Funded Projects 2021-2022

Student led online symposium on culture driven business responses to Covid-19 in Global North and South

Dr Xianghan (Christine) O’Dea – York St John University

Co-investigator Xue Zhou – Queen Mary University of London

Abstract

The importance of developing university students to become global ready graduates has been well documented. One of the most important competencies, as identified in existing research, is cultural sensitivity, or cross-cultural awareness. In other words, students need to build a sense of belonging in a more culturally diverse community and to build connections with others from different cultural backgrounds. 

Guided by the theory of active learning and constructivism, this project aims to improve the involvement and peer collaboration of students of all ages and backgrounds in designing, leading and managing a more value added learning activity. In addition, it is aimed at helping students to develop a wide range of global competences and transferable skills, such as team working, problem solving, critical and comparative thinking, project management, and also digital literacy. 

The student led online symposium, titled “culture driven business responses to Covid-19 in Global North and South” is a collaboration between the undergraduate communities in two higher education institutions in England – University A and University B.

The feedback of students involved in organizing, managing and presenting in the symposium will be collected using mixed methods, such as questionnaires, interviews, focus groups and self-reflections. The research findings will be disseminated with wider academic communities internally and externally through means of conference presentations, seminars and academic blogs.

If the symposium proves to be successful, it will be expanded to include postgraduate students in both business schools, and also students from other academic departments in both institutions. 

Final report

For more information about the project, please contact Dr Xianghan (Christine) O’Dea c.odea@yorksj.ac.uk

Understanding student preferences for one to one writing appointments post-pandemic.

Bryony Parsons – University of Liverpool

Abstract

The Writing Support scheme at the University is a near-peer service, which provides students with the opportunity to book one to one appointments with an academic writing tutor. All Writing Support tutors are currently studying for their PhD and offer support to students with planning assignments, being critical, structuring their writing, understanding tutor feedback and referencing. 

When launched in 2019, this service was popular, with 626 appointments being attended in semester one. These appointments all took place face to face, in study rooms in the university library. When Covid-19 hit in March 2020, the service moved online, with appointments taking place over Microsoft Teams. However, with this, we noticed a significant drop in appointments, with only 292 being booked in the same time period in 2020, despite attendee numbers at our Library online webinars increasing significantly from our face to face workshop figures the previous year. 

This study will explore students’ preferences in relation to one to one writing appointments, with the aim of discovering how students would like these to be delivered in future, when both online and face to face meetings are a possibility, and their reasons for their preferences. We will disseminate a short online survey, with the objective of reaching as many students as possible from different faculties and levels of study across the university. We will then analyse the feedback provided to shape our future delivery of Writing Support appointments. 

Read the research project.

For more information about the project, please contact Bryony Parsons knowhow@liverpool.ac.uk

Hidden Histories – A student-staff partnership to diversify the narrative in an integrated Science Foundation Year curriculum

Ellie Davison – University of Lincoln

Proposal

The interdisciplinary University of Lincoln Science Foundation Year aims to diversify and decentre its curriculum by reframing topics through the perspectives and contributions of under-celebrated thinkers from marginalised backgrounds.  A collaborative student-staff partnership will be initiated to support student researcher developers (SRDs) to uncover ‘hidden histories’ within the fields of science and mathematics and produce interactive learning activities to embed diverse narratives and approaches into the curriculum.  The impact of the project upon the student learners, and the SRD’s research and pedagogical skill development, will be evaluated.  The outcomes will be disseminated through student-staff co-authored conference presentations and journal papers, along with inclusion in institution-wide initiatives to produce ‘toolkits’ for promotion of EDI in teaching and assessment.

Final report

For more information about the project, please contact Ellie Davison edavison@lincoln.ac.uk

Manual notetaking and its effect on increasing student engagement and knowledge retention

Ellen Spender – Swansea University

Abstract

Over the past 30 years there has been in increasing reliance on technology for university students, and there is a place for it, this has been proven during the current pandemic and the swift move to online learning.  

The aim of our project is to conduct a study into 2 methods of notetaking:  (1) using materials such as notebooks and highlighters and (2) using technology such as iPads and laptops, and their use in knowledge retention.  The group of students in the study will be split into 2 groups during a session with one group of students making notes with traditional note taking materials and the other group will use technology using IT equipment such as iPads or laptops to make notes.   After a short break all students will sit a test and the results of their knowledge retention will be measured.  The test will be replicated with a new group of students for a second session

The study will take place at the commencement of the academic year and students will benefit not only from using 2 different types of studying techniques but also from social interaction and to refresh their classroom skills after an 18-month break from face-to-face teaching.

Our experience and good practice can be shared with colleagues and the wider academic environment to that they may be able to implement the findings in their own practice.  This is an innovative approach as it is a real-life study, dynamic and fluid.

Final report

For more information about the project, please contact Ellen Spender – e.t.spender@swansea.ac.uk

Decolonising the HE STEM Curriculum: Increasing the visibility of ethnic minority contributors to STEM

Dr Jessica Bownes – The University of Glasgow

Abstract

Ethnic minority people are woefully underrepresented in undergraduate STEM degrees (HESA, 2021). This underrepresentation becomes greater in post-graduate courses and professional academia (HESA, 2021), therefore, decolonizing the STEM curriculum is directly connected to increasing the academic success of ethnic minority students. Recent research shows that ethnic minority students are more engaged and successful when they see role models that they relate to within the curriculum (Schwartz, 2018). This project aims to make ethnic minority people who were key contributors to STEM more visible through the production of a resource that can both be embedded in the curriculum and used as a standalone tool to raise awareness of these important scientists.

The resource will comprise a repository of visual and text-based information about key ethnic minority figures in STEM. We will identify a number of role models for the initial showcase and collate their personal and professional information so that students can better understand the people behind many extraordinary scientific discoveries. This resource will be available to UK HEIs as a searchable and extractable database that can be used within class resources such as lecture slides and supplementary online material. The information will also be formatted in such a way that each entry can be printed and used as a poster in a series that will be displayed in STEM buildings around campus, thus increasing the visibility of ethnic minority role models within the HE STEM learning environment and, additionally, stimulating further conversation about how we can continue to decolonize the STEM curriculum.

Final report

For more information about the project, please contact Dr Jessica Bownes Jessica.Bownes@glasgow.ac.uk

BioJEWEL: Supporting undergraduate students to engage and reflect on academic work at all levels

Rachel Hope – University of York

Abstract

The transition to university can present challenges for students due to the shift to self-directed learning and varying levels of confidence around studying within a Higher Education setting, especially amongst widening participation students. A sense of belonging can increase student retention and success, and student-centred learning approaches can be similarly effective in providing learning support. We therefore aim to develop an online undergraduate student journal for the Biosciences: The Biology Journal of Excellent Work and Exemplary Learning (BioJEWEL), to ease the transition of students into learning within a university environment and to develop a sense of community within their learning journey. The focus of BioJEWEL is to showcase undergraduate research and best practice as a pedagogical tool to engage and support students at all stages of the degree process by publishing annotated exemplars with connections to marking criteria, learning outcomes, online resources and reflective exercises to feed-forward into future assessments. Students will work as partners in the creation of the journal and subsequently in submission and editing roles. Focus groups and surveys will evaluate the impact of the journal for students, and template structures and online resources will allow for the journal to be rolled out in other departments and institutions to expand its impact.

Final report

For more information about the project, please contact Rachel Hope rachel.hope@york.ac.uk

Facilitating conversations about equality, diversity & inclusion using a card resource

Dr Matthew Sillence – University of East Anglia

Abstract

Equality, diversity and inclusion (EDI) is central for higher education institutions (HEIs). All UK universities are required to recognise and respond to national and global drivers for change (Equality Act, 2010; Sengupta et al., 2019: 4), but such topics can be deeply personal and challenging for educators and learners to address. This study draws on the recent development of a set of EDI cards at the University of East Anglia and accompanying guidance to encourage ‘brave spaces’ for EDI conversations in different training contexts. Firstly, it aims to evaluate the use of the EDI cards from the perspective of both the Facilitators and Participants, where previously only Facilitators’ reflections have been recorded. Secondly, it identifies novel learning scenarios that can be used to enrich the guidance on the use of EDI cards. This may include training for staff, peer training for students as community representatives, research students working as teaching assistants, or in fieldwork contexts. Finally, the findings of this project will contribute to an enhanced toolkit for Facilitators and Participants in different learning contexts within higher education. This research-informed guidance will be disseminated across institutions, evidencing our continuing commitment to adopting and sharing effective LD practice with the HE community.

Final report

For more information about the project, please contact Dr Matthew Sillence M.Sillence@uea.ac.uk

How do MSc students perceive the use of online escape rooms as a formative assessment in relation to their learning?

Stefano Licchelli – University of Surrey

Abstract

The aim of this qualitative study is to understand how students perceive the use of an online escape room as a form of formative assessment. Indeed, the use of escape rooms in higher education has been seen to be effective in fostering learning (Gómez-Urquiza et al., 2019) through practical exercises (Kinio et al., 2019). 

The perception of the use of games as a way of applying knowledge and fostering learning and independence will be explored in MSc students [AAA] attending a lecture on HIV. Indeed, the MSc [AAA] is accredited with professional bodies and prepares students to be independent professionals. Thus, the use of the escape room as a formative assessment might promote independence in terms of self-evaluation of the learning outcomes achieved and educational needs of the students. This is going to be a qualitative study where students will be invited to answer a set of questions online. They will be actively involved providing feedback on a draft of the thematic map drawn from the data analysis to help the researcher making sense of the use of escape rooms as formative assessment. 

This study will provide scientific evidence for the use of online escape rooms in the classroom based on the experience of students. Teachers will be able to use the results from this study to critically evaluate if the use of online escape rooms would benefit their students and if this tool could support their learning experience considering the current situation with Covid-19. 

Final report

For more information about the project, please contact Stefano Licchelli s.licchelli@surrey.ac.uk

Improving the experience of Learning Development online one-to-one tutorials for students with SpLDs and physical disabilities.

Sam Thomas – University of Northampton

Abstract

The move to online one-to-one tutorials took place almost overnight at the start of the pandemic, and for most students these have become the preferred method of engaging with Learning Development tutors. However, some students have expressed frustration with using the technology required to access the tutorials, particularly students with specific learning differences (SpLDs) and physical disabilities. As the proportion of students that attend our University who declare a disability is increasing it is important that we make our services as accessible as possible to all students (Hubble and Bolton, 2021). This research seeks to explore some of the limitations faced by students in making the most of online one-to-one tutorials, evaluate potential adjustments and to make recommendations to improve the experience for all.

A small group of students will be recruited to take part in a user experience (UX) project which over the course of a few weeks will explore their study practices, needs and experiences. The user experience of booking and taking part in online learning development tutorials will be investigated using interviews and focus groups. Their reflection on their experiences will be analysed and coded using empathy mapping (Borg and Reisma, 2016). These activities will uncover barriers to effectiveness of the Learning Development journey from booking the tutorial to evaluating the session, which can then be addressed by collating potential solutions into an action plan that will be prioritised and implemented where possible. The resulting adaptations will be evaluated and results shared to improve practice more widely.

For more information about the project, please contact Sam Thomas Sam.Thomas@northampton.ac.uk

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