspectives. Because student groups are presented the same scenario, they\u27re given the same information at the same time, revealing different ways with different outcomes. They can then reflect on why we do things differently, providing another lens - bringing learning and simulations together.Natalie did an online practicum, a simulated virtual world, a safe space where our students could come and apply theory to practice with reflections and questioning and listening, being core within these two days of delivery.Discussion BoardsNatalie also utilised Canvas discussion boards very successfully which were linked directly to units of content to reflect on your own experiences and how you would apply theory. These became a rich and valuable source for collaboration and exchange for students. They were given a case study, a pre simulation report to do before they turned up to class. This used theidea of flipped learning and was allocated 25% of the final mark. Natalie would have liked to have had this as a formative assessment, but experienced has taught her that tying this to a summative assessment creates greater motivation for students to complete the assignment.The main aim of this pre simulation report was to get the students to turn on prepared for the session.Natalie gave students space to complete the simulation phases, but checked in and out of the room to see how they were progressing. When students reached key phases or critical decisions, they stopped the simulations and reviewed their decision, reflected on what hadhappened, how they felt previous experiences. They regrouped on what they could learn from that and then they planned for the next phase. Principles of action learning were embedded in these debrief sessions and most importantly, Natalie saw the benefits of reflecting togethersocially, where she saw the biggest change in perspectives, opinions and practices. Flipped, Action Learning and simulation really made this module enjoyable to teach and improved the students engagement, performance and satisfaction.Natalie found that her teaching practice moved away from giving information to a balance of providing activities and supporting students through the process
Session 24: Ready, SET, Go! -enhancing the student experience with extracurricular activities
No full textSession overview:
The Software Engineering Team (SET) was formed with 4 student members with support from the Academics on the SE programme. The aim of the initiative was to provide extracurricular activities for students to foster a sense of programme-wide community and belonging.
The team was founded in Sept 2024, to provide structured opportunities for a broad range of software projects with a mix of self-managed work and teamwork. The initiative proved a great success and has been strengthened and expanded to include new level 4 students this year. The ultimate goal is to establish a student led project based collective to enhance student learning, cohesiveness, resulting in improved team working and employability skills.
During this time the team has produced several measurable outcomes: including supporting demonstrations at open and applicant days, student mentoring, exhibiting at Liverpool’s Makefest 2024. The team have also supported research within the school and at a cross-faculty level in development of prototype systems.
Additionally, early signs are that this has positively impacted employability – participating students now have a significant portfolio of engineering work to support applications and interview. Anecdotally, placement employers have fed back positively on the breadth and depth of student’s skills and experience.
This session will showcase the projects and progress of the SE team and discuss challenges and approaches for expanding extra-curricular teams in other areas within the university.
Key learning points from this session:
Take transferable ideas that can be applied in their own subject areas for extra-curricular projects that can enhance their students\u27 sense of belonging, skills development and employability skills.
Opportunities for other subject areas to engage in potential projects with the team.
Ready, SET, Go! -enhancing the student experience with extracurricular activities PowerPoint. Only LJMU staff and students have access to this resource
Session 29: Alumni with a heart: alumni entrepreneurs giving back to the community
No full textSession overview:
Overview: The Start-up Hub (SuH) at Liverpool John Moores University (LJMU) has been a cornerstone of entrepreneurial support for our students and alumni for over 20 years. Our new Startup Hub network will help us connect more alumni businesses and student entrepreneurs together with local eco system opportunities for potential collaboration, support and mentoring.
In this session, we will present a dynamic panel comprising current students, successful alumni, and a dedicated staff member. Each panelist will share their unique business journey and highlight the pivotal role the Start-up Hub has played in their development. This discussion will showcase how mentorship and support from the SuH have fostered growth and innovation.
Additionally, we will introduce the \u27Start-up Hub Network,\u27 a new initiative designed to enhance both internal and external engagement. This network connects alumni and student entrepreneurs with like-minded partners and industry experts across the Liverpool City Region (LCR). By facilitating these connections, we aim to create a thriving ecosystem of innovation and collaboration.
Join us to learn how the LJMU Start-up Hub is nurturing the next generation of business leaders and driving economic growth in the LCR.
Key learning points from this session:
Attendees will learn about the support provided by the Start-up Hub and engage directly with panellists. Staff members are encouraged to join the network event to discover ways to get involved, enhance their knowledge, and connect with the Hub for better signposting and networking opportunities. These success stories will help the next generation of entrepreneurs and encourage the audience work alongside students and alumni, fostering a sense of community and shared purpose.
Alumni with a heart: alumni entrepreneurs giving back to the community PowerPoint. Only LJMU staff and students have access to this resource
Session 69: Project decolonisation: carbon footprints and compensation payments
No full textSession overview:
How can topics related to decolonisation be integrated in the curriculum so that it is relevant and interesting to students? A group of students and lecturers have worked together to develop project-based activities for students in the mathematics programs at LJMU on two exciting real-world challenges related to decolonisation: 1. Calculate your personal carbon footprint and 2. Develop a fair and transparent compensation scheme for the impact of slavery. The activities will consist of three pillars - an analysis component where the students will develop mathematical frameworks for calculating the carbon footprint or a compensation payment for the impact of slavery, a presentation component where each team will present their projects to the class and an evaluation component where the team will reflect how their ideas could be implemented in practice. The decision of asking students to take the drivers\u27 seats in designing the project tasks is to ensure that the tasks are genuinely relevant to future students in the mathematics programs. The interdisciplinary, open-ended activities are much closer to the challenges that mathematics graduates will face in their future workplaces but they are still relatively uncommon in mathematics programs.
Key learning points from this session:
After this talk, delegates will...
... take home fresh ideas how new student activities related to decolonisation can be developed.
... see examples how real-world challenges that go beyond the core of a particular discipline can be integrated into the curriculum.
The project activities developed will be implemented in existing modules of the mathematics program. We expect that our approach to designing project-based student activities related to decolonisation can be easily transferred to other disciplines.
Project decolonisation: carbon footprints and compensation payments PowerPoint. Only LJMU staff and students have access to this resource
Case Study Rethinking Biology Exams: Creating Inclusive Assessment Through Question Choice and Environment
No full textThis case study demonstrates how concerns about AI-generated content led to a fundamental rethinking of examination design in a biology module, resulting in an innovative approach that better supports neurodivergent students and different learning styles. By implementing a range of question types within a controlled on-campus environment, the approach aims to create more equitable assessment while maintaining academic rigor. The design process shows how addressing technological challenges can lead to more inclusive assessment practices. 
Case Study: The Deconstructed Literature Review:: An Innovative Assessment Approach for Teaching Critical Thinking
No full textThis case study presents an innovative "deconstructed literature review" assessment developed for the 5405NATSCI module in Climate Change, Environmental Science, and Biology programmes. Rather than asking students to produce a traditional literature review, this approach structures a process involving a workshop and online exam questions to improve students understanding of literature reviews and academic criticality. Students read an existing review article and they are guided through analysing its content, examining the original sources cited, identifying contradictions, and extending the review with current research. By deconstructing and critically examining published literature, students develop essential skills in critical reading, evidence evaluation, and research synthesis that traditional approaches often fail to develop. While more time-intensive, this approach results in deeper engagement with scientific literature, prepares students for advanced research in their final year, and equips them with transferable skills for evaluating contradictory evidence. This case study details the implementation process, learning outcomes, and advice for adaptation across disciplines.
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