Learning and Teaching

Enhancement Conference

Abstract Booklet

Abstracts

Key Note Speakers

Keynote speech - Engaging students as partners to be active learners and researchers ............ 4

Keynote speech – Dominic Williamson, Program Manager, USA & UK, Microsoft Teams for

Education ..................................................................................................................................... 6

Keynote speech - Future ready graduates and supporting student success ................................ 7

Future Ready

Bringing the joy back into learning: students, staff and space ...................................................... 8

Growing Future Ready Graduates from Year 1 ............................................................................ 9

BSI online case study – embedding professional quality standards for industry into the

curriculum .................................................................................................................................. 10

Embedding Intellectual Property training in undergraduate curricula with IPTutor ..................... 10

Bioethics…boring? Definitely not! Especially through creative communication .......................... 11

What does learning development mean to future-ready learners? A discussion through a

Learning Hub lens ...................................................................................................................... 13

Future facing innovation starts at the margins ........................................................................... 14

From Classroom to the Workplace: Developing a curriculum that supports Doctoral students to

engage with employers by developing CPD workshops from their thesis .................................. 15

Socially and Ethically Engaged

Relaxed Mind = Creative Mind ................................................................................................... 16

Reflections on a workshop for students studying both business and engineering on a WindFarm

Feasibility ................................................................................................................................... 17

What am I supposed to write?: Strategies for developing reflective personal and professional

writing in learning and teaching .................................................................................................. 18

Research Active

Augmented reality supports productivity improvements in process engineering operations ...... 19

Using the principles of Universal Design for Learning (UDL) to improve the effectiveness of

public health campaigns............................................................................................................. 19

Impact-informed post-graduate research: An exploration of how to increase pathways to impact

in Post-graduate research .......................................................................................................... 21

Open Access and the new University research portal ................................................................ 21

A step into the unknown: the advantages of value-adding the student experience in a live

project ........................................................................................................................................ 22

Digitally Empowered

Student Choice of resources from live lectures, math clinic, or online videos – study of a first-

year mathematics module .......................................................................................................... 23

Advance and be recognised: Reading Lists Online and the Advance Scheme .......................... 24

Broadband for brains: Why know it if you can “Google know it”? ............................................... 25

Globally Connected

Energising Global Connectivity through the Future Facing Learning Toolkit .............................. 26

Keynote speech - Engaging students as partners to be active learners and

researchers

Professor Mick Healey, Humboldt Distinguished Scholar in Research-Based Learning,

McMaster University

Dr Ruth Healey, Senior Lecturer, University of Chester

Mick Healey is an HE Consultant and Researcher and Emeritus Professor at the University of Gloucestershire, UK. Until 2010 he was Director of the Centre for Active Learning, a nationally funded Centre for Excellence in Teaching and Learning. He is The Humboldt Distinguished Scholar in Research-Based Learning at McMaster University, Canada. He was one of the first people in the UK to be awarded a National Teaching Fellowship and to be made a Principal Fellow of the HE Academy. He received a SEDA@20

Legacy Award for Disciplinary Development in 2013 and in 2015 he received the Distinguished Service Award from the International Society for the Scholarship of Teaching and Learning. Mick is an experienced presenter. Since 1995 he has given over 500 educational presentations in more than 25 different countries. He has written and edited over 200 papers, chapters, books and guides on various aspects of teaching and learning in HE, and has over 7,500 citations. He was co-editor of the International Journal for Academic Development (2010-13) and is currently Inaugural Senior Editor of the International Journal for Students as Partners. He is often asked to act as an advisor to projects, universities and governments on aspects of teaching and learning, including the Canadian Federal Government and the League of European Research Universities. Dr Ruth Healey is a Senior Lecturer in Human Geography at the University of Chester, UK where she has been since 2009. In 2016, she also joined Healey HE Consultants. She has actively researched into learning and teaching issues since 2004. Her pedagogic research interests include teaching for social transformations, debates, ethics, and students as partners. Ruth has written over 25 pedagogic papers, chapters and reviews, with her work being cited over 160 times. Ruth’s article about the ‘power of debate’ was short-listed for the Journal of Geography in Higher Education (JGHE) Award for Promoting Excellence in Teaching and Learning 2012-13. In 2012 she chaired the International Collaborative Writing Group (ICWG) on practicing the scholarship of teaching and learning in an ethical manner at the International Society for the Scholarship of Teaching and Learning (ISSoTL) conference at McMaster University, Canada. She became a Senior Fellow of the Higher Education Academy (HEA) in 2014 and in 2017 was awarded a National Teaching Fellowship (NTF). She is on the Editorial Board of the Journal of Geography in Higher Education and one of the inaugural Editors of the International Journal for Students as Partners. A list of references may be found at www.mickhealey.co.uk. Extensive bibliographies on engaging students in research and inquiry, and students as partners and change agents are available on our website under resources.

Keynote Presentation

Universities need to move towards creating inclusive scholarly knowledge-building communities.

… The notion of inclusive scholarly knowledge-building communities invites us to consider new

ideas about who the scholars are in universities and how they might work in partnership. (Brew

2007, 4)

Ways of engaging students in higher education as partners in learning and teaching is arguably

one of the most important issues facing higher education in the 21st Century. Partnership is

essentially a process for engaging students, though not all engagement involves partnership. It is

a way of doing things, rather than an outcome in itself. This interactive session will explore four

ways in which students may be engaged as partners through: a) Learning, teaching and

assessment; b) Subject-based research and inquiry; c) Scholarship of teaching and learning; and

d) Curriculum design and pedagogic advice and consultancy. Particular attention will be paid to

how students may be engaged as active learners and researchers. It will draw on numerous case

studies from Europe, North America and Australasia.

Time: 9.45am – 11.15am

Masterclass

This session is designed for staff and students who would like to think creatively about how to implement the ideas discussed in the keynote into their own practices at course, department, faculty and institutional levels.

Time: 2.00pm – 3.00

Keynote speech – Dominic Williamson, Program Manager, USA & UK,

Microsoft Teams for Education

Dominic is a Program Manager within engineering for Microsoft

Teams for Education. Based in Seattle, Dominic’s focus is to

develop a hub for collaboration, learning and communication.

Previously he worked in the Microsoft Australia Education Team

with educators in organizations ranging in size up to 75,000 faculty

and students. Prior to joining Microsoft Dominic started a company

as a student to build a free fitness app which received over

1.5million downloads worldwide.

Speaking topics

Engaging digital native millennials in their course community

How to deliver inclusive learning in one platform

International students crossing language barriers

Time: 12.30pm – 1.15pm

Keynote speech - Future ready graduates and supporting student success

Doug Cole, Head of Student Success, Higher Education Academy

Doug is a Senior Fellow of the Higher Education Academy and a Fellow of the Chartered Institute for the Management of Sport & Physical Activity with over twelve years industry experience and eleven years in Higher Education. Doug was recently awarded Honorary Fellowship of the Institute for Enterprise and Entrepreneurs, the highest accolade the institute can award.

Doug joined the Higher Education Academy as their Head of Academic Practice in June 2015, taking on the role of Head of Student Success in October 2017. Prior to joining the HEA Doug was Head of Employability and Enterprise at Northumbria University.

In 2012 Doug developed the concept of a framework for employability to support institutions in developing graduates with the qualities and characteristics that are vital for success, not only in securing employment and developing a career, but more broadly in life too. This framework was developed to support institutions in creating a university wide approach to curriculum design.

In 2013 Doug went on to develop this work further and co-authored the Higher Education Academy publication Defining & developing your approach to employability: A framework for higher education institutions with Maureen Tibby and both then led on the refresh of this framework in 2015.

He is currently studying part-time for a PhD with Northumbria University focused on higher education institutional employability policies and practice and is in his final year.

Time: 3.45pm – 4.30pm

Bringing the joy back into learning: students, staff and space

Dr Anne Llewellyn, Deputy Director (Learning Development), Student and Learning

Services, Teesside University

Liz Jolly, Director, Student and Library Services, Teesside University

Alison Johnson, Associate Dean (Learning and Teaching), School of Computing, Media

and the Arts, Teesside University

The design of learning spaces is increasingly being recognised as an important factor in the design of learning and teaching activities. In a study of student perceptions of learning spaces, most respondents indicated that learning space design was important to them (Beckers et al, 2016)

Student and staff learning environments are at the heart of Teesside’s Learning & Teaching Plan 2020. The strategy recognises the importance of creating a stimulating learning environment that provides the space, facilities and technology for effective learning and personal development (Radcliffe, 2008). This chimes with our mission for students to become confident, critical, creative, adaptable, articulate and aspiring. The vision also recognises the importance of staff social learning spaces sitting alongside student spaces to deliver communities of learning and promote staff excellence.

Ambient learning spaces are important for motivating and engaging students as well as making them feel that there is institutional interest in supporting their learning (Riddle and Souter, 2012). There are an increasing number of examples within the institution where learning environments have been designed to enhance the student and staff experience and we will share this good practice in the workshop.

This workshop will surface best practice to inform lively discussion and debate through a set of activities. Our aim is twofold: to accelerate the importance of the relationship of effective technology enabled environments for students in the course design stage; raise the profile of staff learning spaces and the impact this can bring to innovative thinking and team-working.

References.

Beckers, R., van der Voordt, T. and Dewulf, G. (2016) ‘Learning space preferences of higher education students’, Building and Environment, 104, pp. 243-252.

Riddle, M. and Souter, K. (2012) “Designing informal learning spaces using student perspectives”, Journal of Learning Spaces, 1(2)

Time: 11.45am – 12.30pm

Growing Future Ready Graduates from Year 1 Eimer Bourke, Careers Adviser, Academic Enterprise, Teesside University Myriam Mallet, Senior Lecturer in Multimedia and Web Development, School of Computing Media and the Arts, Teesside University

This session will outline the collaboration between the SCMA Student Futures Champions and the Careers Service in bringing employers, recent graduates and students together on campus via the 1st and 2nd year showcase events, ExpoTential and ExpoTalent. We will present how the engagement with the showcase events has grown from a pilot for 15 students from one course area six years ago, to 132 students from multiple SCMA courses taking part in ExpoTalent in March 2018. Our aim is to share with participants the benefits of getting students to engage early with career management skills. Helping students harness the tips they gain from industry connections helps them to deal with the uncertainty of a rapidly changing digital jobs market. Preparing students to be able to network with guests who attend the showcase events ensures that students are able to maximise on the opportunities presented to them, both on the day and via follow up activities. Our audience will learn how we have developed the events over the past six years and incorporated employer panels into ExpoTalent as a successful way of engaging employers with the programme of activities. We will share the challenges we have dealt with and how we have collaborated with academic colleagues, graduates and employers over the years. Time: 11.45am – 12.30pm

BSI online case study – embedding professional quality standards for

industry into the curriculum

Shirley Marshall, Principal Lecturer (Enterprise & Business Engagement), School of

Science, Engineering and Design, Teesside University

Clare Whittingham, Academic Librarian, Student and Library Services, Teesside

University

Standards, quality and improvement are focus points across professional disciplines and therefore, a working knowledge of appropriate international standards is an attractive attribute for our graduates to demonstrate to employers. The Library subscribes to a number of databases which can help students improve their employability. One such database is British Standards Online which can be used by students to demonstrate to employers their awareness of professional quality standards for industry. Working together academic and SLS staff can embed these quality standards into the curriculum by a variety of means. This Show & Tell session will explore how this was achieved for Forensic and Investigative Science students from SSED and how it prepares them for their future employment.

Embedding Intellectual Property training in undergraduate curricula with

IPTutor

Dr Chris Ennis, Senior Lecturer in Chemistry, School of Science, Engineering and

Design, Teesside University

Dr Geoff Archer, Head of Knowledge Exchange, Academic Enterprise, Teesside

University

Andy Price, Head of Enterprise Promotion, Academic Enterprise, Teesside University

Students intending to enter the technical or creative professions need a basic fluency with the principles and practice of intellectual property law. As the economic value of intangible assets – including patents, copyrights, trademarks and trade secrets – continues to grow, intellectual property rights present challenges, risks and benefits to all operations in the technical and creative fields. In a 2015 NUS study, 77% of students expressed the belief that an awareness of IP is relevant to their future career. In contrast, only 40% of students agreed that their current awareness and understanding of IP is enough to support them in those careers.

The QAA Enterprise and Entrepreneurship Review, recommended that delivery to all students should include opportunities to:

understand the value of Intellectual Property;

how to manage Intellectual Property issues;

learn how intellectual property and issues of confidentiality impact on communication. IPTutor is a short (40-60 minute) online course developed by the UK Intellectual Property Office that enables students to understand the different forms of intellectual property and the role these play in their chosen career disciplines. As well as an increased understanding of the basics of IP and its relevance to them as professionals, students gain an IPO accredited certificate for completion of the IPTutor course, demonstrating their engagement with this important interdisciplinary topic to future employers. In this Show and Tell session we describe and discuss how we’ve used IPTutor in the classroom both in guided sessions and as preparation for technical interviews, to integrate IP training within subject specialisms.

Bioethics…boring? Definitely not! Especially through creative

communication Sophie Jeffrey, Student Representative, School of Science, Engineering and Design,

Teesside University

Amy Burgess, Student Representative, School of Science, Engineering and Design,

Teesside University

Lucy Butler, Amy Burgess, Student Representative, School of Science, Engineering and

Design, Teesside University

Jessica Nicholson-Huitson, Student Representative, School of Science, Engineering and

Design, Teesside University

Mandy McGregor, Student Representative, School of Science, Engineering and Design,

Teesside University

Helen Page, Senior Lecturer in Forensic Biology, School of Science, Engineering and

Design, Teesside University

The importance of Ethical, Legal and Social Issues (ELSI) within biosciences is gaining increasing importance as a consequence of major technological and theoretical advances. The ‘Science Communication and Bioethics’ second year module looks closely at these issues and how they are communicated through a variety of media, including science museums and exhibitions, peer reviewed publications, news media and social media platforms. In addition, this module aims to develop a number of the TU Academic Strategy’s ‘graduate attributes’, particularly Articulate, Creative, Confident and Critical, by means of interdisciplinary group working and the production of a bioscience “exhibit”.

This Show and Tell, delivered by one of the student groups undertaking this years’ module, will outline how they worked within their team during an intensive week of development to produce their “exhibit”. It will also showcase their final submission entitled “What would life be like without animal testing?”, highlighting their unbiased understanding of the bioethics issue and their digital literacy development in the production of their final product. They will also briefly reflect on their group working skills development and what their key learning points were from this module. Time: 2.00pm – 2.45pm

What does learning development mean to future-ready learners? A

discussion through a Learning Hub lens

Sue Myer, Learning Hub Manager, Student and Library Services, Teesside University Yvonne Cotton, Learning Advisor (Literacy), Student and Library Services, Teesside University

Students need help in order to become future-ready learners, equipped with the knowledge, skills and tools to thrive in a complex, uncertain world. The Learning Hub is a learning support centre provided by Student and Library Services in partnership with the University's Schools. It aims to be an inclusive service, providing a space both physical and virtual where learners can discuss strategies and resources to help them fulfil their potential. It provides a range of approaches for learning including one-to-one tutorials, PASS peer support, Succeed@Tees workshops and drop-ins.

At a workshop at last year’s LTE conference, participants reflected on the current Learning Hub and were asked to imagine a successful future for the service, aligned with the University’s Learning and Teaching Strategy. Attendees considered ways in which the Learning Hub could maximise its value for Teesside University learners.

Following analysis of ideas from last year’s workshop, an action plan was developed that focused on developing three areas: a shared understanding, an inclusive approach and integration within the curriculum. The focus of this workshop will be to take the first step in this action plan, of developing a shared language and messages in order to facilitate the desired inclusive and integrated approach.

This workshop will enable participants to identify and discuss barriers to a shared understanding of learning in aspects such as assignment criteria, feedback and writing style, with the aim of developing future-facing messages which can be disseminated across the university.

Time: 2.00pm – 2.45pm

Future facing innovation starts at the margins

Jill Berry, Disability Services Manager, Student and Library Services, Teesside University

Helen Myrie, Student Adviser (Mental Health and Autism), Student and Library Services,

Teesside University

Lindsay While, Student Adviser (Mental Health, Autism & ASA Development), Student

and Library Services, Teesside University

‘…students “on the margins”… can actually lead the way to true reform because they help us understand weakness in our educational system and curricula that impede teaching and learning for all’ (Rose and Meyer 2005) Across the sector people are celebrating the benefit of considering barriers to learning from the perspective of disabled students and the achievement of excellence in learning and teaching through the application of Universal Design for Learning (UDL) Principles. UDL principles provide a pedagogic blueprint for developing learning, teaching and assessment methods that work for all. In this presentation, practical examples will be shared to assist with the application of a UDL approach and case studies will illustrate how this approach addresses learning difference. Participants will be invited to explore the positive and sustainable impact that can be achieved when adopting more flexible approaches in learning and teaching. This is an opportunity to consider the relevance of UDL principles in the development of high quality graduates, ready for success in a complex world.

Time: 3.00pm – 3.45pm

From Classroom to the Workplace: Developing a curriculum that supports

Doctoral students to engage with employers by developing CPD workshops

from their thesis

Dr Alex Kyriakopoulos, Senior Lecturer in Counselling Psychology, School of Social

Sciences, Humanities and Law, Teesside University

This presentation will explore how to develop a curriculum which enables Doctoral level students to engage with external stakeholders and employers in order to develop CPD workshops from their doctoral dissertations. This is an innovative teaching approach based on the principles of constructionism, situated and transformative learning. The relevance of this teaching approach to real-world impact and to the current student futures strategy will be discussed. This approach to teaching constitutes an adaptation of Lave and Wenger situated learning theory and considers

(a) how students’ communities of practice can be embed into the curriculum. (b) how through a module that encourages students to develop a specialist workshop for their

community of practice (placement, research stakeholder, employer), students could move from the periphery of the respective community to its centre.

As it is important to shape learning in a way that is meaningful to trainees and their community of practice, this presentation will discussion how pedagogical principles from the constructivist approach, involving the use of higher-order meta-cognitive activities, can be employed when designing this module. Finally, this presentation will explore how based on Mezirow’s transformative learning theory reflection can be practically employed in order to change student’s frame of reference and, thus, helping them achieve a deeper level of learning.

Time: 3.00pm – 3.45pm

Relaxed Mind = Creative Mind

Sara McTrustry, Senior Lecturer in Human Resource Management, Teesside University Business School, Teesside University

We live and work in a heavily digital and artificially stimulated world. A blurring of boundaries between when we are at work or at home via mobile devices means we have lost the art in ‘switching off’. Yet we are at our most creative when the mind is relaxed. Creativity is fundamental to teaching and for the workforce. A relaxed mind is fundamental to absorbing information and retaining that information. For effective learning to take place and for the generation of innovative ideas and creativity within the learning space, we need to be comfortable and relaxed.

Join this session to explore the importance of the relaxed mind for creativity and strategies to

relax the brain….practice this…and see what amazing ideas will flourish as a result!

Please note this session will ask you to remove shoes on arrival and wear clothes that make you

feel relaxed.

Time: 11.45am – 12.30pm

Reflections on a workshop for students studying both business and

engineering on a WindFarm Feasibility

Dr Gill Lacey, Lecturer in Electrical Engineering, School of Science, Engineering and

Design, Teesside University

Steve Wilks, Senior Lecturer in Safety Disaster & Risk Management, School of Science,

Engineering and Design, Teesside University

Bev Boden, Senior Lecturer in Business Management & Events Management, Teesside

University Business School, Teesside University

Lesley Smitheringale, Senior Lecturer in Accounting and Finance, Teesside University

Business School, Teesside University

Reflections on the impact of a three day workshop on students studying business and engineering. This case study relates to an outreach session for a group of 6th form college students and their teachers; 10 out of 13 of the students were from overseas They were split into two teams, each containing business and engineering students. The project was a chance to promote the advantages of university education for students intent on a career in engineering or business. The context is a feasibility study about installing a windfarm for supplying electricity to the Grid Each team needed to construct a business case for the windfarm with financials derived with the help of staff from the Business School and resources from Launchpad to tender a bid to build the windfarm from an energy company represented by a team of staff The bid consisted of a presentation and report requiring teamwork with students from both disciplines contributing. The structure of the workshop allowed the students to measure wind energy and power generated in the lab and compare these results with those for commercial wind turbines Students were directed to the internet to find, for example, figures for wind stats, installation costs and generation income. Outcomes: The college intends to come back next year with twice as many students. Feedback was universally positive from the college. SSED are adapting the exercise for a Grand Challenges module for foundation year students in 2018/19 Ongoing collaboration is intended between the business school and SSED to provide future facing learning for present and future Teesside students

Time: 2.00pm – 2.45pm

What am I supposed to write?: Strategies for developing reflective personal

and professional writing in learning and teaching

Dr Sophie Nicholls, Head of Department (Humanities), School of Social Sciences,

Humanities and Law, Teesside University

Joanne Irving-Walton, Principal Lecturer (Programmes), School of Social Sciences,

Humanities and Law, Teesside University

In 2017, Sophie Nicholls (Humanities) and Jo Irving-Walton (Education) began to work together, applying ideas and techniques from Sophie’s approach to creative writing pedagogies to develop strategies for personal and professional writing in the Initial Teacher Education programmes delivered at TU and across its wider partnership. The results have been very encouraging. The Individual Learning Portfolios (ILPs) produced by students (which form the backbone of the programmes) have demonstrated much greater variety, originality and depth. Students have reported a greater appreciation and understanding of the area of reflection and report greater confidence in approaching the writing process. Tutors across courses are finding the process of teaching and enhancing reflection more accessible and effective. The approaches used on this programme are already being applied by staff to other areas of their teaching and it is an area that staff are keen to continue developing. This work has also lead to a Grand Challenge working group, investigating and sharing best practice in the use of learning journals and reflective writing in L&T across the University. Drawing on the idea of the journal or page (digital or physical) as a holding space (Winnicott, 1971), this workshop will introduce some of the tools, techniques and resources developed through this creative partnership; and there will be an opportunity to sample the approach in a short practical writing exercise. References: Winnicott, D.W. 1971. Playing and Reality.

Time: 3.00pm – 3.45pm

Student as Researchers

Augmented reality supports productivity improvements in process

engineering operations

Adam Adgar, Principal Lecturer, School of Science, Engineering and Design, Teesside

University

Joe Curtis, Student Researcher, School of Science, Engineering and Design, Teesside

University

This presentation will outline the work completed in a recent Students as Researchers scheme within the School of Science, Engineering & Design. The talk will highlight the Research Active and Digitally Empowered themes of Future Facing Learning. The research was conducted by a chemical engineering undergraduate student and involved contributions from industrial collaborators and the School of Computing, Media and the Arts. The research investigated the use of augmented reality in chemical process operations in a bid to determine whether it could improve productivity of staff in such environments. The results were interesting and showed a marked improvement in participants productivity measured by time to complete the task whilst using the augmented reality hardware. The results give some degree of optimism for use of the technology in industrial applications however there are still several technical challenges that must be overcome. The research conducted has received interest from industry and professional bodies and has also opened up many other potential uses of the technology which are ready for investigation.

Using the principles of Universal Design for Learning (UDL) to improve the

effectiveness of public health campaigns

Nigel Atkinson, Senior Lecturer in Forensic/Applied Science (Food Chemistry), School of

Science, Engineering and Design, Teesside University

Heidi Stevens, Student Researcher, School of Science, Engineering and Design,

Teesside University

Laura Brown, Senior Lecturer in Nutrition, Food and Health Sciences, School of Science,

Engineering and Design, Teesside University

Garry Bishop, Senior Lecturer, School of Science, Engineering and Design, Teesside

University

The objective of this Students as Researchers project was to examine if UDL principles and practices can be applied to improve public health literacy. The project included a focused literature review of the underlying principles and practices of UDL and this background information was

used for comparison with a local town council’s public health campaign which focused on educating the public about the connection between lifestyle and the risk of developing cancer. A focus group was held with members of the public health team who had been involved in the campaign with the intention of gathering information about the aims, objectives, methods and metrics used during the campaign; this information was analysed with respect to UDL practice and principles, and elements of the campaign aligned with UDL strategies. This allowed the researcher to make key recommendations for potentially improved practice to the service providers. Time: 11.45am – 12.30pm

Impact-informed post-graduate research: An exploration of how to increase

pathways to impact in Post-graduate research

Dr Alex Kyriakopoulos, Senior Lecturer in Counselling Psychology, School of Social

Sciences, Humanities and Law, Teesside University

HEFCE (2012) defines a healthy research environment as one that is underpinned by a culture of integrity and based on good governance, best practice and support for the development of researchers. A successful university research environment is also one in which research is not carried in isolation but in partnership with trainees and the wider community; a partnership which mutually benefits all involved parties on multiple levels. This presentation will explore how to develop research on a Professional Doctorate programme in order to increase its social research capacity and capability. Reflections and practical implications from a 3 year pilot which was undertaken in the Doctorate in Counselling Psychology will be discussed.

Open Access and the new University research portal

Carole-Dell Price, Academic Librarian (Research Support & Business Engagement),

Student and Library Services, Teesside University,

Kirsty Metcalfe, Research Funding Manager, Research and Innovation Services, Teesside

University

This presentation will showcase some of the key features of the new University Research Portal All members of academic and research staff, and research students and professional doctorate students will have a profile within the portal and it will also act as: - A single source of information on research and related activities, bringing together HR, staff

profile, TeesRep and Finance information, and providing the functionality to record research impact activities and evidence, and to support REF preparations.

- A public interface which will be available via the University’s website to give a public view of TU’s research and a better search functionality.

Time: 2.00pm – 2.45pm

A step into the unknown: the advantages of value-adding the student

experience in a live project

Dr Maryam Shadman-Pajouh, Senior Lecturer in Human Resources Management,

Teesside University Business School, Teesside University

Dr Mervyn Martin, Senior Lecturer in Law, School of Social Sciences, Humanities and

Law, Teesside University

Alia Tudorache, Student Researcher, Teesside University Business School, Teesside

University

The aim of this presentation is to demonstrate how involving students in an-ongoing multi-disciplinary project can contribute in developing certain skill-sets that conventional teaching cannot provide. The changing employer requirement landscape requires a reconsideration of what educators equip students with in preparing them for life beyond the university. Every day, our activity requires greater engagement with global issues. This then requires a different approach to how we view the skills and knowledge necessary to deal with such issues. Entering the employment market has become more difficult and often business communities highlight the gap between the skills that they require and the skills that students and recent graduates possess. Employers seek to people with research skills and a broader perspective of how issues interlink, and how to undertake research against the backdrop of such linkages providing such an opportunity for to students will equip them with the confidence, knowledge and skills that are essential in making them competitive on the job market. It provides a better appreciation that we are living in uncertain times and that issues are often interlinked and as a result more complex. This student research was part of a wider multi-disciplinary project that investigated the day- to- day challenges of implementation of the Prevent duty by safeguarding officers in Further and Higher Education. In 2015, Prevent Duty Guidance introduced a legal duty on certain specified authorities including FE and HE to have “due regard to prevent people from being drawn into terrorism”. We will share our experiences during this journey from the perspectives of the project team, including the student researcher.

Time: 3.00pm – 3.45pm

Student Choice of resources from live lectures, math clinic, or online videos

– study of a first-year mathematics module

Dr Huda Dawood, Research Associate, School of Science, Engineering and Design,

Teesside University

Dr Seibu Mary Jacob, Senior Lecturer in Analytical Methods/Engineering Mathematics,

School of Science, Engineering and Design, Teesside University

The research investigates the reasons behind students’ choices of resources in a large undergraduate mathematics course, made up of an international student population. Calculus is a core module taken by Engineering students in their first year of university at TU. The students are given a variety of resources weekly to complement the learning experience - namely, live lectures, math clinic and online videos to cater to the various needs of the large heterogeneous group. We plan to gather and analyse students’ resource usage data through the attendance at live lectures and math clinic as well as online video accesses. A mixed methods approach will be used to identify the following three research questions: (1) Which resources do the students use while studying for the module? (2) Is there a correlation between the resources a student uses and his/her final mark? (3) What are the reasons given by students for choosing a particular resource usage pattern?

The research aims to link quantitatively identified patterns of choices with qualitative survey data in order to provide an insight into the students’ choices of resource. We believe that both live sessions and online videos have roles to play in the teaching of mathematics to non-mathematics specialists, especially when the cohort presents with a diverse range of prior achievement in mathematics. Time: 11.45am – 12.30pm

Advance and be recognised: Reading Lists Online and the Advance Scheme

Fran Porritt, Academic Librarian, Student and Library Services, Teesside University

Reading Lists Online (RLO) has brought many benefits: an improved student experience, a single reading list for each module and linkage to the approval and review process. The pilot of the Advance card this year for SSHL students required us to supply information on reading lists for level 4 modules to John Smith, the book company who administers the scheme. This was not as straightforward as it sounds. It may have been unclear about the importance level of a book, whether essential or recommended, or the title of the reading list did not match the module title. To supply accurate information to JS, SLS staff have been doing administrative checks for reading lists, for level 3 and 4 across all Schools. RLO is absolutely integral to the successful roll-out of the Advance scheme, and so we have an opportunity to compare which books are purchased by students and which are borrowed, which books are the most popular. The currency of reading lists is of prime importance so that we can get this picture of how reading lists are used by students to inform their assessed work. The presentation will show student engagement with the scheme in its first year, in which student allocations have not yet been fully realised. We can then also compare this to engagement with library resources this academic year. With any pilot, the aim is to learn from the first run-through, and so we can see patterns of purchasing and where there are gaps.

Time: 2.00pm – 2.45pm

Broadband for brains: Why know it if you can “Google know it”?

Peter Beveridge, Senior Lecturer in Crime Scene Science, School of Science,

Engineering and Design, Teesside University

Time James, Senior Lecturer, School of Science, Engineering and Design, Teesside

University

Most lecturers have struggled with students who prefer to attend to their phones rather than their studies. For three years we have embraced the presence of these phones and other internet connected devices in our classrooms to engage Foundation Year students with their learning materials, and help them to make critically informed use of the internet. In this presentation we will show some examples of our work which could be transferred to teaching practice in other fields, and look forward to new iterations of our modules which will be even more skills than content based, and supported by new IT tools.

Time: 3.00pm – 3.45pm

Energising Global Connectivity through the Future Facing Learning Toolkit

Dr Steve Bunce, Apple Professional Learning Specialist, Microsoft Innovative Education

Trainer

What is global connectivity? Do students need to be globally connected? How do we develop networks? Global connectivity forms a key theme of the Future Facing Learning Strategy, through the provision of an internationalised curriculum and learning experience. In this interactive, hands-on session, we will explore our institutional definition of global connectivity. The session will take place in the Digital Classroom, allowing participants to engage with innovative learning spaces and new technologies being deployed as part of the campus digital transformation. Participants will work in small groups through problem-based learning and utilising QR codes and Microsoft Sway. These problems will develop our understanding of global connectivity and use basic features and built-in apps on the iPad, which can be transferred to the wider learning environment. Participants will work collaboratively to develop and create a shared resource, using the Future Facing Learning Toolkit. We will also look at the advantages of using tools, such as, Mendeley and LinkedIn to reach a wider social and academic network within the context of global connectivity. iPads will be provided to participants for use in the session. No prior understanding of the Future Facing Learning Toolkit is required.

Time: 11.45am – 12.30pm

3.00pm – 3.45pm