The Learning Exchange
type: channel
description: Student Experience Proceedings collates the institutional level events and conferences organised by LJMU. This includes the annual LJMU conference which explores different themes related to the student experience. The proceedings aim to help archive the organisations research and practice in this area.
publisher: Liverpool John Moores University
language: en
publication name: The Learning Exchange
copyright: Authors retain copyright and grant the publication right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this publication.
items: Case study: Supporting student tutorials with the feedback dashboard
items: Case study: Reaching out beyond the module space and connecting with others to support studentlearning
items: Case study: Providing an authentic and engaging online simulated placement
items: Case study: Engaging Students Through the Creative use of Padlet
items: Case study: Developing materials for neuro-diverse students through collaboration and shared understanding
items: Case Study: Playing to Learn:
items: Case Study: Developing an online community through small steps and student feedback
items: Case Study: Bringing students together through active learning and simulations
items: Students at the Heart Programme
items: Session 71: A men's mental health podcast with a hug!
items: Session 70 Lightning talk: Advanced Practice formative peer review EPA presentations; cultivating multiprofessional feedback
items: Session 70 Lightning talk: Navigating enterprise education with the 7Cs
items: Session 69: Project decolonisation: carbon footprints and compensation payments
items: Session 68: Nature Lab: exploring virtual ecosystems for ecology teaching and research
items: Session 67: Neurodivergent-inclusive teaching: practical hints and tips
items: Session 66: Preparing students for a world with AI: scaffolding AI literacy into our teaching
items: Session 65: Research Informed Teaching Clinic
items: Session 64: Turning strategy into reality: a collaborative approach to embedding work-based learning in the curriculum
items: Session 63: Environmental sustainability update
items: Session 62: BRIDGE Accelerator: closing the socioeconomic gap through capital development
items: Session 61: Developing a buddy scheme to foster student wellbeing: preliminary insights from a curriculum enhancement internship project
items: Session 60: Implementing virtual reality in healthcare simulation: lessons from the hype cycle
items: Session 59: The NTF network
items: Session 58: Functional freeze in a VUCA (volatility, uncertainty, complexity, and ambiguity) - focused curriculum
items: Session 57: Co-Producing the Youth Worker Compass to support professional identity development and positive wellbeing in degree apprenticeship learners
items: Session 56: Increasing inclusivity in the student community through an initiative to increase awareness of microaggressions and harassment
items: Session 55: Destination: library. An interactive approach to library induction
items: Session 54 Workshop: Research-Informed Teaching - celebrating innovation and evidencing impact
items: Session 53: Cracking the collaboration code: lessons from a case study exploring the dynamics of cross-functional collaboration between business and IT students
items: Session 52: The River Mersey clean water challenge: localising outreach and public engagement

Case study: Supporting student tutorials with the feedback dashboard
type: item
description: Summary Using the feedback dashboard to support student tutorial meetings. Further Information: Subject Area: Criminology Level: 4-7 Case Study: What have we been doing? Will and Anne are both lecturers on the Criminology programme. The programme team have been working collectively to share and improve feedback practice. Part of this includes an ongoing process of adopting a single rubric added to all Canvas assignments. The aim of this is to help students by providing a consistent framework by which they can gauge their improvements, identify weaknesses to work on, and get to know the underlying aims of the course. Another process that the team is beginning to look at is to develop a consistent approach to written feedback on Canvas, using best practice in this area. Like most programmes, feedback is incredibly time consuming, and finding ways to ensure students get the most from this effort is important to the team. Students recognise the importance of individual tutorials, but tend not to be prepared, therefore not realising this until late in their studies. There is also a risk that in writing feedback tutors can become side-tracked by other demands and start writing feedback to satisfy externals rather than supporting students. Will and Anne are finding that the Feedback Dashboard is helping support students and their own development. What is the feedback dashboard? The feedback dashboard is an online space where staff can access all the electronic feedback in Canvas for each student in a single page Seeing student feedback across the programme The main way Will and Anne are using this dashboard is prior and during individual tutorials and PDPs, using it to help students to see the commonalities across the different assessments leading to plans and strategies to improve. Prior to meeting: prior to a meeting they might go in and have a brief glance at some of the different comments left on the assignments and also a quick overview of their marks in the past seme…
subject: Case Study
  topic: section
creator: Will Jackson
creator: Anne Hayes
rights: Copyright (c) 2025 Will Jackson, Anne Hayes http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-20
publication date: 2025-08-20
doi: 10.24377/studentexp3351

Case study: Reaching out beyond the module space and connecting with others to support studentlearning
type: item
description: Summary Clare will continue to teach this module completely online next year as she continues to connect students across the institution and through the alumni to understand the challenges of employability in a post covid world. Further Information: Subject Area: Media and Culture Level: 6 Class Size: 30 Case Study Clare has found that her students have been remained highly motivated during the process of moving her module online and Clare thinks this has been ‘great’ for her too. The redesign has created different opportunities to engage with a much wider range of people both internally and externally. The design was collaborative in terms of students and Clare sharing ideas, online tools and perspectives in the area of employability. Tools identified by students might be then built into workshops and discussions with students. The delivery for each week did change which required the students to be more proactive in their own time management and learn and develop those skills. This was very different from the previous year when it was taught face to face as students would tend to drift off during the workshop based activities. Alumni One group that has always been useful to motivate, inspire and inform students are past students. This group has been easier to reach out to and engage with because suddenly everyone was online. Clare has become more engaged with her alumni using social media such as LinkedIn. here she follows her past students to help her understand where their careers are developing but also to see how the knowledge and skills they've gained are also influencing their career paths. This knowledge helps her feedback to the current students but also helps her consider the current curriculum. In the past Clare would need to arrange times, dates, travel etc to get a past student to attend physically. The convenience of all being online and having the skills to engage in live online sessions has meant alumni and current students can get together with a mi…
subject: Case Study
  topic: section
creator: Clare Horrocks
rights: Copyright (c) 2025 Clare Horrocks http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-20
publication date: 2025-08-20
doi: 10.24377/studentexp3350

Case study: Providing an authentic and engaging online simulated placement
type: item
description: Summary Creating immersive simulations to support work-based learning. Further Information: Subject Area: Faculty of Health Level: 4 Class Size: 400 Case Study: The undergraduate nursing programme needs opportunities for work-based learning in order to learn valuable skills. This department has worked to provide an authentic, effective and engaging online learning experience through simulated placements. This includes simulation, gamification, and scenario-based learning using a range of technologies and techniques (both sophisticated and simple). This demonstrates how engaging an online experience involved like this can be. Simulation The use of Healthcare Simulation Based Education has been growing generally, particularly in the last 20 years. There is now considerable research evidence showing students develop confidence, secure thinking, reasoning, and technical and non-technical skills, through this method. The increasing numbers of students and the decreased number of clinical placements for our students, means students need different spaces and ways to practice the very important skills and understanding of roles within organisations. All of which must meet the very high standards set by the Nursing and Midwifery Council governing body. Liverpool John Moores University’s Faculty of Health department has been the first in the UK to recognise the potential of using simulation-based education. A simulation is the artificial representation of the real world within which you can recreate real world practice-scenarios. This project used Canvas for its underlying structure, weaving graphics and videos to create daily activities capturing these in a number of ways. To create a truly immersive experience students need to suspend disbelief, this is really quite a core, and key part of simulation based education. To do this completely online is very difficult, but there are some approaches that might be useful for others to learn from including: Creating sense of identi…
subject: Case Study
  topic: section
creator: Chris Gillies
creator: Janet Williams
creator: Mark Murphy
creator: Neal Hughes
creator: Niall McCann
rights: Copyright (c) 2025 Chris Gillies, Janet Williams, Mark Murphy, Neal Hughes, Niall McCann http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-19
publication date: 2025-08-19
doi: 10.24377/studentexp3349

Case study: Engaging Students Through the Creative use of Padlet
type: item
description: Summary Ivan is engaging students through collective activities captured within the Padlet system . Further Information: Subject Area: Public Health Level: 4, 5, 7 Class Size: 30 Technology Requirements Individual Padlet account (The institution does not have an institutional account) Details of the Process Ivan’s team have invested in a local Padlet account to support their teaching. Padlet is an online tool that is best described as an online notice board. Padlet can be used by students and teachers to post notes on a common page. The notes posted by teachers and students can contain links, videos, images and document files. This create space can be structured in a number of different ways using templates to allow different ways to organise these ‘notes’. Ivan had previous experience of using this tool, once at an online conference he attended but also his own experiments with students. He was asked to deliver quite a dry subject and was looking for ways to get the students more motivated and engaged. Ivan uses them in two different ways, one in a live online session, or as an ongoing space for students to share. He also keeps these spaces anonymous to encourage interaction. The non-live activities are usually the most successful as they allow students time to think, research and read each other’s contributions. The Padlet spaces can also be embedded into Canvas allowing students and staff to access them easily and have them incorporated within the rest of the materials. “The big benefit is how intuitive it is for the students and staff to use, they need very little support and just get on with it, it just works” The tasks need to be carefully described with instructions so that the students can carry them out independently: Most tasks are based around individuals or groups researching something and posting the resources they have found. Ice breaker. Share something that is important in your life. This encouraged student to share images of things that are importan…
subject: Case Study
  topic: section
creator: Ivan Gee
rights: Copyright (c) 2025 Ivan Gee http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-19
publication date: 2025-08-19
doi: 10.24377/studentexp3348

Case study: Developing materials for neuro-diverse students through collaboration and shared understanding
type: item
description: Summary Improving teaching practices though exploring neuro-diversity Further Information: Subject Area: School of Business Management Level: All Levels Case Study: Linda has been working closely with Christina over the past year to learn from her experiences as a dyslexic and dyspraxic academic. Through conversations and reviewing teaching practices, Linda has begun to change the way she designs PowerPoints and some other elements of her teaching. It is difficult to summarise all of these elements in this review, but it does provide a powerful example of how, through shared understanding, awareness can result in key small changes that can help all students. Linda began working with Christina and reflects as she started to understand the issues, “it really blew my mind.” She knew she had to take advantage of the first-hand experience of an academic who has been a student with dyslexia and dyspraxia. The aim being to improve the quality of the materials she presented and also to share this understanding to make it standard practise in what we all do. Not everyone who has these conditions may know this. Christina recalls the events that happened that made her seek help and a diagnosis. “So the thing that triggered me to get attached was I was in a physics class one day and I loved physics so much. I really wanted to do it. But I knew I wasn't brilliant at it, but I really wanted to do it. And I was stressed about this class because it was beginning to come up against my barriers. And I read a question three times and each time I read it, the numbers in it were different. It was one then it was a five and then it was one. Then it was a five. I was nearly in tears and I had to run out of the classroom.” Stories like this help us to understand how those with diverse neurological conditions experience things that others might find simple of easier to do. Though this developing understanding we can begin to look at our practice and see where the way we teach rather than wh…
subject: Case Study
  topic: section
creator: Christina Phillips
creator: Linda Walsh
rights: Copyright (c) 2025 Christina Phillips, Linda Walsh http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-19
publication date: 2025-08-19
doi: 10.24377/studentexp3344

Case Study: Playing to Learn:
type: item
description: This case study explores how Dr Javier Fernandez Navarro applied gamification principles into assessment design to enhance student engagement and develop industry-relevant skills. The approach combines an individual portfolio assessment using professional software tools with gamified elements including fantasy league mechanics, strategic card systems, and escape room-style practical sessions. The portfolio requires students to demonstrate competency with industry-standard performance analysis software, creating authentic learning experiences that align directly with professional job requirements. Gamified elements are designed to encourage attendance and participation through structured peer interaction and formative feedback opportunities embedded within practical sessions. Student feedback indicates positive responses to the interactive teaching methods, with the module receiving recognition as "the most interactive" in student evaluations. The approach demonstrates how carefully designed gamification can support authentic professional skill development while maintaining academic rigour. However, implementation challenges include resource requirements for content development and potential scalability concerns for larger student cohorts. This case study offers insights for educators seeking to integrate gamification principles with professionally-relevant assessment design, while highlighting both the potential benefits and practical considerations of such approaches.
subject: Case Study
  topic: section
subject: Gamification
  topic: keywords
subject: Authentic assessment
  topic: keywords
subject: Formative assessment
  topic: keywords
subject: Escape Room
  topic: keywords
subject: Peer-review
  topic: keywords
subject: Portfolio
  topic: keywords
subject: Professional skills
  topic: keywords
creator: Javier Fernandez Navarro
rights: Copyright (c) 2025 Dr. Javier Fernandez Navarro http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-19
publication date: 2025-08-19
doi: 10.24377/studentexp3347

Case Study: Developing an online community through small steps and student feedback
type: item
description: Tutor: Helen Klepper Summary How to engage part-time students on a one year CPD professional programme by focusing on developing a learning community using a range of activities and technologies. Further Information: Subject Area: Human Resource management (HRM) programme - LBS Level: 5 Class Size: 24 Background The CPD Chartered Institute of Personnel and Development level 5 programme in HRM attracts a cohort of more mature students who are looking for promotion or progression within this field. The programme consists of two modules over two semesters and classes take place in the evenings. This case study will focus on the assessment and related developments during the period of Covid, that have influenced the thinking around how to run this programme in the future. Creating an online community As with most programmes, this one was not designed as a distance learning course, neither had the students applied for nor prepared for the switchover to a fully online experience. The programme lasts for two semesters. In that short time the students have never met the tutors nor each other physically throughout the whole programme. One of the key objectives was to create and encourage a safe online climate which engenders active participation through discussion. One of the assessments was a group presentation. The tutors were keen to build the trust and working relationships between the groups when they were only meeting online too. The sequencing of the modules was changed to allow time for the students to get to know each other before completing the summative group work. Even with this change it still presented a problem to the tutors to design different ways in which to build this trust. Formative online tasks The tutors have also introduced several formative tasks asking the students to create podcasts and infographics representing their understanding of the various summative assessment tasks. This allowed the tutors to understand how well the students have understood…
subject: Case Study
  topic: section
creator: Joshi Jariwala
rights: Copyright (c) 2025 Joshi Jariwala http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-19
publication date: 2025-08-19
doi: 10.24377/studentexp3343

Case Study: Bringing students together through active learning and simulations
type: item
description: Summary A framework of active and flipped learning through incorporating simulation. Further Information: Subject Area: Business Management Level: 7 Class Size: 25 The school of leadership and organisational development within the MBA have a strong focus on improving practice within the workplace. This programme strongly encourage students to share how their learning has been applied in practice. Project Management Module The module is an optional and enables students to critically evaluate the key concepts that relate to stakeholders, critical success, risk management, project planning. A typical cohort size is around 20 to 25 students. Students have experience in managing organisation projects, they often face challenges and experience high levels of change and uncertainty. However, sometimes their traditional approach to project management doesn't really meet the challenges that they're facing. They tend not to have any formal training in project management theory or practice. The framework for the module incorporates learning simulations and principles of action learning to build more of a collaborative learning experience for the students. Natalie purchased a business simulation programme from an external company. Why use simulation? They create a level playing field in a learning environment Use real life scenarios Realistic conditions to set up reflective discussions A chance to apply theory to practice Bring students together to work collaboratively Presents a series of questions to students that they then have to think about and take action Reveal the unintended consequences Can be better than the real world experiences Simulation negatives: It can be expensive, business simulation can cost up to £500 pounds for a cohort of 25 students Setting up hardware and software can be challenging Some students focus more on the simulation process instead of learning about the task. The framework uses action learning to provide a useful lens to enhance learning within…
subject: Case Study
  topic: section
creator: Natalie Marguet
rights: Copyright (c) 2025 Natalie Marguet http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-19
publication date: 2025-08-19
doi: 10.24377/studentexp3342

Students at the Heart Programme
type: item
subject: Programme
  topic: section
creator: Kaylie Fortune
rights: Copyright (c) 2025 Kaylie Fortune http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3337

Session 71: A men's mental health podcast with a hug!
type: item
description: Session overview Men typically make up 75% of suicide deaths in the UK; in England, the highest suicide rate is among males aged 45–49, with 25.3 per 100,000 (ONS, 2024). Men are less likely to seek treatment for their mental health (Mind, 2020) and just 36% of all NHS referrals for psychological therapy are for men (Mental Health UK, 2024). It is also important to consider the concerning data that, in the context of poor mental health outcomes, 90% of individuals sleeping on the streets in England are men over the age of 26 who are from the United Kingdom (Housing and Communities, 2024) and that proportionally men make up to 96% of the total prison population (HM Prison and Probation Service, 2024). The Man Hug podcast began in early 2023 and it became a medium to capture the essence of these discussions to encourage men to talk. The podcast has three aims: Provide a platform for men with lived experience to share their mental health stories. Showcase the network of support that exists to help and support men Normalise the experience of talking about mental health to tackle the stigma associated with it. As hosts of the podcast, we are determined to demonstrate that poor mental health affects all men across class, demographic, and cultural lines, and that, by talking, our guests demonstrate positive male role models – and that it’s good to talk. To date, the podcast has addressed various themes such as addiction, grief, loneliness, suicide, neurodiversity, and memories. Following an evaluation the podcast is proving to be a useful educational tool for students and staff to enhance knowledge about mental health and to improve signposting. Key learning points from this session: How Podcasts can be used to enhance knowledge The power of Lived Experience (Experts by Experience) How staff and students can signpost people to the right mental health support. A men's mental health podcast with a hug! PowerPoint. Only LJMU staff and students have access to this resource.
subject: Presentations
  topic: section
creator: Dean McShane
creator: Conleth Kelly
creator: Ian Pierce Hayes
rights: Copyright (c) 2025 Dean McShane, Conleth Kelly, Ian Pierce Hayes http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3336

Session 70 Lightning talk: Advanced Practice formative peer review EPA presentations; cultivating multiprofessional feedback
type: item
description: Session overview: The Advanced Practice Apprenticeship Programme is multiprofessional in nature and designed to develop clinical expertise aligned with the NHSE Multiprofessional Framework for Advanced Practice (NHS England, 2017). It follows a national standardised approach to learners' End Point Assessment (EPA) based on the Institute for Apprenticeships and Technical Education (IfATE, 2018) requirements. The EPA ensures apprentices demonstrate the necessary clinical knowledge, skills, and behaviours (KSB’s) essential to practice at an advanced level. EPA is a multicomponent assessment comprising of an open book exam and evaluation of a proposed change in clinical practice, by way of a report and presentation. Both reinforce the application of advanced competencies in real-world healthcare. Assessors for this examination are independent of the academic team for which the programme is delivered and as such students must be prepared to answer questions from assessors across varying professions and advanced clinical backgrounds. Incorporating formative assessment in a multiprofessional learning environment is thought to enhance the overall educational experience by fostering collaboration, critical thinking, and knowledge exchange. Providing structured feedback on their change-in-practice presentations students were able to refine their ideas, develop problem-solving skills, and directly apply these to the advanced assessed competencies. Peer learning was chosen to encourage interdisciplinary dialogue, thus exposing students to diverse perspectives about their chosen potential healthcare challenges and solutions. The team wanted to mirror the real-world practice where professionals collaborate to evaluate practice improvements and cultivate communication whilst valuing a team approach. Learner feedback from two EPAs has been positive with students enjoying and finding value in this method of assessment. The team evaluated EPA peer formative assessment to be evidence-…
subject: Lightning Talks
  topic: section
creator: Sarah Shardlow
creator: Michelle Pickering
creator: Geraldine Macdonald Smith
creator: Joanna Lavery
rights: Copyright (c) 2025 Sarah Shardlow, Michelle Pickering, Geraldine Macdonald Smith, Joanna Lavery http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3335

Session 70 Lightning talk: Navigating enterprise education with the 7Cs
type: item
description: Session overview: One of the key objectives of the LJMU Employability and Graduate Outcomes Plan is that all undergraduate programmes will include accredited work-based learning. This session will give a first look at an evidence informed framework called the 7Cs that can support support this objective. The framework supports the design, delivery and evaluation of enterprise education interventions. The 7Cs are: A Can-Do approach Collaboration Competition Confidence Connections Creativity Curiosity Key learning points from this session: Support is available to work with employers to deliver inclusive and transformational curriculum content. Navigating enterprise education with the 7Cs PowerPoint. Only LJMU staff and students have access to this resource.
subject: Lightning Talks
  topic: section
creator: Emma Robinson
rights: Copyright (c) 2025 Emma Robinson http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3334

Session 69: Project decolonisation: carbon footprints and compensation payments
type: item
description: Session overview: How can topics related to decolonisation be integrated in the curriculum so that it is relevant and interesting to students? A group of students and lecturers have worked together to develop project-based activities for students in the mathematics programs at LJMU on two exciting real-world challenges related to decolonisation: 1. Calculate your personal carbon footprint and 2. Develop a fair and transparent compensation scheme for the impact of slavery. The activities will consist of three pillars - an analysis component where the students will develop mathematical frameworks for calculating the carbon footprint or a compensation payment for the impact of slavery, a presentation component where each team will present their projects to the class and an evaluation component where the team will reflect how their ideas could be implemented in practice. The decision of asking students to take the drivers' seats in designing the project tasks is to ensure that the tasks are genuinely relevant to future students in the mathematics programs. The interdisciplinary, open-ended activities are much closer to the challenges that mathematics graduates will face in their future workplaces but they are still relatively uncommon in mathematics programs. Key learning points from this session: After this talk, delegates will... ... take home fresh ideas how new student activities related to decolonisation can be developed. ... see examples how real-world challenges that go beyond the core of a particular discipline can be integrated into the curriculum. The project activities developed will be implemented in existing modules of the mathematics program. We expect that our approach to designing project-based student activities related to decolonisation can be easily transferred to other disciplines. Project decolonisation: carbon footprints and compensation payments PowerPoint. Only LJMU staff and students have access to this resource.
subject: Presentations
  topic: section
creator: Ivo Siekmann
creator: Sandra Ortega
creator: James Baker
creator: Aisha Jirde
creator: Lucy Lavery
creator: Mohamed Ibrahim
rights: Copyright (c) 2025 Ivo Siekmann, Sandra Ortega, James Baker, Aisha Jirde, Lucy Lavery, Mohamed Ibrahim http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3333

Session 68: Nature Lab: exploring virtual ecosystems for ecology teaching and research
type: item
description: Session overview: LJMU is committed to sustainability and addressing the climate crisis, with a goal of achieving net carbon zero by 2035. Teaching and research are central themes to this mission, and with the rapid advancement of digital technologies following the Covid-19 pandemic, we must explore the potential of innovative tools like virtual environments (VEs). VEs can enhance environmental science education, particularly for fieldwork, a vital yet often inaccessible component. While not a replacement for traditional fieldwork, VEs can make learning more inclusive and reduce the carbon footprint. To explore this potential, we developed an experiential learning module for Level 5 BSc Wildlife Conservation students. Using remote sensing biodiversity data collected from a local woodland, a VE was simulated for students to explore in a lab setting and conduct a bird point-count survey, identifying birds observed along a fixed transect. Students performed the same survey onsite, allowing direct comparison of their performance in the two environments, to determine whether both formats met the intended learning outcomes. Preliminary results indicate that VEs effectively teach practical ecology skills highly desired by wildlife conservation graduate employers. Additionally, students were surveyed on their attitudes towards VEs and experience with this innovative approach. It is clear that students benefit from, and want in-person fieldwork, but they value VEs as a supplementary learning tool and recognise their contribution to sustainable and flexible learning. From these insights, we consider the broader integration of VEs across fieldwork-based programmes and research, fostering inclusivity, enhancing engagement and supporting the Climate Action plan. Key learning points from this session: We evidence how virtual environments (VEs) can be a dynamic and innovative tool used to foster inclusivity, enhance learning, promote sustainability, and facilitate skills developme…
subject: Presentations
  topic: section
creator: Danielle Hinchcliffe
rights: Copyright (c) 2025 Danielle Hinchcliffe http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3332

Session 67: Neurodivergent-inclusive teaching: practical hints and tips
type: item
description: Session overview: Do you want to better support your neurodivergent students, but feel unsure about where to start? Are you unsure of how to translate general information about reasonable adjustments into specific classroom strategies? This session presents a beginner’s guide to neurodivergent-inclusive teaching in HE, from a neurodivergent academic who is also a researcher in Disability Studies and Neurodiversity Studies. Drawing on 15+ years’ experience supporting neurodivergent students (as a support worker, lecturer, and senior lecturer), I’ll present a brief, accessible introduction to ‘neurodiversity’ and related concepts, before moving on to practical guidance on effective teaching for neurodivergent students. Drawing in particular on my experience of designing and delivering a new module on neurodiversity for a student group with a high proportion of neurodivergent learners at a previous institution, I’ll reflect on what worked and what didn’t, and consider how specific strategies might transfer to the LJMU context. Key learning points from this session: Practical strategies for teaching neurodivergent learners. A better understanding of the concepts of 'neurodiversity' and 'neurodivergence', and the needs of neurodivergent students. Neurodivergent-inclusive teaching: practical hints and tips PowerPoint. Only LJMU staff and students have access to this resource.
subject: Presentations
  topic: section
creator: Ria Cheyne
rights: Copyright (c) 2025 Ria Cheyne http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3331

Session 66: Preparing students for a world with AI: scaffolding AI literacy into our teaching
type: item
description: Session overview: The world of AI is advancing rapidly. It has been said that 'AI won't necessarily take our jobs, but an AI literate person just might!'. Our students need to embrace these new technologies to further improve their employability. AI literacy is now an extremely important topic that we should integrate into all disciplines of undergraduate education. However, the levels of AI literacy amongst academic staff members in UK Universities is worryingly low and numerous initiatives are afoot to try to address this going forward through staff development and training. Students will require scaffolded learning to guide them through the range of AI technologies currently in use, how these are constructed and trained, the weaknesses they exhibit via bias and how to use them effectively through prompt engineering approaches. In this session, we will discuss how this is being addressed for the re-validation of the Computing suite of programmes at LJMU (encompassing seven undergraduate degree routes). We will walk through how we integrated AI literacy into a core Level 4 module that then encourages students to build on these skills in later modules at Level 5 and Level 6. Key learning points from this session: An outline syllabus for scaffolding AI literacy within a core programme module is provided. This is based on a current module being devised for re-validation of all computing programmes at LJMU in Semester 1 of 2025. This should hopefully help academic colleagues identify gaps in their own AI literacy and help plan future staff development opportunities in this area. Preparing students for a world with AI: scaffolding AI literacy into our teaching PowerPoint. Only LJMU staff and students have access to this resource.
subject: Presentations
  topic: section
creator: Martin Hannegham
rights: Copyright (c) 2025 Martin Hannegham http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3330

Session 65: Research Informed Teaching Clinic
type: item
description: Session overview: The research informed teaching clinic will provide a relaxed and informal space for colleagues to explore how their own research, and the research of others, can inform and enhance their teaching and learning practices, as well as curriculum development. It will provide an opportunity to get advice and guidance from the team running the current “research Informed Teaching” project for the university as well as chat to other colleagues about their experiences of, and approaches to, research informed teaching. Discussions will emphasise practical approaches that can be easily implemented to enhance research informed teaching in various areas of the university curriculum. The clinic is open to all colleagues, regardless of their role or level of experience. Just drop in if you fancy chatting about Research Informed Teaching. Key learning points from this session: Attendees will have the opportunity to discuss practical steps to embed research into their practice and curriculum as well as to encourage student engagement and enhance student outcomes.
subject: Presentations
  topic: section
creator: Jo Cresswell
rights: Copyright (c) 2025 Jo Cresswell http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3329

Session 64: Turning strategy into reality: a collaborative approach to embedding work-based learning in the curriculum
type: item
description: Session overview: As programmes undergo periodic review, we see firsthand how a community spirit can transform strategy into reality, the strategy being that all LJMU undergraduate students engage in a work-based learning (WBL) experience by 2030. Our goal is to enhance graduate employment prospects by embedding diverse WBL experiences into the curriculum. Research by Jackson (2024) highlights that in-curricular work experiences lead to clear labour market gains, reinforcing the importance of this initiative. This case study explores the integration of WBL in a Level 5 module within an IBMS-accredited Biomedical Science program. The module, focused on scientific study skills and employability, features a grant application assessment co-developed with industry partners. In 2023/24, students collaborated with Cyprotex on a fictional drug evaluation project. Feedback suggested a preference for projects aligned with concurrent module topics, leading to a 2024/25 collaboration with Mast, a microbiology diagnostics company. Early evaluation metrics indicate improved student perceptions of vocational relevance. Our reflective journey, in collaboration with Student Futures, covers key aspects of this initiative. We aim to provide an honest account of the successes and challenges faced, demonstrating how a collaborative approach can bridge academic and professional expectations. Our key takeaway is that WBL can be interpreted in multiple ways, but with a strong community-driven approach, these challenges can be overcome, ensuring meaningful employability outcomes for students. Key learning points from this session: Student Futures role in periodic review process and resulting recommendations. Implementing recommendations through WBL and broader curriculum integration. Contributions from Employer Engagement and Careers & Employability Consultants. The process of unpacking learning from WBL projects to enhance student development and understanding of transferable skills (Zahid…
subject: Presentations
  topic: section
creator: Nick Bryan
creator: Sandra Fawcett
creator: Laura Aldridge
creator: Lisa OFarrell
creator: Danielle Anderson
rights: Copyright (c) 2025 Nick Bryan, Sandra Fawcett, Laura Aldridge, Lisa OFarrell, Danielle Anderson http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3328

Session 63: Environmental sustainability update
type: item
description: Session overview: This session will present details of the new Climate and Sustainability Plan 2025-2030, providing an update on what was achieved from the previous Climate Action Plan, and the sustainability targets for the next five years. The team will also introduce Green Impact, an award winning staff programme, which is being implemented this year and encourages teams to get involved in supporting environmental sustainability at LJMU and be recognised for their efforts in doing so. Key learning points from this session: Understand what actions LJMU are taking to towards environmental sustainability Know what the university’s targets are for environmental sustainability for the next five years Know how you can make a contribution to environmental sustainability at LJMU Environmental sustainability update PowerPoint. Only LJMU staff and students have access to this resource.
subject: Presentations
  topic: section
creator: Nia Prys-Williams
creator: Tally Anderson
creator: Jen Stokoe
rights: Copyright (c) 2025 Nia Prys-Williams, Tally Anderson, Jen Stokoe http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3327

Session 62: BRIDGE Accelerator: closing the socioeconomic gap through capital development
type: item
description: Session overview: The BRIDGE Accelerator Group at Liverpool Business School is a transformative initiative aimed at addressing disparities in student outcomes by developing students’ capital and reducing barriers to success. With a focus on underrepresented groups, including students from IMD quintiles 1 and 2, service children, care-experienced students, those with mental health conditions, and students from diverse ethnic backgrounds, the programme directly aligns with LJMU’s commitment to inclusivity and equality of opportunity. Key activities within the BRIDGE Accelerator include: Workshops focused on self-efficacy, resilience, and leadership, equipping students with the tools to navigate academic and professional challenges. Mentorship programmes that connect students with alumni, faculty, and industry professionals, fostering guidance and real-world insights. Networking events designed to bridge the gap between students and employers, enhancing career opportunities and building professional connections. Targeted interventions to remove barriers, such as personalised academic support and early engagement initiatives. The BRIDGE Accelerator is research-driven, using qualitative and quantitative methods to evaluate the impact of its interventions on student success. It aligns with the objectives of LJMU’s Access and Participation Plan (APP) by addressing gaps in continuation, completion, and progression rates for disadvantaged groups. This session will explore how BRIDGE supports LJMU’s mission to place students at the heart of everything Key learning points from this session: Attendees will learn how targeted, evidence-informed initiatives can attempt to close socioeconomic gaps in student outcomes. They will gain practical insights into delivering impactful mentorship, workshops, and interventions that build resilience, employability, and academic success. The session will also showcase strategies for achieving equity, aligning with institutional Access and Par…
subject: Presentations
  topic: section
creator: Andrew Doyle
creator: Linda Graham
creator: Katie Neary
rights: Copyright (c) 2025 Andrew Doyle, Linda Graham, Katie Neary http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3326

Session 61: Developing a buddy scheme to foster student wellbeing: preliminary insights from a curriculum enhancement internship project
type: item
description: Curriculum Enhancement Internship Project funded by the Teaching and Learning Academy Session overview: Student wellbeing plays a pivotal role in academic success and retention, particularly in demanding disciplines like Civil Engineering and the Built Environment (CBE). In recognition of this, the School of CBE at LJMU has launched a Curriculum Enhancement Internship Project aimed at designing a tailored Buddy Scheme to enhance student wellbeing and promote a strong sense of belonging. This session will share preliminary findings from the early stages of the project, focusing on gathering insights from CBE students regarding the characteristics of an effective Buddy Scheme. Drawing on data from a mixed-methods approach including a diverse group of students, we will explore key themes such as student preferences, expectations, and the specific support they need from peer initiatives. By involving students directly in the design process, the project seeks to co-create a scheme that is both relevant and impactful. Attendees will gain insights into the challenges and opportunities encountered during the initial phases, as well as the next steps in piloting the Buddy Scheme. The session will also spark discussion on the broader role of peer support in higher education and the importance of student involvement in shaping wellbeing initiatives. Ultimately, this project exemplifies LJMU’s commitment to a student-centred approach, where students’ voices drive curriculum enhancements and contribute to fostering a supportive, inclusive learning environment for all. Key learning points from this session: Attendees will gain insights relating to: Buddy Scheme Design – Insights from Civil Engineering and Built Environment students on their needs and preferences for a peer support scheme. Student-Centred Approach – The value of student involvement in designing wellbeing initiatives. Future Steps – Next stages in piloting and refining a Buddy Scheme. Developing a buddy scheme to f…
subject: Presentations
  topic: section
creator: Emma Mulliner
creator: Neema Opiyo
creator: Sa'idah Zubairu
creator: Tim Browne
creator: Sian Dunne
rights: Copyright (c) 2025 Emma Mulliner, Neema Opiyo, Sa'idah Zubairu, Tim Browne, Sian Dunne http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3325

Session 60: Implementing virtual reality in healthcare simulation: lessons from the hype cycle
type: item
description: Session overview: In this presentation, we will share our experiences of successfully implementing immersive VR simulation across a number of healthcare education programmes, including Nursing, Mental Health and Endoscopy. We will also look at the feasibility of building immersive content in-house in terms of the expertise involved. We will discuss the many challenges we have overcome following our initial adoption of VR headsets two years ago, including technical barriers, cost-utility concerns, working with large cohorts and gaining acceptance from senior management, faculty staff and learners. We will also share the mistakes we've made along the way and share lessons learnt. Key learning points from this session: Attendees will come away from this session recognising that implementing any digital technology in HE involves a large degree of hidden labour from technical and other staff, a clear plan for rollout and evaluation, a shared pedagogical understanding of the value of the technology, and a recognition that learners' preferences will ultimately determine whether a technology is used or not. The key takeaway from this session is to approach the adoption of immersive technologies with caution, but to highlight that there are major benefits to doing so from a learner experience and staff development perspective. Implementing virtual reality in healthcare simulation: lessons from the hype cycle PowerPoint. Only LJMU staff and students have access to this resource.
subject: Presentations
  topic: section
creator: John-Paul Mills
rights: Copyright (c) 2025 John-Paul Mills http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3324

Session 59: The NTF network
type: item
description: Session overview: National Teaching Fellowship (NTF) is a prestigious award that celebrates individuals who have made an exceptional impact on student outcomes and the teaching profession. The NTF scheme is managed by Advance HE and applications are judged through a robust and competitive process, with only around 55 awards made across all UK Higher Education Institutions. Successful applicants must demonstrate: the value of their work in relation to benefit for staff and students; it’s reach in terms of the influence of their work outside of their expected frame of activity, and; the impact on policy, practice and/or student outcomes. National Teaching Fellowship is open to academic staff and colleagues from professional services whose roles have significant and direct impact on students. LJMU can submit up to three nominees each year and has a clear and transparent process for selecting nominees. Nominees are supported by a network of LJMU NTFs and work closely with a dedicated mentor to develop their Claim. Key learning points from this session: have an opportunity to meet LJMU’s NTFs and hear their stories of nomination; learn more about LJMU’s process of selection and the support provided to nominees; find out more about the benefits of being a member of the LJMU NTF network. The NTF network PowerPoint. Only LJMU staff and students have access to this resource.
subject: Presentations
  topic: section
creator: Phil Vickerman
rights: Copyright (c) 2025 Phil Vickerman http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3323

Session 58: Functional freeze in a VUCA (volatility, uncertainty, complexity, and ambiguity) - focused curriculum
type: item
description: Curriculum Enhancement Internship Project funded by the Teaching and Learning Academy Session overview: Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) are increasingly emphasised in business management programmes, with the goal of preparing students for real-world challenges. However, new research at Liverpool Business School reveals that this emphasis can sometimes lead to “functional freeze,” a state where learners default to safe, familiar strategies in response to cognitive overload. Running from the 2024/25 to 2025/26 academic years, the study focuses on students who, at the time of developing this talk, have yet to decide between dissertation or consultancy routes. Initial findings provide insights into how structured interventions – such as resilience training and reflective practice – can alleviate overwhelm while maintaining the benefits of VUCA-based teaching. Hence, this session offers valuable perspectives for educators, programme leaders, and policymakers on striking the right balance between exposing learners to unpredictability and equipping them with supportive scaffolds. By exploring the initial patterns in decision-making and risk-taking behaviour, we will examine how to prevent or mitigate functional freeze, thereby helping students remain agile, creative, and confident in the face of rapid change. Key learning points from this session: Attendees will learn to recognise signs of functional freeze, adopt strategies to maintain student engagement in uncertain contexts, and integrate supportive interventions without stifling innovation. The session offers practical tools for balancing VUCA exposure with effective scaffolds, fostering more resilient and adaptive learners overall. Functional freeze in a VUCA (volatility, uncertainty, complexity, and ambiguity) - focused curriculum PowerPoint. Only LJMU staff and students have access to this resource.
subject: Presentations
  topic: section
creator: Fredrick Agboma
creator: Boma Owusu
creator: Andy Doyle
rights: Copyright (c) 2025 Fredrick Agboma, Boma Owusu, Andy Doyle http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3322

Session 57: Co-Producing the Youth Worker Compass to support professional identity development and positive wellbeing in degree apprenticeship learners
type: item
description: Session overview: This presentation reflects on the co-production of The Youth Worker Compass, a handbook designed to help students on the Youth Work Degree Apprenticeship track, reflect, document, and develop their professional identity as youth workers during their on-the-job and off-the-job learning. Co-produced by a student intern funded via the Teaching and Learning Academy’s Curriculum Enhancement Internship, and the programme team, the handbook draws on the intern’s personal experience of a similar programme with a substantive placement element. The intern’s understanding of self-awareness, emotional reflection, stressors, and coping strategies helped shape this resource to support youth work apprentices throughout their three-year programme. The Youth Worker Compass serves as a metaphor for exploring and developing professional identity. Like a compass, it offers direction, helping Youth Work DA students navigate complexities while staying anchored in their personal and professional values aligned with the National Youth Agency's ethical standards. It is a dynamic tool, adjusting to changing conditions as a youth worker’s professional identity develops, ensuring effective and ethical practice. The handbook includes sections for self-assessment, goal-setting, reflective practice, and professional development. Its primary focus is reflexivity, encouraging self-awareness and supporting students as they navigate the complexities of their evolving roles as youth workers. The Youth Worker Compass provides a structured tool to guide professional development, allowing students to assess their progress within the broader context of their practice. Key learning points from this session: We advocate that the ‘Compass’ is a valuable resource that could be adapted and implemented across other programmes university-wide. Through promoting ongoing reflexivity, it enables students to better understand where they are in relation to their professional environment and ensures …
subject: Presentations
  topic: section
creator: Catherine Wilkinson
creator: Saira Weiner
creator: Lesley Dixon
creator: Stephen Brown
rights: Copyright (c) 2025 Catherine Wilkinson, Saira Weiner, Lesley Dixon, Stephen Brown http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3321

Session 56: Increasing inclusivity in the student community through an initiative to increase awareness of microaggressions and harassment
type: item
description: Session overview: The importance of anti-harassment policies, their visibility and clarity, are well known for effective management of bullying and harassment within education, although most research has focused within school education. We evaluate an initiative to increase a culture of inclusivity within a department at a UK university that spanned three years and is still ongoing. In 2021 we began with a departmental consultation about responding to inappropriate behaviour and developed an infographic to increase awareness of microaggression and harassment reporting and support. This was followed by the development of an annual departmental student harassment survey in 2022, now in its fourth year and establishing a network of 12 staff within the department who were trained to listen and provide support for student inappropriate behaviour and harassment complaints. Following this, a set of procedures was developed, through collaboration with LJMU Student Governance to effectively manage reports of harassment. Using our student inclusivity and harassment survey, we reported a significant decrease in reported harassment over three years. Our approach highlights the effectiveness of increasing awareness and support at a local levels, to compliment university policies and procedures. Key learning points from this session: Learn about a successful initiative designed to increase inclusivity in the School of Biological and Environmental Sciences by promoting awareness of zero tolerance and harassment-reporting within the university and the establishment of supporting mechanisms within the School. Activities were co-created by staff and students and included an infographic poster, monitoring survey and network of trained staff. Increasing inclusivity in the student community through an initiative to increase awareness of microaggressions and harassment PowerPoint. Only LJMU staff and students have access to this resource. Co-authors, Inclusion Ambassador Network: Sarah D…
subject: Presentations
  topic: section
creator: Nicola Koyama
creator: Alex Wilshaw
creator: Kyoko Yamaguchi
creator: Phebie Watson
creator: Beatrice Png
rights: Copyright (c) 2025 Nicola Koyama, Alex Wilshaw, Kyoko Yamaguchi, Phebie Watson, Beatrice Png http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3320

Session 55: Destination: library. An interactive approach to library induction
type: item
description: Session overview: Library Services has a good track record of delivering introductory sessions to new students, but the range and amount of other induction activities means that their impact can be variable. Many students will experience ‘library anxiety’. Additionally, since the pandemic and the opening of the Student Life Building, there has been a marked decline in footfall in Aldham and Avril Robarts buildings. Destination: Library was launched at the start of this academic year as part of the overall induction offer from the library, to address some of these issues. This new initiative aimed to attract students into our physical spaces and provide an opportunity to promote and engage with our services. This gamified approach followed an airport/travel theme and with participants ‘visiting’ 8 different checkpoints located throughout the library. Each checkpoint incorporated a task linked to a particular feature such as understanding electronic resources or referencing. The tasks were designed to be fun, interactive and quick. The aim was for students to complete the whole game within 15 – 20 minutes. The event was run simultaneously at both the Aldham and Avril Robarts libraries allowing students to participate wherever they were based on campus. Each of the individual components of the event were run again as standalone activities throughout semester 1 in the libraries, Student Life Building and online. Feedback from library staff and students was positive. Destination: Library met the aim of providing an overview of the different services within the library, in an accessible way. Students reported feeling more confident in coming to the libraries and using our services as a result of their participation. Key learning points from this session: This session will discuss the event in more detail, reflect on our experiences and give attendees a chance to participate in a sample activity. Participants can put forward ideas for further development and how they might…
subject: Presentations
  topic: section
creator: Louise Makin
creator: Paul Reece
rights: Copyright (c) 2025 Louise Makin, Paul Reece http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3319

Session 54 Workshop: Research-Informed Teaching - celebrating innovation and evidencing impact
type: item
description: Session overview: The aim of this session is to showcase the value of innovative research informed teaching practice across the university and identify ways to evidence the impact on student experience, educational gain, and employability. In the session we will explore the different models of research informed teaching, including pedagogical- and practice-based approaches, and how this is creating impact for students across the university. We will celebrate existing research informed teaching, seek to generate innovative new ideas about how to develop research informed teaching with “students at the heart” of planning as well as explore approaches to evaluating and evidencing the impact of research informed teaching on student learning, experience and success. By the end of the session, you will have had the opportunity to consider a range of innovative initiatives and strategies for evidencing impact. Key learning points from this session: Colleagues who attend these sessions will be able to consider how they can develop their own approaches to research informed teaching. The workshop approach is designed to facilitate discussion and sharing of ideas, so it is anticipated that delegates will learn from each other's experiences and perspectives. Research-Informed Teaching - celebrating innovation and evidencing impact PowerPoint. Only LJMU staff and students have access to this resource.
subject: Workshops
  topic: section
creator: Jo Cresswell
rights: Copyright (c) 2025 Jo Cresswell http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3318

Session 53: Cracking the collaboration code: lessons from a case study exploring the dynamics of cross-functional collaboration between business and IT students
type: item
description: Session overview: This session, When Business Speaks and IT Codes: Cracking the Collaboration Code, explores the dynamics of cross-functional collaboration between business and IT students in a live consultancy project. In today’s digital economy, successful business-IT integration is crucial for driving innovation and operational efficiency. However, bridging the gap between these disciplines presents challenges due to differing communication styles, problem-solving approaches, and technical expertise. Through a real-world case study, we will examine how business students and IT students collaborated to develop an operational IT system for a Malaysian logistics and warehousing company. The session will unpack the challenges faced - such as misalignment in expectations, technical versus strategic perspectives, and coordination hurdles - while showcasing structured interventions that improved team synergy. Using an Organisational Behaviour (OB) framework, we will analyse collaboration at both the individual level (personality traits, working styles, and domain mindsets) and the team level (coordination mechanisms, conflict resolution, and Agile methodologies). Key strategies like structured role definitions, iterative feedback loops, requirement documentation, and sprint reviews will be highlighted. This session is relevant to educators, researchers, and industry professionals interested in designing effective interdisciplinary projects, enhancing teamwork through OB principles, and preparing students for the realities of digital-era collaboration. Attendees will gain practical strategies to foster adaptability, improve communication in diverse teams, and create a student-centric, innovation-driven learning environment. Key learning points from this session: Attendees will gain insights into fostering effective cross-functional collaboration between business and IT student teams. Key takeaways include strategies for bridging communication gaps, managing interdiscipli…
subject: Presentations
  topic: section
creator: Yu Shin Gan
creator: Gregory Wong Shen Hoong
creator: Santhiran A/L Subramanian
creator: Wong Ying Hui
creator: Wan Yi Ku
rights: Copyright (c) 2025 Yu Shin Gan, Gregory Wong Shen Hoong, Santhiran A/L Subramanian, Wong Ying Hui, Wan Yi Ku http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3317

Session 52: The River Mersey clean water challenge: localising outreach and public engagement
type: item
description: Session overview: This session will explore the value of drawing on the local environment to situate university outreach and public engagement. In 2023/24 the Absolute Chemistry Research Group (ACRG) designed and delivered The River Mersey Clean Water Challenge. This project saw over 150 learners aged 9-12 from six Liverpool City Region (LCR) schools challenged with a local problem within a global context: investigating the River Mersey to advance their understanding of UNSDG6: Clean Water and Sanitation. Participating schools received a mock ‘sample’ of River Mersey water and were challenged to purify it through scientific procedures. Each school received three outreach sessions to support their investigation which situated learning in a Liverpool context, including a school visit by Liverpool John Moores University (LJMU) staff, a teacher-led series of practical activities and a Gala Day visit to the LJMU campus. This Gala Day saw learners take part in enriching science enhancement activities and share their approach to purifying the simulated river water. Each sample was tested for purity by an expert panel of chemists at LJMU. The Water Challenge was successful in engaging learners from socioeconomically deprived backgrounds; offered school-aged learners experience of the LJMU campus and supported interactions between young people and current LJMU Student Advocates, providing positive role models for HE. This session will reflect on the advantages and limitations of adopting a localised approach to outreach and public engagement, drawing on evaluation data and research literature, and offer advice to others who might wish to localise their outreach and engagement activities. Key learning points from this session: This session will offer insights into the practice of outreach and public engagement, including advantages and challenges of undertaking activities with a local focus. The session will demonstrate the capacity to draw on the local environment to serve l…
subject: Presentations
  topic: section
creator: Andrea Mallaburn
creator: Linda Seton
rights: Copyright (c) 2025 Andrea Mallaburn, Linda Seton http://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-08-05
publication date: 2025-08-05
doi: 10.24377/studentexp3316