Student Experience Proceedings (LJMU)
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382 research outputs found
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Case Study: Designing Program-Wide Assessment: Creating Coherent Student Development Through Assessment Themes
No full textThis case study demonstrates how a carefully structured programmatic assessment approach in a pharmacy degree program uses detailed rubrics and consistent assessment types to create coherent student development across all four years. By implementing three core coursework themes that repeat annually (research, formulary, and person-centred care), supported by comprehensive rubrics and strategic staff allocation, the program ensures consistent assessment standards while managing workload across a large teaching team. The success of this approach is evidenced by external examiner praise and improved student engagement with professional-standard reference sources. 
Case Study Innovative Assessment Through Mini-Projects: A Case Study in Biotechnology Education
No full textThe case study demonstrates how carefully designed assessment can drive engagement, create authentic learning experiences, and develop professional skills through an innovative mini-project approach. By transforming traditional standalone laboratory sessions into an integrated investigation, students develop real-world research capabilities while maintaining high levels of engagement. The success of this approach, evidenced by positive student feedback, external examiner commendation, and consistent coursework completion, suggests it could serve as a model for other programs seeking to enhance laboratory-based teaching and assessment.  
Case Study Using Structured Debates to Assess Critical Analysis in Environmental Policy
No full textThis case study demonstrates how a structured debate format can transform traditional written assignments into engaging assessments that develop critical thinking and evidence-based argumentation skills. By implementing a formalized debate structure with clear roles and timings, supported by students’ evidence-based handouts, the approach ensures students develop and demonstrate deep subject knowledge while building confidence in professional presentation and discussion skills. The success of this approach is evidenced by high levels of student engagement and demonstrated improvement in use of academic sources. 
Case Study: Know Where You Stand:: How Incentivised Self-Assessment Transforms Poster Presentations
No full textThis case study explores an innovative approach to poster presentations that combines peer review with self-assessment to create authentic learning experiences. Dr. Nicola Koyama has developed an innovative assessment approach in a Level 6 Primatology module that transforms traditional poster presentations into engaging peer and self-assessment experiences. By developing a structured system where students review peers\u27 work before evaluating their own, with marks awarded for accurate self-assessment, students develop critical evaluation skills and deeper understanding of assessment criteria. The success of this approach, evidenced by external examiner commendation and positive student engagement, demonstrates how traditional poster sessions can be transformed into powerful learning opportunities that build assessment literacy while reducing anxiety around formal presentations.
Case Study: Creating Engaging Videos
No full textJames Hartwell kindly provided us some tips and advice for producing assessment support videos for his level 7 students. These videos received specific positive feedback from students, and the tips also apply to producing pre-recorded lectures.
James had originally set out to recreate the face to face learning environment by providing scheduled live lectures for his students. However, these were poorly attended due to the varied personal commitments of his students during lockdown. In response to this James quickly ‘flipped’ his approach and recorded lectures in Panopto, giving students constant access to material which they could engage with around their personal commitments. This also helped James to work around his own family commitments as he was able to record material in the evenings when his house was quieter.
Initially frustrated with the amount ‘ums’ and ‘erms’ that were evident upon playback, and the lengthy process of editing, James decided to be open and honest with students, inform them that his recordings would be unedited, and take a natural, conversational tone as if he were in the room with the students. Recordings were broken down into 15 minute sections with each section clearly named so that students could easily navigate and re-watch. Monitoring engagement statistics in Panopto allowed James to pick up on and e-mail students who had not engaged.
For assessment support James also recorded instructional data manipulation Excel workshops, providing examples that students could apply to their own data, again, split into 15 minute sections. The specific Excel skills needed for the real-world problems taught in this particular module are not available online and so James recreated the assistance that he would have given during face to face teaching.
Canvas discussion boards were clearly signposted and used to answer all assessment related e-mail questions from students. This likely reduced the volume of duplicate e-mail questions and emulated, as best as possible, the shared experience of classroom based Q & A sessions.
James also gave careful thought to finding the balance between using external content and designing his own. Scaffolding appropriate external content into his own lectures was a useful a way of promoting discussion around a topic, and bringing real-world examples into his teaching, which were otherwise limited during lockdown.
Top tips:
Keep a natural, conversational tone when recording videos, and be honest with students about your approach to recording material. 
Session 10: Just do it: student-led experiential learning – insights from first-year Applied Entrepreneurship students
No full textSession overview:
As first-year students of Applied Entrepreneurship at LJMU, we want to share a unique student-centred perspective on experiential learning, focusing on our experiences during the course. Applied Entrepreneurship is an innovative programme that replaces traditional lectures with a hands-on, student-led approach, combining real-world business experiences with coaching. Our position as students gives us the opportunity to offer an often-overlooked perspective, providing reflections on how this model has shaped our university experience. We believe our insights are relevant and valuable in demonstrating the benefits of this contemporary, student-led learning model.
We will discuss how this hands-on approach develops independence, collaboration, innovation, and shared learning, making it an inclusive and empowering learning model. This has enabled us to apply theories to real business scenarios, critically assess and adopt complex concepts, and develop our own problem-solving approaches. This student-driven strategy promotes continuous learning, with knowledge that deepens through repeated application in a real-world context.
We aim to present the value of this learning style and the impact it has had on our first year. Hearing our experiences may support programmes in adopting a more transformative and engaging approach to learning by encouraging trust and collaboration between staff and students, alongside greater learner autonomy. While this model is particularly well suited to business and entrepreneurial fields, where practical application is crucial, its principles could inform other disciplines as well.
Key learning points from this session:
Key takeaways include first hand experiences in experiential learning: how autonomy and trust influence our learning processes, how applying theory to practice enhances understanding, and how staff support deepens engagement. By sharing our journey, we aim to show the effect this model has had on our academic and personal growth.
Just do it: student-led experiential learning – insights from first-year Applied Entrepreneurship students PowerPoint. Only LJMU staff and students have access to this resource
Session 19 Lightning talk: Innovative starter activities for accounting and finance seminars
No full textSession overview:
Often an accounting and finance seminar starts with students working through questions in a seminar, or a lecture led demonstration followed by students practicing an accounting and finance technique. Instead, the use of appropriate starter activities encourages prompt attendance and student engagement from the very start of the session.
Benefits of starter activities:
Refreshes students’ prior knowledge before new learning
Encourages attendance at the start of the seminar, otherwise students miss ‘fun’ activities/recap
Informs lecturer as to students’ understanding of a topic
Suits some neurodivergent students
What makes a good starter?
Quick
Engages students from the off
Easy to set up/understand
Variety of starters, so it is not the same every time and becomes mundane
Enhances learning
Examples
List of assets/liabilities OR income/expenditure OR income statement/balance sheet items on board and ask students to name an example
Control accounts - draw a control account on the whiteboard; give a couple of students 1 item from a control account and ask them to put on the whiteboard; include a couple of invalid answers for stretch and challenge of high achievers
Differences between financial accounting and management accounting - put the 2 headings on the visualiser, and ask pairs of students to identify which of 2 items is MA v FA, class build into full list)
Student budgeting activity - handout with items the student buys, income received; each student to calculate individually
Ask students to vote/comment on a topic/discussion point
Quiz
Key learning points from this session:
The presentation will show a few activities, possibly photos or diagrams, including:
List of assets/liabilities - photo of how it looks after students complete
Control accounts - photo of how it looks after students complete
The FA v MA list - diagram of how it looks after students complete
Student budgeting activity handout
Visual of Padlet or Mentimeter with a vote/comment on a topic/discussion point
Visual of a Kahot Quiz
Innovative starter activities for accounting and finance seminars PowerPoint. Only LJMU staff and students have access to this resource
Session 30: Mapping the student experience: a data-driven approach to enhancing wellbeing and engagement
No full textSession overview:
Background and content of the session
Understanding and exploring the student experience is essential for identifying and developing student support systems. This session will present the Student Experience Mapping Project, a collaborative initiative across the School of Sport and Exercise Sciences, the Student Advice and Wellbeing Team and Academic Achievement Hub, to ensure that the student experience is placed at the heart of this mapping process.What are we doing?
Building on best practices such as the Nottingham Trent Student Emotional Journey Map, this project will integrate multiple data sources to support our understanding of the student experience and how it varies over the academic year. This will include identifying trends in attendance and assessment submission data and thematic analysis and mapping of student wellbeing concerns over the academic year. This will also include tracking of Academic Achievement Hub workshop attendance and engagement patterns, and consultation with course reps and peer mentors within the School of Sport and Exercise Sciences. These data sources will help inform an LJMU calendar visualisation of the student experience, with insights on wellbeing themes, attendance and engagement trends across the academic calendar, to help identify early interventions and support that might vary over an academic calendar year. These findings could also help shape institution-wide practices and be applied in other Schools and across the institution, to better understand unique factors that shape the broad student experience at LJMU.
Key learning points from this session:
Attendees will learn about a project looking to map and explore the student experience using a combination of student engagement (attendance/submissions/Academic Achievement Workshops) and thematic student wellbeing, and how it varies over an academic calendar year.
Mapping the student experience: a data-driven approach to enhancing wellbeing and engagement PowerPoint. Only LJMU staff and students have access to this resource
Session 52: The River Mersey clean water challenge: localising outreach and public engagement
No full textSession overview:
This session will explore the value of drawing on the local environment to situate university outreach and public engagement. In 2023/24 the Absolute Chemistry Research Group (ACRG) designed and delivered The River Mersey Clean Water Challenge. This project saw over 150 learners aged 9-12 from six Liverpool City Region (LCR) schools challenged with a local problem within a global context: investigating the River Mersey to advance their understanding of UNSDG6: Clean Water and Sanitation.
Participating schools received a mock ‘sample’ of River Mersey water and were challenged to purify it through scientific procedures. Each school received three outreach sessions to support their investigation which situated learning in a Liverpool context, including a school visit by Liverpool John Moores University (LJMU) staff, a teacher-led series of practical activities and a Gala Day visit to the LJMU campus. This Gala Day saw learners take part in enriching science enhancement activities and share their approach to purifying the simulated river water. Each sample was tested for purity by an expert panel of chemists at LJMU. The Water Challenge was successful in engaging learners from socioeconomically deprived backgrounds; offered school-aged learners experience of the LJMU campus and supported interactions between young people and current LJMU Student Advocates, providing positive role models for HE.
This session will reflect on the advantages and limitations of adopting a localised approach to outreach and public engagement, drawing on evaluation data and research literature, and offer advice to others who might wish to localise their outreach and engagement activities.
Key learning points from this session:
This session will offer insights into the practice of outreach and public engagement, including advantages and challenges of undertaking activities with a local focus. The session will demonstrate the capacity to draw on the local environment to serve local communities in line with LJMU Student-Focused, Community, Courageous and Inclusive values.
The River Mersey clean water challenge: localising outreach and public engagement PowerPoint. Only LJMU staff and students have access to this resource
Session 71: A men\u27s mental health podcast with a hug!
No full textSession overview
Men typically make up 75% of suicide deaths in the UK; in England, the highest suicide rate is among males aged 45–49, with 25.3 per 100,000 (ONS, 2024). Men are less likely to seek treatment for their mental health (Mind, 2020) and just 36% of all NHS referrals for psychological therapy are for men (Mental Health UK, 2024). It is also important to consider the concerning data that, in the context of poor mental health outcomes, 90% of individuals sleeping on the streets in England are men over the age of 26 who are from the United Kingdom (Housing and Communities, 2024) and that proportionally men make up to 96% of the total prison population (HM Prison and Probation Service, 2024).
The Man Hug podcast began in early 2023 and it became a medium to capture the essence of these discussions to encourage men to talk. The podcast has three aims:
Provide a platform for men with lived experience to share their mental health stories.
Showcase the network of support that exists to help and support men
Normalise the experience of talking about mental health to tackle the stigma associated with it.
As hosts of the podcast, we are determined to demonstrate that poor mental health affects all men across class, demographic, and cultural lines, and that, by talking, our guests demonstrate positive male role models – and that it’s good to talk. To date, the podcast has addressed various themes such as addiction, grief, loneliness, suicide, neurodiversity, and memories. Following an evaluation the podcast is proving to be a useful educational tool for students and staff to enhance knowledge about mental health and to improve signposting.
Key learning points from this session:
How Podcasts can be used to enhance knowledge
The power of Lived Experience (Experts by Experience)
How staff and students can signpost people to the right mental health support.
A men\u27s mental health podcast with a hug! PowerPoint. Only LJMU staff and students have access to this resource
Data sources:
LJMU Research Online (Liverpool John Moo...PATT40 (LJMU)Biomolecular Research Reports (BRR) (LJM...Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)
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