Thursday 8th September (Day 2) Parallel Sessions

For each of parallel sessions below you will find a toggle arrow you can click, this will open a list of all the concurrent sessions with a brief description of each presentation/workshop.

10:35 – 11:35  / Parallel Session 5  
Session 5.1 
LOCATION: MB0302    

Paper: Fostering and celebrating cohort identity during a pandemic and beyond: the Combined Honours Festival
Ruth Furlonger, Dr Franck Michel, Megan Sormus, and Megan Williamson, Newcastle University
This paper, co-presented by students and staff, offers an overview of the different ways in which Combined Honours Centre approached the challenge of fostering its identity and community spirit during the pandemic, and on the return to campus. It will focus on an impactful initiative, the Combined Honours Festival, which offered a distinctive approach to fostering a rich and engaged academic community. It will compare the weeklong online event (May 2021) to the in-person 2day offering (April 2022) and highlight lessons learnt.  

Paper: How do students define and relate to the curriculum?
Catherine Bovill, One Pusumane, Emma Taylor and Ian Glen, University of Edinburgh
In order to engage students in curriculum transformation, we must first understand how students view the curriculum. We present findings from a study into students’ perspectives on curriculum, highlighting diverse levels of student agency and a variety of ways students talk and think about curriculum.  

Paper : Flipping the traditional roles is inclusively impactful: Student Lecturers and Lecturer-as-Student
Hannah Bridge, Rachel Cornish, Philippe de Gusmão Araújo, Mansi Patel, Similoluwa Shobaloju, Palak K. Gill, and Prof Jo V. Rushworth, De Montfort University and University of Lincoln
Flipping the traditional student-lecturer roles allows Student Lecturers and Lecturer-Students to co-create more engaging and more inclusive curricula together. This shared understanding appears to reduce temporal, societal and cultural gaps between staff and students and may help to tackle awarding gaps.  

Paper: ARC: Preparing students for their future careers through assessment and curriculum design
Daniel Wakefield, University of Lincoln
In light of the Auger report (2018), the HE sector is emphasising the importance of employment and graduate outputs. The University of Lincoln created the ARC (Assessments Related to Careers) tool which enables co-created, university shared outputs and responsibilities by working through a cross-boundary/departmental approach. 
LOCATION: ATB3205     
THEME: Research

Special Interest Group: Research & Evaluation
Hosted by SIG convenors Wilko Luebsen and Stuart Sims
This session will feature an exploratory discussion for both sharing practice and engaging with changes and challenges across the sector in the area of evaluating student engagement.
Paper: Bridging the gap between certainty and uncertainty: student-staff partnership in research diversity and empowerment 
Daisy Bao, The University of Edinburgh
By teasing apart the governance of student-staff partnerships in research (SSPnR) across 16 institutional schemes in 15 universities in the UK, this study explored various SSPnR institutional contexts and values embedded in project design. Results revealed distinctive patterns of flattening power hierarchy and enhancing interaction in achieving partnerships in British universities. 
LOCATION: ATB3207     
THEME: Student partnership in Assessment and Curriculum Design

Special Interest Group: Engaging Assessment: Engaging Assessment SIG: Are in-person exams a thing of the past?
Hosted by SIG Convenors Kiu Sum and Jagjeet Neilson 

Paper: An institutional approach to empowering student partners in assessment & curriculum design
Abbie King, UCL
Through UCL ChangeMakers, we have supported over 250 student-staff partnership projects but noticed relatively few in assessment and curriculum design. This presentation will explore why this might be and what we have been doing at UCL to better support students as partners in assessment and curriculum design. 
LOCATION: ATB3208             
THEME: Student partnership in Assessment and Curriculum Design

Paper: Student and staff experiences of co-creating the pharmacy curriculum
Helen Boardman and Hannah Fox, University of Nottingham
Driven by both a desire to move to programme-level assessments and new regulatory educational standards, our co-created pharmacy curriculum is a course with increased active learning, EDI and peer teaching and learning activities. Students felt valued in the project and free to generate ideas and contribute to the design. 

Paper: Student Achievement Emotion Profiles: Links with academic attainment and attendance at university 
Lynn Pickerell, Ellie Davidson, Daniel Bishop and Kirsty Miller, University of Lincoln
Hierarchical cluster analysis was conducted to identify distinct profiles of undergraduate students based on their achievement emotions at university. Four profiles emerged in the data which varied in their distribution of gender and degree programme. Unique profile differences were also found in end of year attainment and overall university attendance.  

Paper: Empowering Non-Traditional Learners Through Creative Methodologies. 
Fatema Khatun, Josh Evans and Gary Poynton, Birmingham City University
This research paper focuses on exploring creative methodologies from a range of educational disciplines. The predominant aim is to establish how utilising creative decolonised methods of research can support previously under-researched nontraditional students. Building on Smith’s (2012) work, the authors will discuss how such creative methods can be used as a scaffolded (Bruner, 1978) pedagogical technique which can be used to further support nontraditional students in the HE landscape.  

Paper: Imagining the Playful University: A Utopian Collaboration
John Lean, and Sarah Hartley, Manchester Metropolitan University
Technology can solve the problems we face in higher education, but it can also set us on fixed pathways. We use play to challenge this idea, as a collaborative method to enable us to imagine new possibilities. What happens when educators and students think like utopians? 
11:45 – 12:45  / Parallel Session 6  
THEME: Student as Producer/Partners in Practice

Paper: Co-designing doctoral research inductions to support mental health and wellbeing: benefits, challenges, and reflections Rebecca Sanderson and Dr Patricia Jackman, University of Lincoln
This paper details the outcomes of, and reflections on, a qualitative study that explored doctoral researcher experiences of transition and utilised principles of co-design to develop a new wellbeing-focussed framework for doctoral researcher inductions.  Within this paper the presenters will share further details of the framework, and reflections on the co-design strategy they employed to develop it. In particular, the benefits and challenges of co-design for student wellbeing interventions will be discussed and our reflections shared with a view to supporting other researchers and higher education practitioners from both academic departments and professional support services to successfully harness the benefits of this approach. 

Paper: Who is inspiring us and who do we listen to? A review of the most frequently cited authors, papers and policies in the 2020 edited collection “A Handbook for Student Engagement in Higher Education: Theory into Practice”. 
Tom Lowe and Yaz El Hakim, University of Winchester
This paper will give the overview of findings from reviewing the combined reference list of a recently published edited collection to ask which authors, papers and policies are inspiring us, who are we reading and where should new colleagues start when researching student engagement. 
LOCATION: ATB3116         

Paper: Developing a framework for curriculum co-design with students at the University of Nottingham 
Matthew Watts, Holly Justice, Giomaria Usai, Maria Gedziorowska, Daisy Newson, Eric Zhuang and Hannah Fox, University of Nottingham
This paper presents the approach the University of Nottingham has established for co-designing the curriculum in partnership with students. This approach will be deployed across the institution. The paper provides insights and reflections from staff and students involved in the co-design process and highlights the central principles underpinning our approach. 

Paper: Creating opportunities from challenges: how cross institution collaboration can create employability experiences
Michael Rowe, Sharon Black, and Robert Dean, University of Lincoln
This collaboration enhanced employability for students in both schools through a sense of ownership of the resources being developed, and of working as professional practitioners rather than students who are simply focused on grades. Project-based learning helps students think and behave in ways that better replicate practice following graduation. 
LOCATION: ATB3205      
THEME: Student as Producer/Partners in Practice

Paper: Student input to introduce diversification in Mathematics curriculum design
Tom Wicks, Maria Gedziorowska, Holly Justice, and Gio Usai, University of Nottingham
This paper presents our vision of a curriculum which gives every student the opportunity to reach their potential, developing their academic and professional skills via portfolio assessments. We discuss our essential role in the co-design process as students with recent lived experience of undergraduate study and employer expectations of graduates. 

Paper: Let’s Play Games! Developing managerial skills through euro-style board games
David Anderson and Amber Wales, University of Lincoln
We explore how euro-style tabletop board games can address graduate skills gaps of 21st century leaders.  We discuss which managerial skills and behaviours are best developed through euro-style board games and the different mechanisms for creating student engagement and the potential for developing student employability within and beyond the curriculum. 
LOCATION: ATB3207     

Special Interest Group: Early Careers Research
Hosted by SIG Convenors Kiu Sum and John Lean 

Paper: The Leeds Psychology Learning Community Project
Madeleine Pownall, Sarah Amin, Izzy Kedge and Richard Harris, University of Leeds
In 2019, we, three Psychology Postgraduate Teaching Assistants (PGTAs) from the School of Psychology, launched the Learning Community Project. The aim of this PGR-led initiative was initially to both extend and promote the School’s current pedagogic and community activities, through partnership with both staff and students.  
LOCATION: ATB3208             
THEME: Inclusive Practice

Workshop: Special Interest Group – Inclusive Practice
Embedding Mental Wellbeing at De Montfort University
Hosted by SIG Convenor Paddy Turner

Presenters: R. Davies and R. Furmonaviciene (staff), V Allen and S. Loderpet Subbavenugopal (students) 
Student mental wellbeing is an area of concern across the sector. This workshop discusses how support for mental wellbeing was embedded in curriculum activities on BSc Biomedical Science course and considers wider questions and issues that this approach raises.
LOCATION: ATB3101            
THEME: Student as Producer/Partners in Practice

Paper: Inclusive co-creation supports equitable transitions: student-produced formative assessments raise everybody’s confidence, skills and representation
Parag Bhatt, Furaiya Spibey, Muhammed Allana and Prof. Jo Rushworth, De Montfort University and University of Lincoln
Our student-created formative assessments for large, diverse, first-year student cohorts increased their confidence, skills and test scores, without any significant differences in confidence or enjoyment between students of different ethnicity, gender, age and disability. Thus, co-created formative assessments can support inclusive, equitable transitions for all.   

Paper: Skills sharing in the Festival of Learning: A student-led approach to cross-disciplinary skills development
Prof. Chris Headleand, Clare Cotton, Danni Threlfall, and Sean Smart, University of Lincoln
This presentation will share the development and the outcomes of the Festival of Learning Skills Strand which collaboratively engaged students in the planning and implementation of a two-week programme of cross-curriculum student-led skill transfer activities. Presented by staff and students involved in the event, this paper will share insights into student engagement in a mission-critical space, exploring how it has directly benefited and enriched the student experience. 
13:45 – 15:15  / Parallel Session 7  
LOCATION: MB0302    

Paper: The Higher Education Experience of Deaf Students: Student and Staff Perspectives
Hannah Merdian, University of Lincoln
Hearing impairments affect around 5% of the population. There is limited knowledge on the experience of hearing-impaired students in higher education, particularly given changes made during the pandemic. This study fills this gap by drawing on the experience of students and academic staff, concluding best practice recommendations and action points.

Paper: We cannot be who we cannot see – Exploring the challenges Students’ Unions face in representing the diversity of the student body
Kevin McStravock, University of Winchester
In an increasingly heterogeneous higher education environment, Students’ Unions face increasing challenges in effectively representing the diverse interests of their students. This presentation will explore these challenges, identifying some of the student groups often thought to be ‘underrepresented’ and identifying how Students’ Union officers can bridge this representation gap.

Pecha Kucha: The Use of a HyFlex Approach to Learning
Elaine Bohórquez, North Carolina State University
Technology in higher education continually evolves. Covid-19 revealed an increasing need for flexibility in academics. HyFlex instruction afforded such flexibility and centers on the learner, providing choices to engage students. We will cover key elements for successfully using technology in HyFlex and will discuss its impact on student engagement.

Pecha Kucha: Immersive Learning Environments- Big Fish, Little Fish, Virtual Reality
Stephen Fisher, University of Lincoln
xplore the blurred boundaries of learning spaces from physical to digital as we explore what makes an immersive creative space both IRL and in VR. 
LOCATION: ATB3116          

Paper: Student as producer of individual, collective, and global knowledge in the MA Interior Architecture andDesign studio, University of Lincoln
Zakkiya Khan and Dr Raymund Königk, University of Lincoln
A pluralistic approach to student as producer is employed through the University of Lincoln’s MA Interior Architecture and Design’s charrette to co-produce a physical and digital book responding to the IFI World Interiors Day. The exercise requires individual, collective, and global knowledge production.

Paper: Engaging students in their skills development journey
Rachel Nield, University of Hertfordshire
The Go Herts Award has been remodelled to better engage students in their own skills development journey. In this presentation, hear current student thoughts on how they feel they can develop additional skills outside of their curriculum, and understand the benefits of moving to a more reflective model for employability awards.

Pecha Kucha: Co-Designing the Student Experience at Southampton
Sandro Gunther, and Jo Holmes, University of SouthamptonT
he University of Southampton employs a group of 100 student panellists to co-design their student experience and feed into strategic major projects. In our session, we share best practice on how to run large-scale focus groups and ensure that insights from students are acted upon. 

Pecha Kucha: Hidden Histories- A student-staff partnership to diversity narratives in the curriculum
Ellie Davison, Tom Hobson, Adelaide Baron, Nicola Wilton, Adam Kinsella, and Julia Wolkowicz, University of Lincoln
‘Hidden Histories’ is a staff-student collaboration aiming to increase diversity within the University of Lincoln’s Science Foundation Year curriculum. Student Developers research undercelebrated scholars within STEM and  produce interactive seminar resources to embed diverse narratives into the curriculum.  
LOCATION: ATB3205      

Paper: Engaging Games Design Students in Industry Readiness With Games Frameworks   
David James, Prof. Chris Headleand, Greg Penninck, and Mike Beardwood, Staffordshire University
A framework is a structure built in a video games engine, containing pre-made playable games experience, which students can build upon and modify. Frameworks are an engaging method to teach games development, as they allow techniques to be abstracted. In this paper we will discuss our experiences with this method. 

Pecha Kucha: Community Building to Promote Peer-to-Peer Relationships
Jayne Hopkins, Tom Hobson, Ellie Davison, and Emma Stones, University of Lincoln
A network of academic and social relationships are key to students feeling a sense of belonging. This session will review the initiatives introduced by the Foundation Studies Centre, University of Lincoln, to facilitate the development of these peer relationships, working alongside our students to build a greater sense of community. 

Pecha Kucha: Developing transitional activities to suport student transition to university: findings from a qualitative co-design study with university stakeholders
Danni Threlfall, University of Lincoln
This study hoped to utilise co-design to discover stakeholders’ unique perspectives through collaboration, in which their opinions impact key decisions and inform the following stages of the design process for Lincoln Island, a game built to support students through the transition to university. 

Pecha Kucha: Values and principles underpinning a Foundation Mentoring Scheme to enhance community belonging
Kiu Sum, University of Westminster
Connectedness with the university is a known element of academic success. Mentoring schemes foster inclusivity and a sense of community between students and university. Our Foundation Mentoring Scheme supports new foundation students to create such relationships. Mentors share their academic experience with mentees (current Foundation Students). Our paper reviews the values and principles applied during the planning and day-to-day scheme management. 
LOCATION: ATB3207     
THEME: Student Voice: Inclusion and diversity

Workshop: Liberatory Reading: Developing Representation in Module Resource Lists
Eliot Green, and Helen Bailey, University Of Worcester
This student led workshop explores the use of terminology and resource list layouts to encourage student voices within Higher Education Institutions. Utilising the student voice we promote a collaborative environment through interactive practical activities, providing a space where ideas and resources, which encourage student engagement, can be shared freely.

Workshop: Unpacking the hidden curriculum of Higher Education
Madeleine Pownall, Dr. Pam Birtill, and Dr. Richard Harris, University of Leeds
The ‘hidden curriculum’ of Higher Education refers to certain unspoken ‘rules of the game’ about the norms, processes, and language of Higher Education that implicitly assumed but not explicitly taught or explained. This workshop will consider what the ‘hidden curriculum’ looks like and how to unpack it.  
LOCATION: ATB3208             

Workshop: Enhancing assessment and feedback practices through student-staff collaboration 
Sheila Amici-Dargan, and Kaisa Ilmari, University of Bristol
This interactive workshop will introduce a research-informed framework that promotes structured dialogue on assessment design, literacy, and feedback, that empowers students to co-develop assessments that are inclusive, student-focused and engaging. Participants will take away practical tools to use in their institutions to foster productive staff student partnerships for curriculum enhancement.

Workshop : Co-creating a university wide funding scheme to facilitate student led innovation in learning and teaching
Stephanie Hargreaves, Lia Blaj-Ward, Yangang Xing, Amber Hadley, Ben McCarthy, and Laura Stinson, Nottingham Trent University
This workshop aims to share practices and benefits of setting up a university wide co-creation funding scheme at Nottingham Trent University in partnership with students to facilitate student led innovation in learning and teaching. Participants will explore how a co-creation scheme can apply to different contexts to prompt innovation.  
Workshop: That’s not my Student Engagement – Reflections on the dissonance of ‘Student Engagement’ in Higher Education and our own positionality.
Ellie Mayo-Ward, and Tom Lowe, Cardiff University and University of Portsmouth
This workshop will look to explore old and new definitions of engagement, how this has changed over time, and will explore statements such as “that’s not student engagement because…”. This workshop aims to encourage reflection in the RAISE community regarding the expanding dissonance of the term ‘Student Engagement’.

Workshop : “I know how absolutely useless I am”: How do we develop students’ digital self-efficiacy 
Dr Alison Walker, Dr Rebecca Pratchett, and Ms Caitlin Gilbert, Swansea University
Building on findings from qualitative research, we will use group work and problem solving to explore ways in which we can increase learners’ self-efficacy in various aspects of their learning journey. Join us as we build a collaborative response to developing digital self-efficacy for lifelong learning. 
LOCATION: ATB3129          

Paper: Promoting autonomy and independence through self-assessment
Kate Duffy, Kath Priest, Kelly Perry, and Fiona McEwan, University of Sunderland
This presentation documents the application of an Integrated Student Self-Assessment (SSA) model which uses self, peer and tutor feedback on summative work to facilitate student engagement with their feedback and facilitate formative assessment practice by students with the aim to develop their independence and confidence to improve their work.

Pecha Kucha: Co-creation, gamification and student engagement 
Amy Stickels, and Anna Tranter, University of Warwick
Gamification can be defined as the use of game design elements and principals used in a non-game context. Gamification within education works on the basis that learners engage more when they are having fun. However, much of this is controlled by the teacher who designs and sets the experience – but what learning can be gained from handing over control to students? We wanted to take this even further and inspire students to co-create quizzes to promote greater learning and improve student experience. This session will discuss research conducted into the international foundation students’ experience of the gamification of learning, with a focus on the co-creation of quizzes within online and face to face seminars.

Pecha Kucha: Peer Mentoring & the Pandemic: the impact on student belonging
Dr Kirsty Miller and Clare Cotton, University of Lincoln
This short presentation will share insights into how peer mentoring contributed to students’ feelings of belonging, comparing pandemic measures with data collected in previous academic years. We will share quantitative and qualitative data from pre and pandemic questionnaires and focus groups, reflecting on student views on peer mentoring, from mentors and mentees. This will give an insight into how student peer mentoring has developed and adapted during the pandemic and provide suggestions for future practice. 
15:30 – 16:00  / Parallel Session 8  
LOCATION: MB0302    
THEME: Student Voice: Inclusion and diversity

Paper : Consent.Ed: From student advocacy to institutionalisation
Caroline Hilgers, Heather Farley, and Olivia Storz, LSE SU
Consent.Ed is a unique example of student-led consent training, showcasing cross-institutional learning and centring student voices to prevent sexual-and gender-based violence (SGBV) and provide inclusion and support for victim/survivors in HE.  The uniqueness of the project is demonstrated by bringing together insights from student researchers, student campaigns and sabbatical officers. 
LOCATION: ATB3116          
THEME: Student as Producer/Partners in Practice

Paper: The Cinematography of ‘Mind-Set’. Creating an award winning feature film with Students & recent graduates 
Jack Shelbourn, University of Lincoln
Award winning feature film Mind-Set (Dir Mikey Murray, 2022) was created by a crew made up of students, recent graduates & university of Lincoln staff. Student as producer and partners in practice were at the core of the project. This paper explores the impact of this practice on the films success. 
LOCATION: ATB3205      
THEME: Student Voice: Inclusion and diversity

Paper: Imposter syndrome and sense of belonging
Pam Birtill, Lucy Prodgers, and Elizabeth Travis, University of Leeds
Imposter syndrome – doubts about one’s validity and worth, with fears of ‘being found out’,  is experienced by women, people from non-traditional backgrounds, and minority groups. This project examines the relationship between sense-of-belonging, imposter syndrome, self-esteem and self-efficacy. We use qualitative approaches to understand the behavioural consequences of imposter syndrome. 
SESSION 8.4 – Session no longer taking place
SESSION 8.5 – Session no longer taking place
LOCATION: ATB3101            
THEME: Creating the future: Employability and Enterprise

Paper: Creating Reflexive Practitioners for the Future: Service-Learning and Community Engagement
Jane Booth, Dr Pat Green, and Christiane Jenkins, University of Wolverhampton
Drawing on an applied research module at University of Wolverhampton (the Community Link module) and the experience of a graduate who completed this module – this paper will illustrate that engaging community groups as co-producers of knowledge, enhances learning, not only for the student but for the wider community.