VICE CHANCELLOR’S 15TH ANNUAL TEACHING &

LEARNING CONFERENCE 2017 Book of Abstracts

JUNE 30, 2017 PLYMOUTH UNIVERSITY Roland Levinsky Building

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PROGRAMME

Title of Abstract Author(s) Abstract Type

Conference Programme Session

Page No

Keynote Speaker Biographies Philippa Levy Mark Stubbs

Co-creation and community in the student learning experience

Philippa Levy Keynote Speaker Abstracts

Enhancing the Student Experience with Intelligent Data

Mark Stubbs

Speaker Abstracts Additional Authors

Developing a student-led child health clinic to enrich the curriculum; a feasibility study

Rachel Carter Endacott R, Kelsey J, Reynolds R, Mortimer S

Introspection and leadership - two professional development journeys in personal tutoring

Theresa Compton

Ricky Lowes

Schwartz Rounds: Developing compassionate practice through inter-professional reflection

Glenda Cooper, Sarah Collier & Margaret Fisher

Zoe Young, Hannah Gooding, Thomas Doel, Julia Bird

New student expects V university expects: can peer learning and mentoring help to align expectations?

Carolyn Gentle Sven Petzold

PALS/Learning Development Calendar and Wall Planner

Carolyn Gentle Joe Allison

It’s Catching! Developing competency-based approaches to sustainability education

Harold Glasser Paul Warwick, Marco Rieckmann, Stephen Sterling

Q. How do we maximise graduate employment prospects? A. Ask the employers!

Gillian Glegg – presented by Ken Kingston

S Gall, L Friedrich, G Glegg, S Ingram, K Kingston and T Scott

A bespoke approach to course-specific employability challenges in the school of psychology- bridging the gap between narrow vision and lack of breadth in career thinking

Claire Guy Ed Symes

The transition from competence to capability: implications for clinical and professional programmes

Sally Hanks Hilary Neve, Ruth Endacott, Tom Gale

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Exploring Innovative Methods of Teaching and Learning in Engineering Education

Asiya Khan Richard Pemberton and Priska Schoenborn

Engaging Students in Their Learning. How We Did It

Hisham Khalil Gill Jones, Arunangsu Chatterjee, Mel Joyner, Cristian Watkins

Public Service Collaboration and Educational Transformation in a Devolved, Neo-Liberal UK Market Place

Shaun Kershaw

From graduate to employee: Inspiring and educating others through the use of innovative filmed interviews with students and alumni

Babawande Sheba

Using gamification to promote active learning at early undergraduate levels

Dominika Lezon

Rupal Pattni Babawande Sheba

An Inter-Professional Educational Undergraduate Dental Programme

Clare Mcilwaine

Louise Belfield, Daniel Zahra, Zoe Brookes, Jane Collingwood, Svetislav Zaric

‘Triangulating’ the Student Experience: Internationalisation, Employability and Students as Co-Creators of Knowledge

Thomas Moore

Farhang Morady

Leveraging Lynda.com to gain Employability Skills

Silke Prodinger-Leong

What makes a difference in successfully developing and enhancing the impact of National Teaching Fellows within and beyond the institution?

Susannah Quinsee

A Public Involvement Strategy for Health Professions and Beyond

Sam Regan de Bere

Richard Ayres, Rebecca Baines, Andrew Evenden, Sally Hanks, Ray Jones, Hisham Khalil, Lynn McCallum, Vera Mitchell, Beth Moran, Jacqui Stedmon, Barbara Vann, Lyndsey Withers, Kim Young, Jo Clements, Tom Gale, Lyndsey Withers, Barbara Vann, Rob Sneyd, Trish Livesey & Vera Mitchell

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Students As Researchers: Sharing Best Practice

Priska Schoenborn

Asiya Khan, Richard Pemberton, Andrew Edwards-Jones

Supporting the personal development of students

Helen Smith Pippa Waller

Stand Out: Profiles in Employability

Alicja Syska

Threshold Concepts – their identification and use in interdisciplinary concepts

Charles Thornton

Patrick McMahon

Lawyers and Doctors: delivering integrated interdisciplinary and inter-professional learning for undergraduates

Pippa Trimble Kerry Gilbert

Can Constraints Create Opportunity?

Amelia Welch

Student perceptions of multi-disciplinary, collaborative learning in an Honours year Top-Up programme

Laura West-Burnham

A new teaching approach for Events studies in Higher Education: OSAM/ Awesome

Fotios Vasileiou Mia-Zeba Anwar

Stands

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Keynote Speaker Biographies Philippa Levy joined the University of Adelaide as Pro Vice-Chancellor Student Learning in April 2015. Also in 2015, she was appointed Visiting Professor at the Centre for Higher Education Management at the University of Bath, UK. Phil previously was Deputy Chief Executive, and Director of Academic Practice, of the UK’s body for the enhancement of learning and teaching in higher education, the Higher Education Academy (HEA). At the HEA she led national enhancement strategy and services, including commissioned educational research, across all academic disciplines and in a range of thematic areas such as employability, internationalisation, student retention and success, flexible learning, online learning and ‘students as partners’. She also led the HEA’s work on a range of national strategic projects in areas including grade point average, teaching excellence, learning gain and college-based higher education. Phil joined the HEA in 2012, seconded from the University of Sheffield where she continued part-time in her position as Professor of Learning and Teaching Enhancement in Higher Education, based in the Information School (iSchool). Between 2010 and 2012 she served as Head of School and, between 2005 and 2010, as Director of a national Centre for Excellence in Teaching and Learning also based at the University of Sheffield. The Centre ran a substantial £4.85M enhancement programme focusing on inquiry-based learning and undergraduate research across the disciplines. Phil joined the University of Sheffield as a beginning academic in 1989, and was promoted to Professor in 2009. At the iSchool, she taught in areas including: educational informatics; information and digital literacies; educational/learning issues in information/library systems and professions; aspects of information and knowledge management including leadership and management of information services; professional learning in knowledge-intensive environments. In 2002 she received a University of Sheffield Senate Award for Excellence in Teaching, in the first round of the scheme. Her professional activities include numerous invited presentations, a number of personal consultancies and, in 2009, time spent in New Zealand as a Visiting Fellow sponsored by HERDSA (Higher Education Research and Development Society of Australasia). She is a member of the editorial board of the journal Teaching in Higher Education. She served as Deputy Convenor of the Education panel for the Hong Kong Research Assessment Exercise, 2014. Mark Stubbs is Professor and Head of Learning and Research Technologies at Manchester Metropolitan University where he works closely with academic and professional services colleagues to provide, arrange and recommend learning technologies for staff and students. His team is responsible for learning systems, student systems, systems integration, learner analytics and learning innovation. Mark joined academia from management consultancy in 1992 and taught, designed and led undergraduate and postgraduate courses before his current role. He has supervised and examined PhDs in the areas of systems integration, mobile learning, systems evaluation and learning analytics. His own PhD was an action-research study on facilitating learning across organisational boundaries in response to environmental issues. He has been Principal Investigator on a number of projects and has been involved in international standards work for educational technology.

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Keynote Speaker Abstracts Philippa Levy Co-creation and community in the student learning experience Mark Stubbs Enhancing the Student Experience with Intelligent Data Like many universities, Manchester Metropolitan is pursuing a number of initiatives to enhance the student experience. This presentation reflects on seven years of work, focusing in particular on the strategic use of data, initially to target effort, then to personalise the student experience and finally to provide evidence to drive continuous improvement. Making effective use of ‘learner analytics’ is portrayed as a journey and examples are provided of visualisations developed with staff and students to support enhanced student outcomes.

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Rachel Carter Plymouth university SNAM Lecturer Endacott R, Kelsey J, Reynolds R, Mortimer S Developing a student-led child health clinic to enrich the curriculum; a feasibility study The current public health agenda suggests that in order to promote the health of the future child population there is a need for increased engagement with public health activities (DH, 2013). The Nursing and Midwifery Council (2015) requires child health nursing students to be given the opportunity to develop skills in public health nursing. Currently this is met via our placement providers however this feasibility study was designed to explore the potential for a student led clinic in order to expand our students’ public health expertise enabling them to develop strategic and leadership skills in this domain. It is expected that students will work under the guidance of Plymouth University child health nursing lecturers who are experienced in public health. This initiative will provide a unique, ground breaking student placement with opportunity for future inter-professional, pedagogical learning. Given this context, a feasibility study was designed to examine a range of issues; local need and support, staffing requirements, recruitment of children and the resources required to meet a commissioning brief. Design: the project took the form of a feasibility study which simply sought to answer the question ‘can this work?’ In order to address the objectives, a mixed methods approach was designed. The study was to be conducted in five overlapping phases: 1. Interview parents of children under 5 regarding: (i) use of child health clinics, (ii) barriers and enablers. 2. Interviews with commissioners to determine the needs, perceived benefits and expectations of a new student led child health clinic. 3. Discussions with colleagues delivering the dental clinic to identify barriers, enablers and usage. 4. Explore opportunities for the development of the clinic specification incorporating a collaborative approach between child health nursing and architecture students. 5. Identify future opportunities to develop joint learning with a range of health profession students. Benefits to students: the proposed clinic will provide an innovative placement opportunity with a pedagogical focus. It will also provide a community based placed placement with a public health focus enabling final year students to gain competence and confidence in order to progress into future public health roles. This initiative will provide future opportunities for inter -professional working and learning in a real life health situation.

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Theresa Compton Plymouth University PUPSMD Lecturer in biomedical science Ricky Lowes, Senior Personal Tutor, Plymouth Business School. Introspection and leadership - two professional development journeys in personal tutoring Personal tutoring is the cornerstone of student support in higher education. However, whilst personal tutors serve an important function for students, personal tutoring can be seen as a peripheral activity in academia, neglected and under resourced. Tutors have great responsibility but little power. Over the last year, Ricky Lowes and Theresa Compton undertook the CRA SEDA award in personal tutoring and academic advisement. From different faculties (Business and Medicine respectively) they followed different paths in considering and developing their tutoring practices. This paper is a presentation of the lessons learned, the journeys they took, and what we could learn from working across disciplines in our professional development.

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Glenda Cooper, Sarah Collier & Margaret Fisher University of Plymouth Zoe Young PLYMOUTH HOSPITALS NHS TRUST; Hannah Gooding University of Plymouth; Thomas Doel student at the University of Plymouth; Julia Bird Plymouth Hospitals NHS Trust Schwartz Rounds: Developing compassionate practice through inter-professional reflection Plymouth University Inter-professional Schwartz team is nearing the end of our first year of planning and delivering Schwartz Rounds at Plymouth University. Francis (DoH, 2013) recommended the introduction of Schwartz Rounds to better prepare professionals to work together collaboratively. Each Round is a well-structured, supportive and confidential opportunity for participants to share their stories, feelings and experiences of providing care for patients. This intervention aligns with the Government strategy to increase cross-professional working and focus on mental health (NHS England, 2014; Willis, 2015). The structure and culture of the NHS is changing rapidly – reflected in the Sustainability and Transformation Plans (The Kings Fund, 2017) - and preparation of future professionals for the challenges these will bring is becoming even more vital. Emotional and mental well-being of staff as well as enhanced understanding of other professions will contribute to effective care provision. We are one of only 3 Universities in the UK running Rounds for students in training together with teaching staff. The impetus for running Rounds came in part from the innovative student-led Bridges inter professional learning initiative, with encouragement from members of the Service Receiver and Carer Consultative Group to our social work and clinical psychology programmes in the FHHS, in parallel with developments through medical humanities in the Medical School . With 14 professions represented in our steering group (staff and students), we are by far the most inter-professional University Schwartz team in the country. We hope that by providing Rounds for learners in health and social care we are contributing to a culture shift towards greater mutual support and better team work across professions, with increased capacity to show our compassion for one another and for patients, and reduced risk of burnout for staff. In this paper we will share our story so far: our rationale for the initiative; how we came together; some themes from the first 3 Rounds; feedback from panellists and attenders and future plans (including ideas for further research); and our reflections on how we are working together across professions and with students as partners in initiating, planning, delivering and monitoring the Rounds.

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Carolyn Gentle University of Plymouth LSW PALS Coordinator Sven Petzold, University of Bielefeld New student expects V university expects: can peer learning and mentoring help to align expectations? Do academic programme teams really know what incoming students expect from university life? How successfully and by what means are programme expectations expressed? For instance, what does independent learning mean to a new student and do they really know how to build the skills and develop the practice for the role? It is in the interests of students and the university to have a shared ambition and a clear understanding of the ways in which this can be achieved, so where do these conversations happen? As peer learning practitioners in two quite different contexts, we seek to demonstrate how and when peer interventions may be useful in encouraging students’ self-management of expectations. Peer leaders and mentors are uniquely placed to facilitate these conversations, having their own recent experience of starting university, followed by the reality of university life. At the same time, they can provide real-time student feedback to the academic programme team, and thus participate in a constructive conversation which enriches understanding of expectations both for students and academics. This is not without challenges however: ‘their education is set up in such a way that they attend lectures and someone tells them what to do and what to focus on and what to think about, and it’s a very passive way to learn. Nowhere else [except PALS] are they expected to go somewhere where the onus is on them to say what they want to focus on.‘ (PALS Academic, UoP) So it seems as if there might also be an epistemic problem: students might not know what they expect from university and their courses when they first start. Or they might even have what could be called ‘unreflected expectations’. For example many students in Germany seem to not expect group work in their course because they believe that being a student means learning from a professor and textbooks rather than from or with other students who are no more expert than themselves. Following that logic, this kind of student has a low expectation of group work succeeding. We might be able to reduce frustration on either side if we recognise the need to generate greater reflection by all participants. Through use of examples of peer learning initiatives and practices at the Universities of Bielefeld and Plymouth, we seek to spark ideas for further implementation of peer-led conversations in your context, which could benefit you and your students.

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Carolyn Gentle University of Plymouth, Learning Support and Well-Being, Peer Assisted Learning (PALS) Coordinator Joe Allison PALS/Learning Development Calendar and Wall Planner In developing their independent learning capability, first years can find time management and organisation a real challenge - planning and scheduling as well as punctuality. From the student-generated evidence seen in PALS, Learning Development tutorials and the Writing Café, we believe that the impacts of this can be a contributing factor in lower than expected academic achievement. It may also contribute to raised attrition rates. For some students, a lack of familiarity with how HE works, a lack of familial support; a disability or caring or work commitments further exacerbates this challenge. 2015-16 was a year of significant change at University of Plymouth with the introduction of semesters and the changes to the curriculum. Our teams have noticed that there is variability across the study year with periods of intense activity during the immersive modules. At these times students need to give their full attention to their academic work. There are also periods which are less intense and during which first years have more flexibility in the way they use their time. These periods offer students the chance to pay some attention to personal development through a focus on building academic skills or identifying roles of responsibility to work towards or apply for such as PALS leader, Writing Mentor, Course Rep, RA or SU officer. PALS and Learning Development developed two simple interventions: a Desk Calendar and Wall Planner that provide visual cues to help students recognise these different periods of the year and through which appropriate timely advice for boosting learning and personal development are offered. These were widely distributed in an effort to reach all students entering stage one of an undergraduate programme in September 2016. This poster summarises evaluation of the pilot.

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Harold Glasser Western Michigan University Paul Warwick University of Plymouth Teaching and Learning Support Centre for Sustainable Futures Lead, Marco Rieckmann University of Vechta, Stephen Sterling University of Plymouth It’s Catching! Developing competency-based approaches to sustainability education This workshop considers the need for pedagogical innovation in light of sustainability centred and competency-based approaches to remaking Higher Education. It draws from recent work at the University of Plymouth to develop a competency-based vision for HE - as represented by the Plymouth Compass alongside other international examples. Being located in Britain’s Ocean City - with issues such as Sustainable Fishing on our doorstep - this workshop explores practically how this competency agenda is prompting pedagogical innovation including service learning and gaming and simulation. It will briefly introduce Catch© a simulation game that enables students to explore individual and collective management of a renewable natural resource such as fish. This face-to-face systems dynamic simulation game has been developed by a multi-disciplinary team at Western Michigan University. Catch© uses two ostensibly conflicting goals to explore the possibility of eliciting common pool resource management and decision-making. The game has two systems goals: (1) Catch as many fish as you can and (2) Leave the fishery in the state you found it. The game utilises a common pool resource setting, with realistic resource dynamics, that produces a systematic effect on the socio-ecological simulated environment. This game provides an excellent example of new, core-competency based pedagogical resources that are necessary to meet the UN Sustainable Development Goals. It is a resource that we are looking to utilise here at Plymouth over the coming academic year

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Gillian Glegg – presented by Ken Kingston Plymouth University Biological and Marine Sciences Assoc prof Gall, S, Friedrich, L, Glegg, G, Ingram, S, Kingston, K and Scott, T Q. How do we maximise graduate employment prospects? A. Ask the employers! Many lecturers spend most of their career in academia but our graduates will go on to work in a wide range of careers. Within marine science, graduates may find relevant, professional employment in commercial companies, governmental agencies, local authorities, NGOs and research organisations among others. Whilst our courses are designed with future careers in mind, rather than second guess the needs of the employment market we decided to source data directly from the employers themselves. The aim of this study was to bridge the gap between universities and employers and to identify the expectations of employers and the knowledge and skills they seek. The project was undertaken in two stages with the initial phase developing a questionnaire to determine the skills and knowledge sought by employers specifically for graduates of our BSc in Ocean Science and Marine Conservation while the second stage used a similar survey focussed on those involved in physical marine sciences relevant to the complementary Batchelor degrees in Oceanography and Coastal Processes, Ocean Exploration and Surveying, and MSci in Ocean Science. In total over 400 responses were obtained (254 for ocean science and marine conservation; 148 for oceanography and hydrography) to questions about the general and specialist skills and knowledge that were most valued by employers as well as what was most difficult to find in new recruits. The skills considered ranged from basic IT to specialist software, oral and written communication to project management and practical coastal survey techniques to species identification and statistics. The areas of knowledge addressed included biological and physical marine sciences as well as topics related to marine management such as social science and marine governance. The respondents were categorised according to whether they were considering academic or commercial roles based in physical, ecological or policy aspects of the marine environment and we explored the differences and similarities in the skills and knowledge required by these groupings. The 5 most important skills across the whole survey were team working, basic word processing, data analysis, scientific/report writing and public presentation skills while the most important areas of knowledge were ecology, marine protected areas, environmental impact assessment, bathymetric surveying and underwater acoustics. The results will be used both to demonstrate to the students the value of taught activities and to improve career success for our graduates.

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Claire Guy Plymouth University Careers & Employability Careers Adviser Ed Symes (School of Psychology) A bespoke approach to course-specific employability challenges in the school of psychology- bridging the gap between narrow vision and lack of breadth in career thinking Psychology students experience a specific set of employability challenges, which can be described in terms of intense competition and lack of career focus. Employment aspirations of psychology students can be broadly categorised into two groups- those aiming for the giddy heights of a protected psychology title such as “clinical psychologist” or “forensic psychologist” and those who often find themselves bewildered by the broadness of the degree and the fact that psychology graduates find employment in almost every occupational sector. Psychology is the 4th most popular discipline choice in the UK (Complete University Guide, 2016) with approximately 18,000 graduates each year. The majority of the cohort focus on a small but highly visible range of intensively competitive “psychologist” roles. Survey any undergraduate psychology programme and you will find an overwhelming majority of clinical-psychologists-to-be. Questioning an entire cohort will produce surprise at the commonality of the goal. Predictably, it is a vastly competitive area to enter. In 2016, 3730 applicants vied for an annual, UK wide total of 595 places for the clinical psychology traineeship, a success rate of just 16%. Educational psychology and forensic psychology experience similar levels of competition. Traditionally careers interventions within the School of Psychology at Plymouth have invited established professionals in the key psychologist roles to share their experiences. Although experts in their own pathways, these speakers aren’t able to provide learning around the complex and varied routes into their professions, or cover the range of in-university development opportunities or “stepping-stone” roles available in the ever-changing labour market. Nor could they offer an overview of local organisations where relevant experience could be gained alongside studies, or talk effectively about placements. Feedback from students was that they often found these talks de-motivating in that they emphasised competitiveness, but offered no back up plan, or interim steps for accessing training. Those not considering protected titles as an option were not catered for. The talks were poorly attended by students. In response to these issues (and several others) collaboration between Careers and Employability and the School of Psychology have led to a series of new interventions. The first was to introduce a series of optional 2 hour talks, which shifted the focus from protected titles to broader overarching occupational sectors, incorporating the psychologist roles but encouraging students to consider a breadth of careers within a topic area. This reframing of career as an area of interest to explore rather than a singular job title to pursue has allowed students to reduce their experience of the pressure of competition, and broaden their ideas of viable alternatives, as well as providing clarity around stepping stone roles into a protected title. Changing the structure, the speakers, and the focus has led to a huge increase in engagement from students. Other interventions to be discussed in this presentation include an intensive Plymouth Plus module combining employability with psychological theory, induction talks for all stages, input for students returning from placement. Expected and unexpected impacts of these interventions will be explored.

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Miss Sally Hanks PU Peninsula School of Dentistry Dental Associate Professor of Clinical Education Hilary Neve PU Peninsula School of Medicine, Ruth Endacott PU School of nursing and midwifery, Tom Gale PU Peninsula School of Medicine The transition from competence to capability: implications for clinical and proessional programmes Undergraduate health profession education emphasises the development of student competencies, often detailed in national guidance and presented as learning outcomes. Separate domains, such as biomedical knowledge, professionalism and clinical skills, tend to be taught and assessed independently and usually employ familiar tools in predictable settings. This workshop will question whether competency-based curricula adequately train our students to practice in today’s complex, ever changing healthcare environments. We will briefly draw on research into students’ preparedness for practice to demonstrate how just ‘ticking the competency box’ can leave newly trained health professionals unprepared for tackling problems in the real world. But what does this mean in practice? Objectives During this interactive workshop participants will draw on their own experiences of teaching, learning and assessment to: · Explore the relationship between ‘capability’ and competence. · Consider the skills and qualities that contribute to being capable, such as the ability to problem solve in complex situations, to adapt, innovate and deal with conflicting information. · Discuss ways of providing students, within a curriculum, opportunities to develop the qualities they need to be capable · Become familiar with a ‘capability framework’ and identify practical approaches for using this in teaching and assessment practice. Participants will also work with a case study – an innovative inter-professional simulation programme, developed by two of the workshop leads to address some of these issues in a clinical skills context. In small groups, participants will apply the capability framework and share their own experiences in order to consider: · In what ways does this programme enhance students’ capability? · What additional elements could be included? Finally we will discuss whether and how capability should become more explicit as a curriculum goal, encouraging participants to identify ways their own curricula can facilitate students to develop capability and preparedness for professional practice

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Asiya Khan Plymouth University, Engineering, Lecturer in Control Systems Engineering Richard Pemberton and Priska Schoenborn Exploring Innovative Methods of Teaching and Learning in Engineering Education The scholarship of teaching and learning, as a process usually starts with an idea of how student learning might be enhanced (Trigwell, 2013) and transformed (Kirkwood & Price, 2013). In engineering education the argument used is that it is content heavy and is strictly dictated by the accreditation bodies as the content heavy courses have been a continuous barrier to more widespread adoption of pedagogies of engagement such as active learning in Engineering (Demetry, 2010). The pedagogies for engineering education are being transformed by multiple calls for new ways to improve the educational experience (Killen, 2015). The motivation is due to the increase in demand by industry and a general decline of young people choosing engineering as a career. A recent study in STEM subjects compared student attainment under traditional didactic teaching to active learning achieved by a combination of methods (Freeman et al, 2014). Their study concluded that students taught in traditional lecturing were 1.5 times more likely to fail as compared to those who were exposed to some form of active learning. Active learning by its nature improves student engagement experientially. As given by Bourn and Neal (2008), within the UK, there is an increasing acknowledgement of the need for a ‘global dimension’ in engineering education to address current and future economic, social and environmental challenges and hence the changing role of engineering education. While maintaining the stringent requirements of the accreditation bodies, this paper will explore the various educational pedagogies in engineering context, present findings from a survey carried out on second year Mechanical Engineering students, present reflections on using moodle quizzes and personal response system for teaching Control Engineering and screen casting in Computer-Aided-Design (CAD) software for Engineering Design courses to increase student engagement and hence maximize their learning. References: Bourn, D. and Neal, I. (2008). The global engineer: incorporating global skills within UK higher education of engineers. Report for the DFID Development Awareness Fund project on: “Promoting Development Awareness through dialogue and partnership exploration: UK Engineering Higher Education”. (Available at http://eprints.ioe.ac.uk/839/1/Bourn2008Engineers.pdf ) Demetry, C. (2010). Work in progress – An innovation merging “Classroom flip and Team-based Learning, Paper presented at 40th ASEE/IEEE Frontiers in education conference, Washington, DC, October 27-30. Freeman, S., Eddy, S., McDonough, M., Smith, M., Okoroafor, N., Jordt H. and Wenderoth, M. (2014). Active learning increases student performance in science, engineering and mathematics, PNAS. Vol. 111 (23). Killen, C. (2015). Three dimensions of learning: experiential activity for engineering innovation education and research, European Journal of Engineering Education, 2015 Vol. 40, No. 5, 476–498. Kirkwood, A., and Price, L. (2014). Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review, Learning, Media and Technology, 39:1, 6-36. Trigwell, K. (2012). Scholarship of teaching and learning, in L Hunt & D Chalmers (eds), University teaching in focus: a learning-centred approach, ACER Press, Melbourne, pp. 253-261.

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Hisham Khalil University of Plymouth Gill Jones, Arunangsu Chatterjee, Mel Joyner, Cristian Watkins Engaging Students in Their Learning. How We Did It Background Engaged Student Learning is at the heart of the teaching and learning promoted by Higher Education Institutions. Evans et al carried out a systematic review of high impact strategies strategies to engage students in their learning. These include evidence-based approaches to meet specific identified learning needs; a clear pedagogical stance and responding to students' needs. Methods In 2014, a project team from the Peninsula Schools of Medicine and Dentistry and the Faculty of Health and Human Sciences successfully applied to join the Higher Education Academy’s (HEA) Strategic Enhancement Programme with a theme on Engaged-student Learning. They attended a number of workshops on strategies to foster student engagement. We have since promoted student engagement through partnership with students in all aspects of their learning experience to include curriculum design, development of learning resources, inter-professional and peer-assisted learning, staff development and evaluation of the curriculum. Results: To date, the project has had a positive impact with completion of a number of themes including: - Student-led podcasts linked to clinical indicative presentations. An evaluation of the podcasts by years 3, 4 and 5 BMBS students in 2016 was very positive. - Completion of a student -led grand rounds pilot promoting integration of biomedical sciences and clinical practice. This has now been integrated in the core BMBS curriculum with plans for shared grand rounds with Physician Associates students. - Development of inter-professional virtual patients for dentistry and medicine and their use in workshops. - Completion of the first phase of a student-led digital learning map. - Meaningful involvement of students in the years 3 and 4 curriculum working group. In 2016, the GMC commended the medical school for its approach to curriculum development. - The launch of a communication skills app for healthcare professionals. This was funded through an innovation fund by Health Education England with contribution from students from nursing, medicine and physician associates programme. Conclusion The engaged – student learning project has realised a number of objectives and has been a great opportunity to collaborate with colleagues and share good practices across disciplines and professions. This approach will continue to benefit the student body across a number of schools and faculties in the University. References Evans C, Muijs D, Tomlinson M, (2016) Engaged student learning; High impact strategies. The Higher Education Academy. https://www.heacademy.ac.uk/knowledge-hub/engaged-student-learning-high-impact-strategies-

enhance-student-achievement .Last accessed 5 May, 2017.

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Shaun Kershaw Petroc College of Further and Higher Education Public Service Collaboration and Educational Transformation in a Devolved, Neo-Liberal UK Market Place The aim of the Care Academy research project was to investigate the effectiveness and future potential of a collaborative health and social care (H&SC) workforce development initiative set up between a College of Further and Higher Education and a NHS Healthcare Trust. The intentions were to ascertain how the initiative was currently contributing towards the development of a local, sustainable and fit for purpose H&SC workforce within a political policy context dominated by neo-liberalism and at a time of considerable economic uncertainty. Furthermore, it set out to consider the broader implications which the initiative would have on policy makers especially further education managers and NHS workforce development managers in terms of its future validity, robustness and flexibility. The research was conducted within an essentially qualitative case study methodological framework in order to facilitate the extraction via a mixed methods approach of primary data which was firstly, rich and meaningful in terms of the thoughts and feelings of the main protagonists involved and secondly, probed the potentially hidden nuances of social thought and action in order to question the often taken for granted meaning behind social action. To capture primary data and facilitate the extraction of meaning from the data collected, three semi-structured expert interviews, one focus group and sixteen questionnaires were deployed within the case study. Analysis of primary data provided an opportunity to group similar themes together in order to demonstrate a structured approach (place, partnership and practice) to the enhancement and improvement of the initiative under investigation. The results of the analysis clearly identified that such an initiative needed to be place-based in order to be locally accountable to the needs of the community as a whole, as well as patients as individuals and the requirements of both the Further/Higher Education (FHE) and the wider H&SC sector. The need to strengthen the current collaborative partnership was highlighted as a priority in order to facilitate a more open, transparent and responsive collective which had a broader, local stakeholder representation. Further analysis highlighted the importance of facilitating innovation in practice-based educational opportunities, H&SC workforce development and service delivery. Emphasis was placed on the need to empower and invest in the FHE and H&SC workforce to develop innovative praxis via a process of leadership which embraced engagement culture and was encompassed within a framework of local governance based around identified competencies, a movement towards expanding the scope of practice of healthcare support workers and the formation of agreed service outputs and outcomes.

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Ann-Marie Laffey GSM London Energy and Procurement Senior Lecturer/MSc Oil and Gas Management Programme Leader Babawande Sheba From graduate to employee: Inspiring and educating others through the use of innovative filmed interviews with students and alumni Nothing teaches like experience itself. Research has shown the benefits that “…using alumni as guest speakers….to assist students through the transition out of the university environment” (Conner, 2015). This case study intends to develop that idea further by the creation of three filmed interviews, which captured the work experiences of alumni in the oil and gas sector. These case studies are not always about the perfect experience but they are about alumni who have demonstrated the commitment and drive that is needed to make that successful transition from student to graduate to employee. This case study paper evaluates the impact of filmed interviews in showing students at Level 6 and 7 the dynamics of transition from a student to a graduate. Three filmed interviews were conducted, focusing on the following oil and gas management areas: expatriate’s experience in the USA, Norway, and London, women in the Ghanaian oil and gas sector, and internship in the Nigerian oil and gas sector. The interviews were subsequently used as an in-class resource to engage and enhance the student experience at Undergraduate and Postgraduate levels. Questionnaires were used to collect qualitative data from current students in order to gauge their feelings and reactions after watching the filmed interviews. The main findings were that students found these films to be a source of inspiration when reflecting about their forthcoming transition into the workplace after their Higher Education studies, especially about the graduate attributes needed in order for such transition to be a success. This research is relevant to Higher Education students and teaching staff who want to evaluate ways of encouraging and inspiring their student body on matters relating to careers and employability. Keywords: Innovative teaching, Graduate attributes, filmed interview, career aspiration, oil and gas

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Dominika Lezon GSM London Faculty (Department for Energy and Procurement) Academic Lead Rupal Pattni (GSM), Babawande Sheba (GSM) Using gamification to promote active learning at early undergraduate levels Educators want Students to have a deeper learning experience, and it is particularly significant for students to engage with higher order cognitive skills. Students should be encouraged to analyse, synthesise and problem solve, and those who become deep learners should be in a position to later apply these teachings to their lives and become more autonomous. This case study examines the use of active learning approach based on the theory of constructivism which supports Students in building their understanding. The belief is that students will reach a deeper level of learning when they have direct experience. This case study shows Students’ engagement in active learning using games as a tool that meets and supports the learning outcomes of the module. The focus of this technique was on two undergraduate modules on the Oil and Gas Management programme at Levels 3 and 4. Within these modules, Students learned through the use of oil and gas trading or board games, and an oil and gas supply chain puzzle. Data for this case study was gathered through feedback using questionnaires and recorded interviews with those that participated. The main findings were that Students participation in these games promoted the concept of active learning within the classroom. The games proved to be highly engaging and successful in promoting deeper learning, based on feedback from students, assessment submission rates, and performance of students that engaged with the module. Finally, Students commented positively on the innovative practice that has been brought into the classroom. This research is useful to academics that wishes to implement active learning within their teaching. It also sets the tone for further studies into the usefulness of gamification within the curriculum. Keywords: Active learning, innovative practice, educational games, deeper learning

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Clare Mcilwaine Peninsula Dental School, Dental, Lecturer in Oral Health Science Louise Belfield, Daniel Zahra, Zoe Brookes, Jane Collingwood, Svetislav Zaric An Inter-Professional Educational Undergraduate Dental Programme In 2010, the World Health Organisation launched a framework for action on inter-professional education (IPE) and collaborative practice and stated “at a time when the world is facing a shortage of health workers, policymakers are looking for innovative strategies [to help] develop policy and programmes to bolster the global health workforce.” It is clear that inter-professional education is a global concern requiring educational institutes to offer and promote integrated interdisciplinary programmes. Changes to regulations regarding Direct Access to Dental Care Professionals (DCP’s), and the consensus for shared care also underpin the need for new undergraduate programmes to address the changing demands of dentistry and tackle related issues within the profession today. Yet, there is a paucity of literature regarding, inter-professional education within healthcare professions, particularly relating to dentistry. Furthermore, there is a seeming reluctance of dental education providers to embrace the IPE model (Wilder et al., 2008). Where the literature does address inter-professional education, it tends to focus on specially designed modules or activities that are one-off, infrequent or at most feature integration in a particular module that runs for a single academic year. In 2014, Peninsula School of Dentistry (PSD) commenced a unique BSc Dental Therapy and Hygiene course with patient centred care and inter-professional education at the heart of its curriculum. From day one, Dental Therapy Hygiene (DTH) and Bachelor of Dental Surgery (BDS) students follow the same curriculum and work alongside each other to plan and deliver the care of each patient together, building professional relationships and communicating as a team from the very start. This approach has been adopted to overcome barriers to interdisciplinary working, which graduates from traditional programmes experience. These barriers can not only inhibit teamwork and communication but can create a hierarchical working culture. Embedding teamwork into each day of the programme creates a community of learning, understanding and respect for each other’s roles, leading to greater utilisation of team member’s skills and aiming to improve patient care. Information gathered from a pilot study has shown that students’ attitudes towards the integrated programme are overwhelmingly positive. Making friendships and networks that will extend into professional practice, realising they are all ‘in the same boat’, the opportunity to learn from one another and each other’s professional perspective, and looking out for and supporting one another were all identified as areas of success. This pilot study is currently being developed into a longitudinal research study which aims to explore student and staff perceptions and attitudes towards inter-professional education, as well as their experience of shared learning. In carrying out this research we will identify if and where barriers (or benefits) to shared care exist. Qualitative data will be collected in the form of open ended questionnaires and focus groups. This data collection will allow for the exploration of student and staff experience of an inter-professional curriculum. To the best of our knowledge, this is the only inter-professional educational dental programme in the UK and possibility further afield. References Wilder, R. S., O’Donnell, J. A., Barry, J. M., Galli, D. M., Hakim, F. F., Holyfield, L. J., & Robbins, M. R. (2008). Is Dentistry at Risk? A Case for Interprofessional Education. Journal of Dental Education, 72(11), 1231-1237. World Health Organisation (2010) Framework for action on interprofessional education and collaborative practice: (http://www.who.int/hrh/resources/framework_action/en / ) accessed 11/04/17 Learning strategies

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Thomas Moore

University of Westminster Centre for Teaching Innovation University Director for Cross-Disciplinary Learning and Teaching Dr Farhang Morady, Department of Politics and International Relations, University of Westminster ‘Triangulating’ the Student Experience: Internationalisation, Employability and Students as Co-Creators of Knowledge In this paper, we examine three areas of the student experience—internationalisation of the curriculum, employability, and students as co-creators of knowledge—to determine the extent to which the curriculum can allow students to thrive in a changing world. Against the backdrop of neoliberalism and the subsequent ‘marketization’ of Higher Education, it has been recognised that there are serious financial and personal barriers to enabling expansive and ‘life-changing’ learning opportunities for students. These challenges will only exacerbate with Brexit, changed market conditions, and the emergence of new providers within the sector. To address these concerns, and to develop a globally engaged curriculum, this paper examines strategies HE providers can develop from the ‘bottom up’ to ensure that the internationalisation of the curriculum is not just for a privileged few within the sector. Some of these include: a) enabling innovative approaches to outward mobility, informed by principles of equality and access; b) fostering learner autonomy through independent enquiry, developing student research projects and students as co-creators in an international environment (showcased in this paper through two such initiatives; namely, the International Community Project and the Democratic Education Network); c) Inspiring students to think globally about their changing worlds, establishing global dialogue, understanding through shared experiences, and developing intercultural competence; d) embedding skills for global employability through professional resilience, using diversity as resource and a tool for problem-solving, and authentic learning as a foundation for professional capacity building in students. More crucially, it is argued that teaching impact should be measured through qualitative engagement with our students, especially a philosophical drive and determination to create new worlds and craft new opportunities for knowledge and impact without the ‘illusions’ of educational metrics and quantification.

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Silke Prodinger-Leong Lynda.com @Linkedin - Senior Customer Success Partner Leveraging Lynda.com to gain Employability Skills This talk will look at the different aspects of integrating employability elements into the curriculum and enable and inspire students to build in desirable workplace skills into their learning journey. We will be covering what “desirable workplace skills” in 2017 are and look at the definition of the skill gap based on some recent reports and subsequently address how gaining employability skills can be build into the learning curriculum as well as how you can inspire students to look for those workplace skills outside the curriculum. We will also be looking at some concrete examples of how Lynda.com can help to gain those skills and how LinkedIn can then support with capturing and demonstrating those all important skills to potential future employer.

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Susannah Quinsee City University What makes a difference in successfully developing and enhancing the impact of National Teaching Fellows within and beyond the institution? The two researchers have been appointed nationally as Learning and Teaching Excellence Ambassadors by HEFCE and the HEA, with a remit to work with the HEA, the NTF community, students and others to:

Develop and execute strategies for the identification, collation and dissemination of innovative practice

Promote the NTFS and the work of NTFs across the sector

Provide evidence of the reach, value and impact derived from the innovative work of NTFs

Identify where good practice has been embedded and led to sustained change of institutional/sector practice and improved learning outcomes

This sessions introduces the Ambassadors and their current research which is seeking out whether critical success factors can be identified that have possible application across the sector. In this session you will have the opportunity to contribute to this research and engage with thinking about your own experiences of the National Teaching Fellowship scheme.

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Sam Regan de Bere PSMD School of Medicine Deputy Director of CAMERA Richard Ayres (Medicine), Rebecca Baines (Medical Edication Research), Andrew Evenden (Biomedical Healthcare Sciences) Sally Hanks (Dentistry), Ray Jones (Nursing and Midwifery), Hisham Khalil (Medicine), Lynn McCallum (Biomedical Healthcare Sciences), Vera Mitchell (Patient/Lay), Beth Moran (Social Work) Jacqui Stedmon (Psychology) Barbara Vann (Patient/Lay), Lyndsey Withers (Patient/Lay), Kim Young (Nursing and Midwifery) Kim Young (Nursing and Midwifery), Jacqui Stedmon (Psychology), Beth Moran (Social Work), Jo Clements (Administration), Tom Gale (Assessment), Lyndsey Withers (PPI partner), Barbara Vann (PPI partner), Rob Sneyd (Medical School Dean), Trish Livesey (Health Professions Dean) & Vera Mitchell (PPI partner)

A Public Involvement Strategy for Health Professions and Beyond Patient and public involvement (PPI) has become a key objective for those working in the health professions, including educators responsible for the training of professionals via undergraduate, postgraduate and continuing professional development curricula. Initially viewed as a driver to involve patients and the public in their own care through shared decision-making, the PPI agenda has developed into a desired end in itself; a reflection of the shift to a more accountable and co-produced health care system, and an improved relationship between clinicians and the public. In summer 2016, the Dean of the Peninsula Schools of Medicine and Dentistry requested the development of a clear, robustly theorised and empirically evidenced approach to PPI, to be realised through all relevant teaching and research activities. A group was set up, which quickly gathered momentum and was then approved by the Dean of the Faculty of Health and Human Sciences. Within six months the group's membership represented PPI teaching and research expertise in six schools, from two university faculties, and with public partnerships in the local Plymouth and wider regional area. The Patient and Public Involvement Education Strategy (PPIES) Group now leads on the communication, dissemination, and monitoring of a multiplicity of PPI activities. The overarching strategic plan has been to develop an inter-disciplinary, evidence-based approach to PPI health profession education, underpinned by already nationally and internationally recognised research by Plymouth University academics. This has involved evaluating existing work and developing new cutting edge initiatives, sharing best practice amongst member departments, and founding a unifying patient, public and lay body. Commencing with an activity-based scoping review and the development of an innovative Plymouth Patient, Carer and Public Community, the work of the PPIES Group has begun to inform practice and governance across three domains:

i) teaching and learning, ii) research and scholarship iii) community engagement and outreach. iv)

This conference workshop will introduce participants to the latest thinking about PPI in health professions education, as well as to wider public engagement issues for academics more generally. Delivered by a multi-disciplinary group, and involving patients, lay persons and members of the public, the session will provide an arena for facilitated group discussion about the potential of PPI for various teaching, research and external activities, and will engage participants in active development of strategies relevant to their own role at the university. In so doing, the group will provide locally-produced materials to help inform this process, and to maintain contact and support following the conference.

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Priska Schoenborn University of Plymouth Educational Development, Teaching & Learning Support Academic Developer Asiya Khan, School of Engineering, Richard Pemberton, School of Engineering Andrew Edwards-Jones, School of Biological Sciences Students As Researchers: Sharing Best Practice ‘Students as researchers’ is considered to be the pedagogy for the 21st century (CUR and NCUR, 2005; Walkington, 2015). This active pedagogy involves students in the research process and builds students’ higher-level cognitive skills, intellectual curiosity, and graduate attributes (Walkington, 2015; Bauer and Bennett, 2003). A current PedRIO project, in line with the Plymouth University’s Teaching, Learning and Student Experience strategy, seeks to improve student development through Research informed Teaching (RiT) and increase undergraduate research opportunities enabling the students to produce research output through staff-student collaboration. Specifically, it aims to investigate how such undergraduate projects can be redefined to develop staff-student collaborations that enable final year student projects to be converted into peer-reviewed research papers. The aims of this project include the scoping of University of Plymouth subject areas that promote and support student-led research-based activities/projects and whose efforts lead to successful peer-reviewed conference contributions and/or research articles. To this effect we invite those colleagues who implement ‘students as researchers’ in their practice to participate in our round table discussion. During this discussion, we will seek colleagues’ opinions on a pilot questionnaire and invite them to share their experiences and methods used. Depending on number of participants, up to three parallel round table discussions can be facilitated. Each facilitator will introduce the topic, present the pilot questionnaire, and invite the participants to share examples. Reference Bauer, K.W., & Bennett, J.S. (2003) Alumni perceptions used to assess undergraduate research experience. The Journal of Higher Education, 74(2), pp. 210-230. Council on Undergraduate Research (CUR) and National Conference on Undergraduate Research (NCUR) (2005) Joint statement of principles in support of undergraduate research, scholarship, and creative activities. Available from: http://www.cur.org/about_cur/history/joint_statement_of_cur_and_ncur/ Walkington, H. (2015). Students as researcher: Supporting undergraduate research in the disciplines in higher education, Report HEA. Available from: https://www.heacademy.ac.uk/system/files/resources/Students%20as%20researchers_1.pdf

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Helen Smith Plymouth University Careers & Employability Service Pippa Waller Supporting the personal development of students The Careers & Employability Service have invested in the Sprint programme, a four-day personal development programme for undergraduate and postgraduate women aimed at raising aspiration, confidence and motivation, and improving decision making and career opportunities. This workshop will bring the Sprint programme to life for you so that you can fully explain it to potential participants. We will explore the benefits and challenges of delivering Sprint, and share the student evaluation of our pilot programmes with STEM undergraduates in November 2016 and April 2017, and with postgraduate taught and research students in June 2017. You will hear first-hand from Sprint participants about the impact of the programme on them personally, and also hear about our plans for introducing the Boost programme which is aimed at developing students with limited work experience into confident professionals

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Alicja Syska Plymouth University Stand Out: Profiles in Employability Employability is a buzzword of the day that gets the History students running. A promising term to tutors, for many students it evokes corporate images of the future rat-race wrapped in the discourses of ‘productive potential’ and ‘human capital’, often seen as dehumanising and unidealistic. As a result, involving History students in conversations of employability can be a challenge. Working in partnership, Learning Development and the HPA have recently introduced an extracurricular provision for History and Art History students, with a focus on employability. Operating under the name Stand Out! (previously PEP: Personal Enrichment Project), the scheme is an awards programme recognising excellence in five top employability skills: project management, communication, research, teamwork and digital literacy. The Awards of Excellence provide the students with opportunities to demonstrate the skills that raise their career profiles and gain professional confidence to compete on the job market. The unique element of Stand Out! is not only the bespoke guidance that the students are given, both from staff (personal tutors and Learning Development Advisor) and peers (PALS leaders), but also the extent to which the scheme is embedded into the subject itself. Part of the mission of Stand Out! is to encourage the students to become active learners by participating in History research seminars, Peninsula Arts lectures and subject-specific activities, with the aim of helping the students to recognise their competencies and raise their professional confidence. On the practical level, the Awards earned in the scheme are invaluable in the process of applying for jobs as they provide ready-made templates for a successful self-presentation in job applications and interviews. Our current challenge is finding a more skilful presentation/promotion of the programme to attract a greater number of participants. We want to go beyond the message of ‘success’ and corporate look, and to really get the students thinking about their future and promote their initiative. One way to achieve this is by integrating the discourses surrounding employability with the specific language of the discipline (historical profiles), which will enable a clearer articulation of the students’ growth as historians. The emphasis will be on the learning process, rather than just the end-result. This paper will thus examine not only the challenges of designing a promising learning environment with a focus on employability, but also our ambitions for Stand Out! to grow into a brand and a message that will become part of the student experience.

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Charles Thornton Plymouth University Plymouth Graduate School of Management Lecturer in Service Operations and Business Strategy Patrick McMahon, English Language Centre, Plymouth Global Academic Partnerships, Plymouth University THRESHOLD CONCEPTS - THEIR IDENTIFICATION AND USE IN INTERDISCIPLINARY PRACTICE Threshold concepts have been identified as a crucial aspect of student learning (e.g., Mayer and Lund, 2003 and 2005). However, there are practical issues concerning their definition and identification. Moreover, the authors could not find any substantial literature on threshold competences relating to their specialist areas Operations Management and International Business Communication. Consequently, this paper develops a potential resource efficient method of identifying threshold competences, which could be used to inform both inter disciplinary and intra disciplinary pedagogy. Lund and Meyer (2003) identified threshold competences as transformative, troublesome, irreversible, integrative, bounded, discursive, reconstitutive and liminal. However, this definition is not precise; threshold competences must be transformative and liminal and are likely to have many of the other characteristics listed above, though the exact number is not specified (e.g., Lund and Meyer, 2005 and Rowbottom, 2007). The literature on identification suggests a wide range of methods including case studies, interviews and reflection involving staff, students and professional bodies (Quinlan et al., 2013; Lucas and Mladenovic, 2007; and Barradel and Peseta, 2014). To utilise all of these methods, consult all the stakeholders and consider all of the aspects of the definition would be very resource intensive and not feasible if threshold competences are to be examined as part of annual module evaluation. Within UK HE there is an increasing focus on Teaching and Learning, perhaps most visibly demonstrated by TEF and there is also continued focus on the recruitment of international students because of the tuition fee income they provide and Brexit. However, there is evidence that international students learn differently from UK students (McMahon, 2011), and have dissimilar educational and cultural backgrounds yet, these students are taught alongside home students. The authors questioned firstly whether it was possible to identify threshold concepts within their specialist subject areas and subsequently whether or not they would be the same for home and international students. Consequently, it was decided to utilise modules on the BA (Hons) International Management Top-up which has significant numbers of non native language students and UK students using pre-existing data student based data. Early stage indications from Operations suggest that students with English as a second language face linguistic challenges as well as conceptual challenges in operations management. Home students vary with some appearing to have very few if any threshold concept issues and others more. Early stage indications from International Business Communication suggest a number of threshold concepts in language learning and interesting potential for exploring threshold concepts in adapting to UK academic culture. The authors accept that this study is limited as it refers to two modules, we plan to discuss the issues raised it with colleagues to expand the number of modules utilised and to examine further the combination of amended feedback forms and reflective assessment.

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Pippa Trimble Plymouth University Law Lecturer Kerry Gilbert Lawyers and Doctors: delivering integrated interdisciplinary and interprofessional learning for undergraduates The MedLaw “pilot” has just completed its second year. It provided an integrated, interdisciplinary learning community in which law and medical students worked through problem based learning (PBL) scenarios in a joint learning environment. The scenarios covered a range of medical law and ethics issues, situated in a “real life” context, prompting wide ranging discussions of the law, ethics and practical applications in their respective professional practices. Government, society and employers increasingly require graduates to work in multi-disciplinary teams and adopt holistic approaches to complex problems (Lyall et al 2015). As a result, inter-disciplinary learning (IDL) and employability have become focus areas for many HE providers. Despite increasing interest, the literature agrees there is no agreed definition or methodology for IDL (Klein 2010, Lyall et al 2015). In contrast, interprofessional learning (IPL) is accepted to refer to when “two or more professions learn with, from and about each other to improve collaboration..” (WHO 2010) but to date has largely applied to the healthcare sector. The widely accepted benefits of IPL in healthcare such as team-working, better understanding of other professional’s roles and approaches, improved care, mutual respect and reduced costs, could apply equally well in an interdisciplinary setting, such as that between law and medicine. Law and medicine tend to intersect at stress points such as in clinical negligence claims, the Court of Protection, the Coroners Court and in family law. In professional practice, lawyers and medics tend to work in their own discipline specific environments, using their own language, attitudes, culture and methodology to approach medical law and ethical issues. A joint learning community might result in better mutual understanding and respect, thereby making these intersections less stressful, more productive. If developed more widely, it might even reduce the increasing NHS litigation spend, for which law and medicine currently blame the other. The challenges of IDL learning and teaching are well documented. Examples include whether the students are able to negotiate how to communicate expert knowledge and evidence, whether they can take the perspective of another discipline (Woods 2007) and whether staff can collaborate effectively to co-deliver and team teach (Shibley 2006). PBL is a recognised method of delivering integrated interdisciplinary learning (Lyall et al 2015). It has also been acknowledged to encourage greater student engagement and motivation, deeper learning and retention of knowledge, acquisition of problem solving and other transferable skills (Liddle 2000, Batty 2013). From an employability perspective, it provides a foundation for lifelong learning; a methodology for students to continue to construct knowledge and learn from new problems and situations rather than be intimidated by ‘the unknown’. We believe developing better mutual understanding at an undergraduate stage could potentially improve working relationships between law and medicine when those students enter professional practice. Feedback from the students from both disciplines has been very positive, both citing an improved understanding and respect for the other as well as improved employability prospects

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Amelia Welch Plymouth University, Science and Engineering, Student Can Constraints Create Opportunity? Many successful people in education, business, sports, the arts and sciences have overcome personal constraints to achieve significant accomplishments. Can such constraints lead to advantages that overcome the inherent disadvantages? Physical, cognitive or environmental limitations facilitate individuals to harness compensatory strategies and acquire alternative strengths. The aim of this paper is to research what techniques are employed by successful individuals with such constraints and whether these strategies can be transferred to people without similar constraints. Education for students with conditions such as, dyslexia or Attention Deficit Hyperactivity Disorder (ADHD), is often inaccessible. Both the method of diagnosing these conditions and related pedagogic research often uses a deficit model however this approach is problematic as it negates the strengths of these students (Harry and Klingner, 2007). Students in higher education with ADHD have seemingly overcome educational barriers. This research will initially analyse how students with ADHD have been successful in getting to higher education. It will aim to identify the difficulties students with ADHD have encountered, the strategies and techniques used to overcome these barriers and particular strengths that have enabled a greater success. From this, the analysis will determine whether any strategies and techniques identified can be transferable to students without ADHD. If the findings are significant then it will have implications on approaches to traditional learning techniques that can be enhanced to be more effective for people with and without learning difficulties.

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Laura West-Burnham Petroc (Plymouth partner college) Higher Education Curriculum Lead: Higher Education Student perceptions of multi-disciplinary, collaborative learning in an Honours year Top-Up programme In the College-based Higher Education setting that is the focus of this research, through a combination of shared modules, pathway-specific teaching, and group learning, the students from the pathways are studying towards a top-up BA (Hons) qualification, taught by a team drawn from the various disciplines. The initial years of this programme have offered the team much to reflect upon, with feedback from the partner University, External Examiners and the students themselves. A key point of reflection and learning has been the marked difference in the way that students have been accustomed to learn ,the students' own perceptions of cross-curricular topics and learning, and the inherent challenges and benefits experienced. The researcher here, part of the original programme team, identified a focus for ongoing reflection informing professional development as a form of Action Research, and this initial exploration offers insight into student perceptions and some clear next steps for further study: namely a comparative survey, and deeper exploration of the factors affecting student perceptions. Interprofessional Education (IPE) is a strategy much used in Higher Education for the Health and Social Care Professions (Anderson and Thorpe, 2010; Mitchell, McCrorie and Sedgwick, 2004) with an increasing body of literature examining its rationale, efficacy, and relevance to learning and practice. A wider focus on interdisciplinary education has been more broadly defined as the process by which students learn ‘with, from and about’ other professions (World Health Organization, 2010). Evaluation of this type of learning typically uses methods such as a RIPLS scale, as standard, which was not within the scope of this research, where a constructivist-developmental stance informed both the design of the methodology and the interpretation of findings, acknowledging the researcher’s own role in the construction and delivery of the programme. A variety of terms – Uniprofessional, interdisciplinary, interprofessional, multiprofessional education – are also employed in similar projects and settings, and subject to varying interpretations and utilisation. However, none of those terms accurately describe the experience of learners from a range of unrelated and related disciplines coming together to work towards a core, but discretely awarded, qualification, and by working collaboratively, not in parallel. This research, through semi-structured interviews with a small sample of students from each of the disciplines represented on the collaborative programme, concluded that the outcome of the collaboration was positive, but acknowledged some researcher conflict. Recommendations for practice, identification of a further research focus, and a call for scrutiny of terminology describing student collaboration conclude

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Fotios Vasileiou GSM London Events Studies Senior Lecturer, Programme Leader MSc in Events Neelo Abrahimi (GSM London), Mia-Zeba Anwar (GSM London) A new teaching approach for Events studies in Higher Education: OSAM/ Awesome. Abstract: This paper intent to investigate the use, implementation and contribution of a new teaching model, with focus in the student engagement and professional career. The implementation was firstly introduced in the Events studies (GSM London with Plymouth University) under the name OSAM/ Awesome. The model was listed by HEA consultant Mick Healey (2016) in his indicative list of best 20 examples on student engagement methods in Higher Education. The paper will explore the framework of the teaching model in events studies and its fundamental attributes creating the acronym Awesome (Application, We are one, Engagement, Strengths, Ownership, Motivation and Evolution). OSAM/ Awesome is defined as a new teaching/ learning model for maximum student engagement through industry focused and active study-led communities (Healey, 2016). Past educational philosophies inspired the model (Vasileiou: 2016). Dewey (1938) analysed the modern work based and lifelong learning. He believed that ‘the purpose of education is to allow each individual to come into full possession of his/her personal power’. The members act as consultants suggesting changes or their ideas on assignments, recommend guest speakers/ visits / books, meet the external examiner, interview authors of core-text books, review blogs and internet sources, and produce resource handbooks. The students receive invitations to voluntary support activities. After a period of time they can get awards and be promoted in the team’s hierarchy as leaders gaining privileges. The Awesome team consists of student, graduates, and external consultants (industry professionals as guests). They meet usually on monthly basis to make decisions and feed ideas / proposals the Programme Committee; the students participate in the Programme Committee and share the conclusions and ideas. Whatever is discussed in the Programme Committee is shared at the next awesome team meeting. By involving the students with the community of staff, graduates and professionals promotes student ownership, motivation and satisfaction with the programme and their profession. The implemented methodology to assess the effectiveness is based on a mixture of different modern tools. More specifically, the Experience Sampling Method (ESM) uses discussion interviews, to collect information on activities being undertaken (Csikszentmihalyi and Larson 1987). It is combined with ‘geopsychology’ where students’ emotional experiences on fieldwork named ‘emotional geographies’ (Pile, 2005). Triangulation (Duffy 1987) is used with relevant teams sharing their experiences through different tools (observation, interviews, and questionnaire). Panel Studies (LaPage, 1994) are applied when members of the Awesome team share experiences and perspectives. Finally, the Delphi Technique (Veal, 2006) with industry experts giving their own views on future developments. Indicative bibliography: Barkley, E.(2010), Student Engagement Techniques, USA Csikszentmihalyi, M., Larson, R., (1987) Validity and Reliability of the experience sampling method. Journal of Nervous Mental Disease Hardy, Jones, Gould(1996) Understanding Psychological Preparation Pile, S.(2005) Real Cities: Modernity, Space and the Phantasmagorias of City Life, London Vasileiou, F, et.al., (2016) The OSAM/ AWESOME method to engage students and graduates: Closing the Gap: Bridges for Access and Lifelong Learning. FACE Walker, D.(2010) Being a pracademic: Combining reflective practice with scholarship. Keynote address, AIPM Conference in Darwin, 10-13 October 2010

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Stands Office 365 features have been steadily rolled out over the past year, offering a variety of collaborative tools available anywhere, any time and on any device. In addition to the portability, security and accessibility of these tools, they have added benefits of improved search functionality, audit trails and are available to staff and students alike.Visit the Office 365 stand to find out more about these tools and how they can support you in delivering an enhanced teaching and learning experience and improving collaboration and information sharing between students and staff across the different University campuses and beyond. The Academic Support, Technology and Innovation (ASTI) stand will be on hand to provide information and advice on the use of technology to enhance teaching and learning. We will be providing guides and case studies on a number of the University’s supported systems, including: Content Capture; eAssessment; ePortfolios; Lynda.com training videos; Podcasting; Turning Point classroom polling; Video for teaching, and Webinars. Come and speak to us to discuss any ideas, ask questions, or just to find out more. The Charles Seale-Hayne Library operates at the heart of the digital information revolution. Whilst we remain committed to the provision of a high quality physical environment, we have a ‘digital first’ policy and recognise that the inclusivity and accessibility of our digital space is of equal importance to our wide range of onsite and offsite library users. Visit our stand to find out how we connect our users with information and help build the skills to transform this into knowledge. Give us your feedback on the changing face of the tools provided to access digital information, hear about the skills training we offer to effectively use these IT tools and take the Primo challenge!

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Notes: