Parallel Sessions 3: 14.20 – 15.20

PAPERS (25 minutes each)

14.20 – 14.45

14.45 – 15.20

Enhancing the Learning Development of Student Partners through the curriculum diversification ‘Hidden Histories’ project

Ellie Davison and Tom Hobson

University of Lincoln


The voices of scholars with diverse gender, sexuality, ethnicity, dis/ability and cultural backgrounds have historically been underrepresented in teaching curricula, potentially excluding many students from identifying with teaching resources and activities. The Hidden Histories student-staff partnership project has dual aims; firstly, to support student researcher-developers (SRDs) to enhance their inclusive learning development through their production of interactive seminar activities based upon the contributions of undercelebrated scholars, and secondly, diversification of Science Foundation Year modules through the consequent embedding of diverse narratives into the curriculum.

Final year, or Master’s students were recruited from across the College of Science and were supported by subject specialists to develop their pedagogic skills, with freedom to choose the direction of their own research.  SRDs reported a positive impact of the project on multiple areas of their learning development. For example, an increasing awareness of how to design interactive resources that strengthen engagement and deepen learning, techniques that improve the accessibility of resources for learners, and how to tailor their presentation skills for different types of audience.  SRDs also broadened their research skills and developed a questioning mindset, inspiring them to look further into the stories behind discoveries rather than accepting the conventional narrative at face value.

The project proved to be an insightful opportunity for the wider teaching team to develop their mentoring skills, to develop an increased understanding of the advanced skills students may benefit from developing as they move towards employment, and an enhanced appreciation for the challenges today’s students face when juggling competing demands. Furthermore, the impact of the project extends to the cohort of students experiencing the diversifying curriculum, with evaluation revealing a striking impact on students’ awareness of thinkers from marginalised backgrounds, their appetite for deeper engagement with inclusive teaching and learning and, crucially, a heightened ‘sense of belonging’ in STEM for students from diverse backgrounds.

Enhancing attainment and belonging at the London College of Fashion: a proactive, personalised approach to address limitations of the academic support provision

Emma Shackleton and Jo Peel

UAL London College of Fashion


This paper shares a proactive approach, developed by the Academic Support department in London College of Fashion (LCF), designed to enhance equity of take up of the department’s tutorials and contribute to reducing awarding differences.  The paper uses the term Black, Asian and minority ethnic students because University of the Arts London (UAL) uses it as one of the categories for students as part of its collection, analysis and reporting of institutional data. We recognise and acknowledge the terminology is overly broad and contested. Since the paper uses UAL’s institutional data, it is working with UAL’s definitions, terminology and categorisations.

In late 2019, examination of university data indicated lower bookings by Year 3 Home Black, Asian and minority ethnic students (Malik et al., 2021) and International students, and lower enhancement for degree awards, compared to Home White students. LCF has an open-to-all offer of tutorials and dedicated final-year workshops. However, research identifies systemic obstacles encountered by some students within and outside universities (Snoussi & Mompelat, 2019; UUK, 2019). While the department’s offer appeared popular, it required self-initiation by students, which could be a barrier for students experiencing limited sense of belonging within the College.   

Drawing on compassionate and solutions-focused approaches, the generic offer was adapted to enable a lecturer-team to offer personalised support to students identified as having the greatest opportunity to benefit from tutorials. Now in its third year, the Proactive Approach has led to greater equity of take up of the department’s provision and higher outcomes for students taking it up. The intervention is being evaluated for the UAL Access and Participation Plan, and data to date suggests it can contribute to enhance sense of belonging and unit grades. 

This learning development offer was tailored to be flexible for delivery within restricted time frames and the existing resource of the Academic Support department. We hope to share it with delegates to consider its benefits, limitations and potential opportunities to use institutional data to stimulate a redesign of a learning development offer to contribute to universities’ work for Equality, Diversity and Inclusion.


Malik, S., Ryder, M., Marsden, S, Lawson, R, Gee, M (2021) BAME: A report on the use of the term and responses to it Terminology Review for the BBC and Creative Industries. Available at:–bbchighres231121-132836254614117870.pdf (accessed: 6 March 2023).

Snoussi, D., & Mompelat, L. (2019) ‘We are ghosts’: Race, Class and Institutional Prejudice. London: Runnymede. Available at: (accessed 27 March 2022).

UUK (2019) Black, Asian and Minority Ethnic Student Attainment at UK Universities: Closing the Gap. Available at: (accessed 27 March 2022).

Podcasts as a Medium for Connection in Academic Libraries

Virginia Pow and Jessica Thorlackson

University of Alberta


With the move to a more asynchronous and online learning environment, connection building and a sense of being part of a community required alternative methods. As such, podcasts emerged as a medium for this work, and we created our first academic library podcast at the University of Alberta Library, Library Lab Notes.

Podcasts provide self-paced and directed learning, connection building, and are accessible due to their portability, transcripts, adjustable volume and playback speeds (Drew,2017; Peoples & Tilley, 2011; Hurst, et al, 2019; Pollock, et al, 2020; Smith, et. al, 2020). They offer a unique opportunity to connect with library patrons to create a greater sense of belonging, creating low barrier library access, and as Christopher Drew notes “[podcasts] have the tangible benefit of bringing teachers and learners together.” By connecting with our patrons in this way, we can reduce library anxiety and better meet their needs.

In this 20 min presentation, we will address how we approached library topics with both radical honesty and playfulness to foster authentic dialogue and connection, while also highlighting some of our greatest ups and downs in the process. We will share how our podcast draws connections and belonging (making sure to include our audiences’ voices on the podcast), and between people and ideas. For example, we will share how we turned a discussion of databases into a dating game, and, more significantly, how we broached the topic of racism in libraries. Turning topics from lecture-style sessions to easy-listening conversations, we tried to make information literacy approachable to promote learning, but ultimately to build connections by showing that the library includes real people with which they can engage.

Presentation participants will leave with greater understanding of the role and value of podcasting as a means for connection building in an academic library setting.


Barnes, J. H. (2011) “Transforming and sustaining information science education: A conversation to begin the asistED podcast,” e292. Rentenbach, Barb. Neurodiversity: A Humorous and Practical Guide to Living with ADHD, Anxiety, Autism, Dyslexia, the Gays and Everyone Else. Mule and Muse Productions, 163, pp. 59–63.

Drew, C. (2017) “Educational podcasts: A genre analysis,” E-Learning and digital media, 14(4), pp. 201–211. doi: 10.1177/2042753017736177.

Hurst, E. J. (2019) “Podcasting in medical education and health care,” Journal of hospital librarianship, 19(3), pp. 214–226. doi: 10.1080/15323269.2019.1628564.

Peoples, B. and Tilley, C. (2011) “Podcasts as an Emerging Information Resource,” College & undergraduate libraries, 18(1), pp. 44–57. doi: 10.1080/10691316.2010.550529.

Pollock, D. et al. (2020) “Transforming and sustaining information science education: A conversation to begin the asistED podcast,” Proceedings of the Association for Information Science and Technology, 57(1). doi: 10.1002/pra2.292.

Rentenbach, B. (2016) Neurodiversity: A Humorous and Practical Guide to Living with ADHD, Anxiety, Autism, Dyslexia, the Gays and Everyone Else. Mule and Muse Productions. Rentenbach, B., Prislovsky, L. and Gabriel, R. (2017) “Valuing differences: Neurodiversity in the classroom,” Phi Delta Kappan, 98, pp. 59–63.

Value of Reflective Learning for Nursing students: case studies of critical reflection within applied Gibbs model of reflection

Tanja Tolar

University of Bradford


The aim of this paper is to explore the value and importance of reflective practices in academic writing among nursing students at the University of Bradford. 

The paper is based around case studies of students who presented to academic skills for support following their failed attempts in assessed reflective essays. In guiding students through their academic writing development, it becomes apparent students often underestimate the value of critical and analytical approaches towards academic writing process when they reflect on their own practical experience.

Analysis of the students’ understanding focuses on key stages of learning as outlined in Honey and Mumford (1992) and the application of a process of reflection that is based on Gibbs’ model of reflection but emphasises the importance of involvement of critical reflection. Students’ comments and evaluations of their reflective writing processes are considered and matched with the expectations course leaders hold for their students. This is in line with the importance of dialogue within this approach that McDrury ad Alterio have explored (2002). 

Responses are gathered through a set of open questions in a questionnaire given to students after their assignment submission and further insights through a subsequent discussion with their tutors. 

Through this process, students are supported to gain insight and thus bring their stages of reflective learning to a close by learning that reflection is integral part of their learning patterns as well as their professional development. 


Alterio, M., & McDrury, J. (2003). Learning Through Storytelling in Higher Education. Routledge.

Hokanson, K., Breault, R. R., Lucas, C., Charrois, T. L., & Schindel, T. J. (2022). Reflective practice: Co-Creating reflective activities for pharmacy students. Pharmacy, 10(1), 28.

Honey, P., & Mumford, A. (1992). The Manual of Learning Styles. Peter Honey Publications Ltd.

McCarthy, J. (2011). Reflective writing, higher education and professional practice. Journal for Education in the Built Environment, 6(1), 29–43. Ryan, M. (2011). Improving reflective writing in higher education: A social semiotic perspective. Teaching in Higher Education, 16(1), 99–111.



“In the moment”: Introducing an adaptive model for study skills workshop delivery

Jonathan Denham

University of Bradford


This lightening talk, and supporting poster, presents an overview of a dynamic approach to the design and delivery of the core writing and study skills workshop offer open to all UG/ PGT students at the University of Bradford. This is currently being developed by the academic skills team as an inclusive response to an increasingly diverse student profile. It aims to move delivery away from a traditional, directive ‘one size fits all’ presentation of learning assets towards more adaptive and responsive skills development informed by the concepts of conceptual and informal curriculums (Rothlind et al., 2020; Brussow et al., 2019; Suchman et al., 2004). At the preparation stage, a conceptual map is created by the team based around a specific study skills theme such as structure or analysis (Sherborne, 2014). The map identifies key topics, subtopics and the scope of learning material including links to activities and supporting resources. Delivery initially involves advisors supporting students who attend to self-reflect on their current understanding of that topic. An ‘in-the-moment’ application of this to the map enables the advisor to create a bespoke workshop structure (Ephgrave, 2020; Ephgrave, 2018). A session can then be delivered that has a common conceptual core for all students whilst enabling the advisor to adapt additional learning assets and ensure ideas are fully relevant to all attendees (Gallagher et al., 2022). This approach aims to maximise learning for students regardless of programme, level of study and confidence /ability. Furthermore, extended learning has been facilitated by re-configuring the writing and study skills VLE resource area to align with conceptual maps and thus enable students to continue with skills development as part of their individual learning journey.  A concurrent review of practice and evaluation of the current year’s delivery will offer lessons learned and an overview of impact.

Reference list:

Brussow, J.A., Roberts, K., Scaruto, M., Sommer, S. and Mills, C. (2019) Concept-based curricula: a national study of critical concepts. Nurse Educator, 44(1), pp.15-19. [Online] Available at: https://doi.10.1097/NNE.0000000000000515. [Accessed 20 November 2021].

Ephgrave, A. (2018): Planning in the Moment with Young Children: A Practical Guide for Early Years Practitioners and Parents. Oxon: Routledge.

Ephgrave, A. (2020) Planning in the Moment with Two and Three Year Olds: Child-initiated Play in Action. Oxon: Routledge.

Gallagher, M.A., Parsons, S. A. and Vaughn, M. (2022) Adaptive teaching in mathematics: a review of the literature, Educational Review, 74(2), pp.298-320. [Online] Available at: (Accessed 12 January 2023).

Rothlind, E., Fors, U., Salminen, H., Wandell, P. and Ekblad, S. (2020) ‘The Informal Curriculum of Family Medicine – what does it entail and how is it taught to residents? A systematic review’, BMC Family Practice, 21. [Online] Available at:  (Accessed 10 October 2021). 

Sherborne, T. (2014) ‘Mapping the Curriculum: How Concept Maps can Improve the Effectiveness of Course Development’, in Okada, A., Buckingham Shum, S. and Sherborne, T. (eds.)  Knowledge cartography: Software tools and mapping techniques Processing London: Springer London, pp. 193–208.

Suchman, A.L., Williamson, P.R., Litzelman, D.K., Frankel, R.M., Mossbarger, D.L. and Inui, T.S. (2004) ‘Toward an informal curriculum that teaches professionalism’, Journal of General Internal Medicine, 19(5), pp.501-504. [Online] Available at: (Accessed 5 November 2021).


Student interaction, academic anxiety and belonging: video project

Louise Frith

University of York


This resource showcase session will demonstrate the output from a research project which was presented at ALDinHE conference online last year. The research looked at the experience of Chinese postgraduate students in three areas: student participation, academic anxiety and belonging. The session will briefly outline our project and how we worked with the students to produce the videos.

The project used a strengths-based approach (Rapp & Goscha, 2006) where-by students shared their own strengths and resources to create a successful outcome. The only input from staff was to book rooms and source equipment.  The students met and worked on the videos themselves, making editorial decisions and doing all of the production. At the end of the summer, three videos were produced which focused on the three research themes.

During the session I will play the videos and get feedback from participants on how to work collaboratively with students and on the use of the videos with international students to support their transition into UK HE.

(Re)Imagining Higher Education: An inspirational guide for academics

Sandra Abegglen,  Tom Burns, Sonia Kamal, Maryam Akhbari, and Sandra Sinfield

University of Calgary and London Metropolitan University


We live in times of certain uncertainty with Higher Education in constant need of reflexive adaptation. The Reimagining Higher Education project, funded by the Association for Learning Development in Higher Education (ALDinHE), explored creatively and playfully the future of education. It invited the academic community to participate in workshops to reflect on the current status of Higher Education and, at the same time, to conceptualize what form a humane and integrated Learning Development, the holistic and sustainable fostering of academic literacies and practices, would take within that Higher Education system. The outcome is an open-source guide of Higher Education models, real and idealized, that potentially have the power to change perspectives and attitudes. In this short presentation, we (the project team) will showcase the guide, outlining what a more inclusive, empowering, and creative academia would look like. Our research participants have imaged the unimaginable: universities open, accessible, full of trust, care and laughter. Please join us to further reflect on the future of academia, with hope and positivity.

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