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LOCATION UPDATE: Outside G101, First Floor, Campus Centre

Come and collect your mini-programme at the beginning of the day as a quick reminder of session timings.

The Welcome/Help Desk will re-locate to the ground floor of the Postgraduate Centre after the morning refreshment break (11am) and will be staffed throughout the day to support with any queries.

Room: G101 Lecture Theatre, Campus Centre

Welcome

Time: 09:35 - 09:45

Vice-Chancellor, Professor Rebecca Bunting

Professor Bunting will open the Bedfordshire Learning and Teaching Excellence Conference.

Keynote One: The Brave New World of the ÑÇÉ«ÊÓƵ (v4.0)

Time: 09:45 - 10:40

Debbie Holley, Professor of Learning Innovation, Bournemouth University

Education 4.0 is conceptualised as a set of choices through a lifelong pathway whereby learners have ownership and control of their studies, as they weave seamlessly between education and employment. (FICCI and EY Vision 2040). With the learner firmly placed at the center of educational programs, instructional approaches, learning experiences and academic support strategies that are aligned to the learner’s distinct needs, aspirations and interests, what are the opportunities and challenges for a redefinition of the education ecosystem? Will we launch the ‘Brave New World’ of Aldous Huxley (1932), set out in his dystopian futuristic world state novel which anticipated huge scientific advancements, with citizens being environmentally engineered into an intelligence-based social hierarchy? Or will we draw upon technologies to enrich the student learning experience by focusing on employability and providing opportunities for research excellence? Responding to the evolving student needs coupled with rapidly changing industry demands, HEIs now have a greater onus to develop an ecosystem that will provide a high-quality educational experience.

Debbie Holley is the Professor of Learning Innovation at the University of Bournemouth, a world-class educator, and an advocate for designing hybrid learning experiences with students, as move they seamlessly in, through, and out of formal and informal learning spaces. Drawing on her recent work with the EU as they revisited the EU Digital Competence Framework for education, safety and security, she will outline some of the challenges and opportunities that the digital can offer our students as they graduate into a world of myriad options and opportunities. Her research into the possibilities of digital transformation is matched with her experiences of scaling innovation, leading a team of learning technologists through institutional change with the implementation of a new Virtual Learning Environment and with working across disciplines as the pandemic hit. Debbie will share her thoughts about what digital learning in HE might look like moving ahead, and how we as educators can prepare for a ‘Brave New World’.

Please follow the and @debbieholley1 on Twitter.

Room: outside G101, First Floor, Campus Centre

No need to register for morning refreshments, just come along for tea, coffee, or a light snack. Please bring your own reusable cup or mug if possible.

Following this refreshment break, the help desk will relocate to the ground floor of the Postgraduate Centre.

Choose one spotlight session to attend from the following three options. Spotlight sessions are offered on a first-come basis - no booking is necessary.

Spotlight Session 1.1 - Graduate Competencies & Employability

This spotlight session includes three presentations which will be followed by a Q&A and discussion with presenters.

Session chaired by: Clio Spanou (Head of Academic & Learning Development) Academy for Learning and Teaching Excellence)Ìý

Room: P103

1.1A Creating a graduate mindset in Level 4 Students

Sallie Phillips (Senior Lecturer, Marketing Communications & International Business)

Early course input on career decisions can improve graduate outcomes (Teychenne et al, 2019, Journal of Teaching & Learning for Graduate Employability) as well as address indecisiveness and negative thinking around career pathways.

This session explores an initiative led by the UoB BSc Marketing team intended to develop a self-aware graduate mindset from the start of the course, mapping stages of the course and external opportunities to personal progression and graduate readiness drawing on Donald E Super’s exploration of occupational choice as an unfolding process matched to vocational ability (1957).

Launched in September 2022 and aimed at addressing UoB super KPIs (including graduate outcomes), the Anatomy of a Successful Marketer sets out to encourage students to consider their abilities and preferences in the context of the marketing industry and provides a scaffold-like architecture for assignments at Levels 5 and 6.

1.1B Developing student research skills through Blended Learning

Tom Hoctor (Lecturer in Sport and Physical Education)

The session outlines two units that have been taught in the School of Applied Social Sciences using high and medium-blend approaches.

ASS145-3 Work and Welfare uses a highly blended learning approach that delivers portions of the theoretical content of the unit through the use of video and other online learning resources in order to free up session time for more practical activities, for instance, an unstructured observation of automation in Luton Mall or analysis of the methodologies associated with the most common systems for class analysis where students are able to analyse their own class positions. ASS130-6 Research Methods: Research Design, Data Collection and Ethics is a medium-blend unit that uses some recordings as a means to facilitate students to engage actively in data collection or analysis tasks, including content analysis, thematic analysis and various other practical techniques which students may use in their research dissertation projects. The learning objectives for the session are to 1) discuss and increase awareness of blended learning as a pedagogical technique for teaching research techniques; 2) think about the advantages and disadvantages of these approaches for student learning; 3) consider how greater use could be made of blended learning techniques where appropriate. The session is aimed at staff with teaching responsibilities.

Spotlight Session 1.2 - Inclusive Teaching and Learning

This spotlight session includes three presentations which will be followed by a Q&A and discussion with presenters.

Session chaired by: Neil Currant (Senior Lecturer - Teaching, Learning and Digital Education, Academy for Learning and Teaching Excellence - ALTE)

Room: P206

1.2A Implementation of EDI in Teaching and Learning

Nuzhat Jafari (Tutor, Centre for English as a Foreign Language)

To provide a welcoming and inclusive learning environment, equality, diversity, and inclusion (EDI) must be implemented in higher education (Claeys-Kulik and Jorgensen, 2018). According to Fuentes and Zelaya (2021), implementing strategies for improving equality and diversity in higher education is essential for establishing inclusive learning environments.

This paper reviews the EDI implementation of the teaching, learning and assessment at the Centre of English as a Foreign Language (CEFL). It evaluates the existing ÑÇÉ«ÊÓƵ EDI framework linking it with the application of EDI practically. This session also offers ways to embed the elements of EDI to illustrate practices by summarising each principle and the current approach, which reflects on the extent to which they work well or could be improved.

References

Claeys-Kulik, A. and Jørgensen, T., 2018. Universities’ Strategies and Approaches towards Diversity, Equity and Inclusion. Examples from across Europe. European University Association.

Fuentes, M.A., Zelaya, D.G. and Madsen, J.W., 2021. Rethinking the course syllabus: Considerations for promoting equity, diversity, and inclusion. Teaching of Psychology, 48(1), pp.69-79.

1.2B ERA: An audit of where and how equality, diversity and inclusion are embedded in postgraduate business and management curricula

Christina Schwabenland (Reader in Organisational Behaviour, Postgraduate Business), Alexander Kofinas (Head of Department Strategy and Management, Graduate School of Business) and Kevin Hainsworth (Ph.D. candidate)

This session presentation will report on the results of one of the University’s Education Research Awards. The project was designed in response to findings (Perriton and Elliott 2018; Perriton, Elliott and Humbert 2022) concluding that despite the rhetoric about the importance of embedding equality, diversity and inclusion within business school curricula, evidence suggests that these topics are more likely to be marginalised, or absent from the syllabus. We, therefore, undertook an audit of the Graduate School of Business's postgraduate units, using a template adapted from the UoB Framework (concentrating specifically on curriculum content, resource, and subject areas) to ascertain where and how these topics are (or are not) included. The audit included teaching materials, syllabus content and assessment. Our aim, through this research, is to produce a benchmark of current practice that will inform the current Periodic Review of Postgraduate Provision. It will also contribute to a wider, ongoing research project exploring the underlying challenges and barriers to engaging with these topics (Schwabenland and Kofinas 2023). Preliminary findings would seem to confirm Perriton and Elliot's (2018) and Perriton et al's (2021) results, indicating that the subject topic is the strongest indicator of inclusion in the curriculum.

1.2C The Importance of Representation and Celebration: The 'Black Dance' History Project

Sadie Hunt (Senior Lecturer in Dance, School of Arts and Creative Industries)

The 'Black Dance' History Project was a collaboration between UNISON, REN, RIMAP, ACI and Dance and Professional Practice staff, alumni and students. It was initially devised as a celebration and education of black dance history as part of Black History Month activities on campus in October 2022. Local dance artist Michael Joseph formed an artists’ collective with students and alumni and created a series of dance performances alongside presentations and talks from dance organisations State of Trust and Spectacularts.

The research discussed in this session explored the impact on the students of dancing as part of a black dance collective. Using focus groups and interviews, qualitative data evidenced the positive impact on the students regarding a sense of belonging, representation, racial codeswitching and understanding heritage and how this has informed how they feel about themselves, their university experience and how this has influenced their learning.

Spotlight Session 1.3 - Embedding sustainability

This spotlight session includes three presentations which will be followed by a Q&A and discussion with presenters.

Session chaired by: Diana Pritchard (Head of Teaching Evaluation and Enhancement, Academy for Learning and Teaching Excellence - ALTE)

Room: PM06

1.3A The Nature of Business - How can businesses help solve the nature crisis? How can we assist this through teaching our business students and collaboration with businesses?

Jane Hooper (Senior Tutor in Business and Management, Leadership)

The ÑÇÉ«ÊÓƵ Business School has signed up to the Principles of Responsible Management Education (PRME), a United Nations (UN) supported initiative. Amongst the commitments are to embed the UN Sustainable Development Goals (SDGs) into the curriculum. The SDGs, launched in 2015, commit to reaching internationally agreed targets by 2030, meaning that, at halfway, there is an urgent need to increase related actions. This session focuses specifically on the SDGs relating to terrestrial and aquatic habitats. It will explore the role of PRME in enabling business staff and students to examine whether and how we can collaborate with businesses to contribute to relevant targets.

The session will start with the video ‘Save our Wild Isles - How can businesses help solve the nature crisis?’ to identify tangible curriculum responses. It will seek to generate some discussion about setting essential goals for ourselves as tutors and our students.

1.3B An Innovation Challenge to Strategy of Computing Education

Xiaohua Feng (Senior Lecturer in Computer Science & Technology)

Nowadays, Artificial Intelligence (AI) break-throughs have shaken many areas in the world.

AI has brought many convenient and technically advanced aspects to our society, but overtime, we have seen some threats emerging. In particular, in Education.

The resulting challenges have a huge impact on education strategy and pedagogy. Research on the new emergent are now in demand and is being carried out to investigate the recent innovation and impact on higher education institutions (HEI), from March 2023.

Some AI based tools have been surveyed by a number of higher education institutions in the UK, USA and China – with the data analytics carried out, predictions for trends have been produced by algorithms.

The output suggestions are, in order to maintain the higher education quality, the HEI strategy need to modernise with the introduction of campus search engines, changes to HEI strategy that are required to advance. It was recommended that university senior management should aim to consider HEI future development and evolution using these tools.

1.3C Let's Talk Trash! A case study of Co-creation

Vicky Morris (Lecturer in Tourism Management, Aviation & Tourism, Business School)

Imagine the Maldives, a picture-perfect paradise of tropical beaches, clear blue waters and palm trees. That’s what my students thought too, until I introduced them to Thilafushi, the ‘Trash’ Island created in the Maldives as a landfill site, and now a toxic, smoking eyesore. This proved to be a thought-provoking case study for my students who were studying the impacts of tourism development. In fact, it captured their attention so much, it inspired a co-creation project for the Business School Student Showcase.

This session will investigate how sustainability themes were interwoven into a project that resulted in the construction of a desert island, made entirely of ‘Rubbish’! A short presentation will review the co-creation process, and it benefits, as well as provide an understanding of how sustainability concepts were incorporated. There will be time at the end of the session for group discussions about how these themes could be applied to your own setting/subject area.

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Choose one spotlight session to attend from the following three options. Spotlight sessions are offered on a first-come basis - no booking is necessary.

Spotlight Session 2.1 - Assessment practices

This spotlight session includes two presentations which will be followed by a Q&A and discussion with presenters.

Session chaired by: Neil Currant (Senior Lecturer - Teaching, Learning and Digital Education, Academy for Learning and Teaching Excellence - ALTE)

Room: P103

2.1A Inclusive assessment: Practical guidance for putting theory into practice

Richard Ogston (Senior Lecturer in Management, Business School)

Inclusive assessment design is a crucial component of promoting equity, diversity, and inclusion in higher education and is an increasing area of focus in many Higher Education Institutions (HEIs). Indeed, Ajjawi, Boud, and Jorre De St Jorre (2023) highlight the need for HEIs to take into consideration students’ varied backgrounds and assessment experiences, in order to ensure that assessment design provides the appropriate equity of opportunities. However, there is a risk that academics who have multi-faceted and demanding workloads haven’t got the time, skills or motivation to work on making a meaningful difference in this space. One of the contributing factors to this is maybe what Nicol (2010) has cited as the massification of higher education which can be an impediment to the delivery of appropriately personalised assessment design and feedback. With this background in mind, this workshop aims to identify examples of how academics can practically interpret the relevant pedagogical theory in order to generate the necessary change momentum.

References:

• Ajjawi, R., Tai, J., Boud, D., and Jorre De St Jorre, T. (Eds.) (2023). Assessment for inclusion in higher education: promoting equity and social justice in assessment. Routledge.
• Nicol, D. (2010) From monologue to dialogue: improving written feedback processes in mass higher education, Assessment & Evaluation in Higher Education 35 (5), pp. 501–517.

2.1B ERA: Enhancing the curriculum in business courses through the creative use of authentic assessments

Sajeel Ahmed (Senior Lecturer Business Systems & Management, Postgraduate Business)

This project, conducted with an Educational Research Award, aimed to explore and utilise collaborative links between academics, students, and SMEs through consultancy projects currently being offered by the University’s Research and Innovation team. This session will provide insights from live projects (such as Innovation Bridges, ICT Escalator, Growth Curve, Productivity Escalator and ALPHAS) and authentic assessment activities conducted within UBBS, based on data collected from two UG and two PG units.

The session will also highlight the resulting impacts on, and value to, SMEs as well as the benefits generated for students - supporting graduate outcomes. Outlined through this project, guests will see ways and opportunities to support the embedding of authentic assessments within the curriculum.

Spotlight Session 2.2 - AI: Threat or opportunity?

This spotlight session includes two presentations which will be followed by a Q&A and discussion with presenters.

Session chaired by: David Pike (Head of Learning Technology, Digital Learning Systems, Academy for Learning and Teaching Excellence - ALTE)

Room: P206

2.2A Let’s Chat AI

Giles Robertson (Senior Lecturer in Digital Marketing, Marketing & International Business)

Using UoB quantitative research fresh from the field conducted within the marketing sector during August, we will look at:

• Building on the current AI landscape with a qualitatively research study, testing the models that are currently being used by the marketing sector
• Mapping how agencies are driving change with AI; The ethics, the opportunities, challenges and tools most often used
• Current effectiveness of campaigns
• How the marketing sector are using AI with example of how this is changing approaches
• The future role within companies and their likely investment and commitment
• How they are navigating the inevitable future skills gap

Ideas of our role in HE and for future entrepreneurs.

The session is ideal for people engaged with teaching and learning and those working with businesses.Ìý

2.2B Generative AI – Opportunities or Threats for Higher Education

Gangmin Li (Senior Lecturer in Computer Science & Technology, School of Computer Science and Technology)

Generative AI has taken the world by storm. Its ability to create and generate human-like content scared many people. Particularly, in HE, where the outcome of teaching and learning has been assessed by students’ report-writing. It fits the purpose of many generative models like ChatGPT that is generate human-like content. Institutions facing a challenge of identifying a report is generated by an AI model or by a student. Some setting regulations to restrict or prevent of using it. This presentation will argue that the correct response to the disruptive technology like Generative AI is not trying to restrict the use of it, rather, make the most use of it as a new tool in our learning toolbox. The benefits and the possible negative impact on both teaching and learning are identified through personal ChatGPT suing experience. Suggest the best practices using of ChatGPT in teaching and learning through Prompt engineering.

Spotlight Session 2.3 - Personal Academic Tutoring (PAT)

This spotlight session includes two presentations which will be followed by a Q&A and discussion with presenters.

Session chaired by: Diana Pritchard (Head of Teaching Evaluation and Enhancement, ALTE)

Room: PM06

While the current Personal Academic Tutor (PAT) model has operated at the University for many years, its potential to support at-risk students, and consequently to enhance retention, means it has recently been framed as significant to the delivery of the institution’s Access and Participation Plan. To this effect, since 2021, policies, platforms and training have been implemented to enhance PAT effectiveness. Resources have also been directed to evaluate student and staff experiences of the PAT to generate recommendations for revisions to the PAT model, policy and guidance. The resulting findings will be shared at this session.

The session opens with an overview of the evolving institutional intention of PAT and its implementation. Findings will then be presented from mixed method approaches conducted by the Teaching Evaluation and Enhancement team (focusing on staff and full-time students on courses with distinct Continuation rates) and then on work-based learners conducted, with support from a University Education Research Award, by academics working in teacher education. A final panel will explore the questions and observations offered by session participants.

2.3A Personal Academic Tutoring (PAT) – Evolution, Experiences and Impact

Sibel Kaya (Research Fellow, ALTE)

2.3B ERA: Evaluating the effectiveness of the current PAT system to support students on applied courses in the School of Education and English

Kathryn Nethercott (Senior Lecturer in Education Studies, School of Teacher Education), Karen Siddons (Senior Tutor in Teacher Education - Early Years Specialism) and Allyson Goodchild (Senior Tutor in Education, School of Teacher Education)

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Take the opportunity to re-energise during the lunch hour - food and refreshments can be found on the ground floor (Postgraduate Centre).

Stop by the marketplace and find out how these internal and external services can benefit you and your students:

• Academy for Learning and Teaching Excellence
• Students' Union
• Centre for English as a Foreign Language
• SolutionPath
• AdvanceHE
• Studiosity
• Blackboard
• TurnitIn

The Marketplace guide and e-Posters will be on display during the lunch hour.

Keynote Two: SolutionPath StREAM Launch Event

Time: 13:45 - 14:30

Room: G101 Lecture Theatre, Campus Centre

• Dr Rachel Maxwell, SolutionPath
• Dr Caroline Reid, Associate Dean for Health & Social Sciences, ÑÇÉ«ÊÓƵ
• Dr Steve Briggs, Director of Learning and Teaching Excellence, ÑÇÉ«ÊÓƵ
• Ruth Borne, Registrar and University Secretary

Solutionpath's StREAM is a learning analytics platform that provides powerful insight into student engagement with learning. This is achieved by taking data on how students engage with multiple aspects of their learning (for example, the use of BREO and library systems) and presenting a holistic visualisation of that engagement back to users. The platform will therefore provide an early at-risk indicator and facilitate streamlined processes for providing proactive support for student progression, attainment and well-being. This could involve referring students to specialist support teams within the University (such as Academic Liaison Librarians, Health and Well-being, or Student Engagement).

Following a successful pilot during AY22/23 in the Faculty of Health and Social Science, the University will be rolling out the use of StREAM institutionally during AY23/24. This keynote will introduce StREAM and share key findings from the Health and Social Science Faculty pilot. We will then provide an overview of how we plan to roll out StREAM across the University during AY23/24.

Choose one spotlight session to attend from the following three options. Spotlight sessions are offered on a first-come basis - no booking is necessary.

Spotlight Session 3.1 - Student belonging and Academic Confidence

This spotlight session includes two presentations which will be followed by a Q&A and discussion with presenters.

Session chaired by: Averil Robertson (Senior Academic Developer, Academy for Learning and Teaching Excellence - ALTE)

Room: P103

3.1A 'Actually, we do really want to know what you think' – Supporting academic confidence in our students.

Dr Roma Thomas (Principal Lecturer, School of Applied Social Studies)

This workshop aims to explore opportunities for teaching staff to support students in developing academic confidence.

Understandably, much of the focus on academic integrity has been around technological and regulatory solutions.

Drawing on pedagogic literature and reflections from teaching, the workshop invites colleagues to critically reflect on reasons for a lack of academic confidence and strategies to support students in gaining the confidence to write and present in their own voice.

We aim to engage directly with emotional issues and ideas that students may have about what constitutes ‘good’ academic work and ways in which this interpretation may lead them to plagiarise and/or use AI tools inappropriately to produce their work.

The rapid rise of artificial intelligence, and AI tools, following hard on the heels of essay mills/contract cheating exacerbates this technology/regulation-focused tendency. While it is welcome that these challenges have accelerated a focus on authenticity in assessments, there remains much-unexplored territory around emotion and the role of academic confidence in students - yet academic confidence is an important part of holistic strategies to promote student success.

Through a combination of scenarios and guided discussion encouraging critical reflection, the workshops ask that we, as teachers reflect on the effect our practices and ability to affect and instill confidence in a student’s ability to produce high academic standards in their work. EDI implications will be discussed as an integral part of the workshop themes.

3.1B ERA: Belong@Beds - Exploring opportunities and effective approaches to enhance a sense of ‘belonging’ within teaching and learning and the student experience, as part of the UoB’s inclusivity and well-being strategy.

Dr Fiona Factor (Principal Lecturer in Applied Social Studies, School of Applied Social Studies), Maria Ilie (Ph.D. candidate) & Helen Matthews Grout (Ph.D. candidate)Ìý

This presentation will share the findings from a student survey conducted in April - May 2023, here at UoB, to ascertain students’ perception of belonging to their academic community. The research has been designed, executed and analysed by two student co-creators, Maria Ilie and Helen Matthews-Grout, together with Dr Fiona Factor (SASS). It forms part of a range of activities supported by an Education Research Award that attempts to consider the following question: What potential exists to embed ‘Belonging’ as a pedagogic framework and foundational principle within teaching and learning and the student journey at UoB? The student survey generated an unexpectedly high response rate (n801) and involved SPSS for analysis. Additionally, four focus groups have also taken place.

The presentation will also draw upon the work undertaken for, and learning from, our involvement as a partner with Advance HE on their Building Belonging Collaborative Project and the conversations underway across the higher education sector regarding student belonging, as well as a contribution to a roundtable event here at UoB in March 2023. Using the Pearson and Wonkhe commissioned report, Building Belonging in Higher Education, (Blake, Capper and Jackson 2021), the findings will be presented to reflect the themes of Connection, Support, Inclusion and Autonomy. In particular, we have identified a number of recommendations to reflect the issues raised by particular cohorts, e.g. commuter students, international students, neuro-diverse students and those from minoritized communities.

Spotlight Session 3.2 - AI - Ways Forward

This spotlight session includes two presentations which will be followed by a Q&A and discussion with presenters.

Session chaired by: David Pike (Head of Learning Technology, Digital Learning Systems, Academy for Learning and Teaching Excellence - ALTE)

Room: P206

3.2A AI Large Language Models: A Constructivist Approach to Teaching and Learning

Bolaji (Quadri) Ogunfemi (Tutor in Health and Social Care, School of Applied Social Studies)

Artificial intelligence (AI) large language models (LLMs) are powerful natural language processing systems that can generate coherent and fluent texts on various topics. However, their potential as teaching and learning tools in higher education has not been fully explored. This session will address this gap by examining how AI LLMs can support constructivist teaching and learning in higher education, where students and teachers actively work together to build knowledge and understanding. The central objectives include a comprehensive understanding of AI and LLMs, an examination of constructivism as a fundamental learning theory, an exploration of the intersection between AI and constructivism, and a demonstration of the potential of AI in supporting constructivist teaching.

Furthermore, it will evaluate the implications and challenges associated with the integration of AI LLMs in constructivist learning environments. The intention is to foster a collaborative dynamic between human educators and AI to support students in their learning. There will be a presentation followed by a panel discussion about empowering academicians to capitalize on these advancements while mitigating potential drawbacks.

3.2B To what extent can we support students with the use of AI responsibly?

Femi (Olufemi) Adams (Tutor in Health and Social Care, School of Applied Social Studies)

This abstract examines the question of whether there is a responsible way for educators to support students through the use of Artificial Intelligence (AI). The advancements in AI technology have opened up opportunities to enhance the learning experience for students. However, implementing AI in a responsible way requires careful consideration of ethical implications and risks.

The use of AI in an inclusive and equitable manner should not exacerbate existing inequalities and/or disadvantage certain groups of students. Transparency is crucial as students should understand how AI is used, limitations and a balance should be struck between the use of AI and human interaction. AI may be used to reduce time spent on specific tasks in order to focus skills and attention on critical aspects of education. Knowing your student and guidance from Instructors play a vital role in student success. Additionally, safeguarding students and proprietorship of intellect and data security should be developed in the use of AI by Instructors who can guide students rather than leave them to their own vices. By adopting a responsible approach, critical thinking skills, digital literacy and ethical consideration can be emphasized while upholding student well-being.

Spotlight Session 3.3 - Students as Partners

This spotlight session includes three presentations which will be followed by a Q&A and discussion with presenters.

Session chaired by: Clio Spanou, (Head of Academic and Learning Development, Academy for Learning and Teaching Excellence - ALTE)

Room: P303

3.3A Students as Partners

Olivia Christoforidou (Representation and Engagement Manager, Beds SU)

This session will emphasise the role of student representation in furthering staff-student partnership and academic experience. It will explain the value of staff and course-level relationships in fostering the Student Voice and the role of the students’ union. It is aimed at UoB staff that are frequently interacting with students, engaged in key decision-making influencing students' experience, and thus overall inform their practices further in a way that enables the above.

By the end of the session, you will be able to...

• Outline the ways and means of engaging with the Student Voice and representation.
• Learn and embed examples of good practice into the academic experience.
• Contribute towards closing the feedback loop as collaborative partners.
• Empower and signpost students to advocate for change in their wider student experience and interests towards a more satisfying student experience.

3.3B Evaluation of the Student Experience Leaders Scheme (SEL)

Sibel Kaya (Research Fellow, ALTE), Clio Spanou (Head of Academic and Learning Development, ALTE), Barry Poulter (Learning Development Tutor, ALTE), Robert Payne (Senior Learning Development Tutor, ALTE), Steve Briggs (Director, ALTE) and Julie Brunton (Pro-Vice-Chancellor (Education and Student Experience)

The University launched a new Education and Student Experience Strategy that includes expanding students-as-partners opportunities as a key priority. These opportunities aim to i) enable students to develop graduate-level skills/competencies, ii) enhance their student experience/satisfaction through engaging with such projects and iii) incorporate student voice to help enhance the ESE Strategy. The Student Experience Leaders (SEL) scheme was launched in 2022 and is managed by the Academy in partnership with BedsSU. SEL provides opportunities for students to work with course teams and professional services staff to deliver curricular and co-/extra-curricular projects. SELs also act as representatives for Course Reps within faculties to champion the student's voice.

Twenty-four students from four faculties and two directorates were recruited to the SEL scheme. Using a mixed-methods approach, a process and impact evaluation were conducted using an SEL questionnaire, a focus group with SELs, communities of practice meetings, interviews with project leaders and reports from individual projects. The process evaluation showed that students were highly motivated despite some organisational and bureaucratic issues. Impact evaluation highlighted that students enjoyed their roles and learned from them. A student focus group carried out indicated improved skills, employability prospects and a sense of belonging. Project leaders reported that the projects benefited their departments because they gave the students a voice to feedback on any issues that they had. Complimentary to this presentation, an e-poster session outlines how the scheme will be enhanced for AY 23/24 based on the findings of this year’s evaluation.

3.3C Workshop – Interdisciplinary working

Medical Humanities - A Teaching Tool for Interdisciplinary Learning.

Kirstie Sharpe (Senior Lecturer Pre-Professional Education (Healthcare), School of Nursing, Midwifery & Health Education)

Medical sciences are undeniably amazing, with advances and treatments seen today that even 20 years ago practitioners and patients could have only dreamt of. But human beings are more than science, and the things that matter most to us are more than data, statistics and technology can tell us. Medical humanities are an interdisciplinary approach to understanding the lived experience of illness, healthcare and living, drawing on art, theatre, music, poetry, philosophy, and history, connecting students, healthcare practitioners and patients through diverse and integrated media. They are also a universal method for everyone to explore what it means to be a person of different ages through time. This workshop will utilise a variety of creative and activity-based methods to encourage participants to consider what is known about well-being, what we still must discover, and what this means for the communities the University seeks to support. So please join me for a journey through time, the arts and medicine in the most creative and inclusive way we can – medical humanities!

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Room: ground floor, Postgraduate Centre

No need to register for afternoon refreshments, just pop down for tea, coffee or a light snack before heading off to your chosen workshop. Please bring your own reusable cup or mug if possible.

Please consider which of the (below) Workshops you would like to attend on the day - no booking is necessary.

Workshops

Workshop 1 - EDI and Accessibility

Kathie Pugh (Senior Lecturer (Cultural Industries), School of Arts and Creative Industries): Performance Skills in Presentations

Chair: Dr Robert Payne (Senior Learning Development Tutor, Academy for Learning and Teaching Excellence - ALTE)

Room: P103

The benefits of drama on raising confidence have been long espoused by performing arts organisations and elements of presentation are closely linked to confidence and physical performance skills. A recent longitudinal study with EFL students (Lee and Liu 2022) found that presentation skills were measurably improved when drama was employed versus 'traditional' verbal-based techniques. Building on self-identification (Dolan 2017), practical knowledge of body language, verbal and inclusive presentation skills (Bradbury 2006), and the workshop leaders' experience as vocal and physical coaches, participants will explore successful strategies combined with accessible features that aim to provide staff with some tools to increase own and student performance in presentations regardless of level.

Workshop 2 - AI

David PikeÌý(Head of Learning Technology, Digital Learning Systems, Academy for Learning and Teaching Excellence - ALTE): Let's Not Be Shy When it Comes to AI

Chair: David Pike (Head of Learning Technology, Digital Learning Systems, Academy for Learning and Teaching Excellence - ALTE)

Room: P206

Keeping an open mind and striking a balance between caution and progress on AI is how we move forward, agreed. Together, we can ensure that AI development is responsible and ethical, but let's not shy away from the potential perceived ‘benefits’ too. Let’s help our students and staff get the most out of today’s modern world and its various ‘tools’. Ìý

Workshop 3 - Coaching

Theo Maniski (Principal Lecturer in English Language and Linguistics, English Language Provision): Slow Thinking - How coaching conversations can Inspire, Empower and Engage

Chair: Clio Spanou (Head of Academic & Learning Development) Academy for Learning and Teaching Excellence)

Room: PM06

In the 21^st century, we inhabit an information-rich society with 24-hour media, high-speed downloads, fast food, same-day delivery, and mobile digital communication platforms.

AI is already influencing most aspects of our daily experience, including HE: with the right prompt an academic report can be produced in seconds. But what of the quality? In what ways is the output misleading, biased, or even factually wrong? This needs criticality - higher-order thinking skills that almost anyone can apply with the right support.

Thinking skills that are valuable in all walks of life, not just the classroom. Slow thinking helps rebalance the everyday frenetic pace by using simple coaching techniques that help us discover our own assumptions, understanding and solutions. Starting off by identifying a particular problem or task we guide students to explore opportunities and find their own way forward, simply through conversation. Considering alternative options, as part of our decision-making process inherently involves the individual, and develops trust, ambition and a sense of agency.

As a university, our goals include student satisfaction, retention, empowerment well-being and positivity - this all begins with simple, structured, supportive conversations. These goals are reflected as themes that will be explored and practiced during this 1-hour workshop (subject to change).

Conference Close

16:45 - 17:00

Dr Steve Briggs, Director of Learning and Teaching Excellence

We will draw the conference to a close with some final thoughts and reflections on the day.

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