A5.01Level 5 | The modern and future Higher Education classroom | - Connecting modules through case-based studies [127]
Presenter: Sudeshna Basugupta, Alexander Norori-McCormac Format: Case studies of learning and teaching practice or insights from educational research. A programme consists of distinct but connected modules that complement one another. It is important to enable students apply knowledge from one module to a relevant problem of another. Transferring knowledge or skills to a new context is not always spontaneous, but often requires cues to remind learners of knowledge they have acquired before. In this study, we assess if case-based teaching can effectively facilitate students’ application of knowledge from a term 1 module on ‘Mineral Usage Extraction and Processing’, to a term 2 module on ‘Integrated Hydrogeology and Sustainable Water Resource Management’. The students used the case study to analyse the best practices of water usage in the mining sector. The modules are designed for the MSc Global Management of Natural Resources programme in UCL. - Perspectives on the role of self-assessment in shaping an effective learning environment [82]
Presenter: Karen Stepanyan, Helen Poon and Kaede Hasegawa Format: Case studies of learning and teaching practice or insights from educational research. Self-assessment, as a reflective practice, encourages learners to evaluate their own understanding and is beneficial for developing metacognitive abilities, improving intrinsic motivation and fostering effective learning strategies for individuals and groups. The appropriateness of implementing self-assessment for summative purposes, however, is still under question. We embark on discussing the role, potential benefits and pitfalls of introducing summative self-assessment into a module from the perspective of current and former students. We aimed to canvas student perceptions around self-assessment and the effects it may have on learning. Those who took the specific module in the past were asked whether introducing summative self-assessment could be beneficial and any challenges they perceived such practice to pose. We report the results, which highlight both a generally positive views towards self-assessment and a more cautious stance around consistency of marks and workloads. We reflect on the results, particularly with regards to the weight marks bear in respondents’ views. - The use of generative AI in Higher Education curriculum development: a case study in Biomedical Engineering [13]
Presenter: Darren Player Format: Case studies of learning and teaching practice or insights from educational research. Generative AI is receiving a lot of attention within Higher Education, with much of the focus on assessment and concerns around academic misconduct. However, there has been little attention on the use of these platforms for supporting curriculum design and development. A case study will be presented to demonstrate the use of Generative AI in the development of an uUndergraduate curriculum in Biomedical Engineering. The pros, cons, challenges and ethics will be discussed as well as opportunities for further development. - Students co-creating AI support for dissertation research [102]
Presenters: Eileen Kennedy, Yuni Triandini, Deepita Shukla Format: Case studies of learning and teaching practice or insights from educational research. The rapid emergence of generative AI presents opportunities and challenges for educators. As future leaders in the sector, students on the MA Education and Technology are well placed to guide the use of AI tools in education. A student co-creator project was undertaken to explore the potential for using AI tools to support dissertation research. The project identified the scope for both positive use of AI tools to help with research for students unfamiliar with the process as well as concerns related to academic misconduct, cost and ethics. The approach taken was to propose AI tools to support different stages of dissertation research, from idea generation, to searching the research literature and writing the dissertation. The project highlighted the importance of designing the learning experience with AI tools and scaffolding student use of the tools.
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A5.02Level 5 | The modern and future Higher Education classroom | - Nurturing sustainable development in education [55]
Presenter: Victoria Hilborne Format: Interactive workshop. Sustainability education is crucial for solving current and future sustainability challenges as described by the United Nations Sustainable Development Goals. Students and educators need help defining sustainability within their subject disciplines, and access to quality education activities that fit easily into their busy timetables. I would like to run a demonstration workshop, where participants try out activities, co-designed and tested with staff and students from UCL Chemistry, for embedding education for sustainable development. Although the design of these activities originate through STEM subject application, they readily transfer to any degree subject and embrace the complex and interdisciplinary nature of sustainability problem solving. These activities use tools of systems thinking, network science, and graph theory, and are ideal for delivering transformative learning, and guiding problem definition, which is essential for advising policy and law makers.
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A5.03Level 5 | Wellbeing and care in Higher Education | - Safeguarding personal tutors’ mental health and wellbeing [83]
Presenter: Liz Halstead, Elisabeth Herbert Format: Interactive workshop. Personal academic tutors are often involved in discussions with students regarding their mental health challenges (McFarland, 2016). Providing support as a personal academic tutor can negatively affect staff well-being (Kinman and Wrap, 2014). In addition, resilience may be low in personal academic tutors due to burdensome workloads affecting these student staff interactions (Hunter, 2004). In the workshop we explore some of the challenges faced in the role of personal tutors in higher education and co-create some solution focused strategies for delegates.
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C3.11Level 3 | 21st-Century Learners | - Decoding the use of Generative AI in Higher Education assessments: understanding student utilisation [49]
Presenters: Tom Gurney, Zahra Mohri, Vassilis Sideropoulos, Darren Player, Zachary Walker, Flaminia Ronca Format: Case studies of learning and teaching practice or insights from educational research. This case study explored the pedagogical implications in how Gen AI might be used in higher education assessments whilst aiming to understand student attitudes/perceptions towards its use. A mixed-methods approach involved a questionnaire (n=97), followed by a Hackathon where students (n=9) completed a formative assessment (written and presentation) using Gen AI tools. Results indicate that students who use Gen AI perceive it as valuable for expediting assessment completion, though they had reservations about staff use for marking, demonstrating contradicting attitudes toward its ethical, sustainable, and pedagogical integration. Proficient Gen AI users produced innovative assessments, whilst students who scored highest on “evidence of critical thought” had not implemented Gen AI at all. Overall, proficient Gen-AI users produced innovative pieces of work, but it was evident that human input remains essential to provide a high level of critical thought. Assessments should incorporate a variety of formats to ensure inclusive and equitable practices, particularly when utilising Gen AI. - The Engineering student experience: a comparative study looking into student support [100]
Presenters: Liu Yuncong, Prof Abel Nyamapfene Format: Case studies of learning and teaching practice or insights from educational research. In recent years, we have seen a sharp increase in student numbers and associated diversification of student profiles across the UK, at all taught levels. This paper presents a comparative study into the experiences of under-represented engineering students in different institutional contexts. It investigates what contributes towards a holistic engineering student experience for both international and home students at two Russell Group institutions with opposing student recruitment profiles, University College London (UCL) with a large international student body and Queen Mary University London (QMUL) with a majority of home and commuting students. In partnership with students as co-researchers and using mixed methodology, the study maps UCL and QMUL's support provision to student-identified needs, and it provides valuable insights into key factors contributing to the student experience, such as their sense of belonging, empowerment, and their level of trust and ability to access institutional support, as reported by the students themselves. - Creating grounds-up workshop spaces to educate 21st-century learners [40]
Presenter: Nidhi Chaudhary Format: Case studies of learning and teaching practice or insights from educational research. At UCL STEaPP, until recently, the discussion on equality, diversity, and inclusion (EDI) on MPA programmes only took place during induction week, rather than on a sustained basis. Rarely were EDI themes taken forward as a conduit for creating a safe bottom-up space for the entire cohort to reflect on and explore the interconnectedness of EDI, with the competencies we expect our students as future leaders to gain, for solving complex problems.
In response to this unmet need, we designed six Integrative Workshops, enabling knowledge exchange both within the international cohort and with invited experts, given the diversity of lived experiences. These workshops developed as a platform for constructive debate on emergent EDI issues including representation in policy, decolonisation and the dangers and opportunities related to AI. This case study is a prime example of using grounds-up approach to enhancing student knowledge for confronting future challenges to equality and fairness. - MyPortfolio: A case study supporting the Engineering Foundation Year (a widening participation programme) on their assessment journey [80]
Presenter: Kathleen Alston-Cole Format: Case studies of learning and teaching practice or insights from educational research. In September 2023 the Engineering Foundation Year was launched students from underrepresented groups who aspire to become engineers but do not meet the standard entry requirements for UCL’s undergraduate engineering degrees. Assessments included designing portfolios with one module focusing on skillsets and a second on projects. A programme to support students from drafting to submitting assessment was developed by the Learning Technology Unit. With widening participation, we avoided making assumptions e.g., students having access to personal devices. Sessions were designed to fit in with students’ timetables, taking place when they were scheduled to be on campus, reducing additional travel and ensuring access to the required equipment. The initial session gave students an in-depth introduction to the portfolio platform; MyPortfolio, follow-up sessions were arranged with student access and convenience in mind. This session will cover the findings made so far and what we expect to achieve on the students support journey. - Lessons learned from developing a new module ‘Year 1 Toolkit: Thinking like a doctor in a changing world' [66]
Emma Kelley, Lois Haruna-Cooper, Jayne Kavanagh, Vicki Cowling UCL Medical School is dedicated to producing doctors that excel in the contemporary healthcare landscape by adapting to evolving societal needs. The development of 'Year 1 Toolkit: Thinking like a doctor in a changing world', aimed to enhance clinical reasoning and address socio-political dimensions of healthcare for first-year medical students. The eight-week module engaged students through lectures and small group discussions, exploring critical topics like race equality and mental health. Co-designed with stakeholders, sessions facilitated deep reflection on equitable healthcare access and historical legacies. Despite positive student feedback, challenges in delivery and design emerged, including logistical issues with room bookings and declining attendance. Nevertheless, the module successfully fostered critical thinking and reflective practice. Integrating politics, ethics, and social responsibility with clinical cases demands meticulous planning, stakeholder engagement, and ongoing evaluation. Future iterations must address logistical hurdles to optimize student engagement and learning outcomes.
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C3.12Level 3 | A fast-changing graduate employment market | - How work-based learning can help students employ their specialist academic skills in their future career. [17]
Presenter: Benjamin Abrams, Caroline Oliver, David Guile, Rachel Wilde, and Sam Blaxland Format: Case studies of learning and teaching practice or insights from educational research. This presentation examines the utility and purpose of work-based modules in helping students learn to use the knowledge and disciplinary skills they have gained during their degree to solve real-world employer problems. We examine how immersing learners in real world settings enables them to realize the potential of the academic knowledge and skills gained during their degree. Drawing on experiences from a variety of work-based modules across the IOE, this workshop discusses how incorporating real-world projects with stakeholders from a range of employers may empower students to recontextualize their theoretical knowledge and academic skills for practical application in professional settings. - From the classroom to community and back: developing research-based volunteering opportunities for student skill-building with social impact
Presenters: Molly McCabe, Martin Rodriguez Rocha, Aliza Kabani, Clarissa Salmon, Anne Laybourne Format: Case studies of learning and teaching practice or insights from educational research. In response to students' growing aspirations to extend the impact of their acquired skills during their studies, our newest opportunity, research volunteering, offers a unique avenue for students at UCL. Our co-created opportunities offer a grounded experience for students to apply and develop their study/learning and research skills to real-world scenarios. The voluntary and non-profit sectors offer a space to create powerful connections with a diverse range of people, knowledge, and practice – far more diverse than within a research-intensive university such as UCL. Research volunteering enables students to engage in meaningful research and evaluation projects that extend their education out of the classroom and into leading voluntary sector organisations. This immersive experience equips students with cross-sector collaboration skills, the ability to work in diverse environments, intercultural competencies, and a broader perspective on applying their learning in contemporary research contexts with useful and useable knowledge at the fore. - Empowerment through pro bono skills development and reflective practice [116]
Presenters: Sonia Kalsi, Ram Sabaratnam, Eren Goknil L'Anson and Alexandra Thacker Format: Case studies of learning and teaching practice or insights from educational research. The UCL Centre for Access to Justice in Laws provides pro bono opportunities for students both within our integrated legal advice clinic or on external placements. We have recently introduced a Pro Bono Skills Development Framework (PBSDF) that is based on experiential learning and the Aurora Competence Framework. Students who successfully complete their pro bono placement as well as submit a Pro Bono Skills Development Record will be awarded a Certificate of Commitment to Pro Bono. Completion of this record requires students to demonstrate how they have developed self-identified skills through their volunteering as well as specify further steps they will take to continue their learning journey. We have worked with students by running sessions on the scheme including how to approach reflective writing (Gibbs, Kolb etc) and are keen to share student feedback so that we too can reflect on how to best support our students in skills development relevant to legal practice.
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C3.13Level 3 | A fast-changing graduate employment market | - LEGO as a bridge to the future: Empowering 21st-Century learners for the evolving workplace [21]
Presenter: Edyta Kostanek, Sarah Warnes Format: Interactive workshop. In the rapidly evolving job market, where artificial intelligence reshapes employability, equipping students with enduring soft skills is paramount. Our workshop showcases innovative pedagogical approaches using LEGO to enhance communication, teamwork, and problem-solving abilities. This interactive session explores the integration of LEGO exercises in management courses, enhancing competencies such as collaboration, communication, teamwork, creativity, and problem-solving—skills that machines cannot replicate. Participants will engage in LEGO-based activities, mirroring our students' journeys, to understand the profound impact of experiential learning on skill development. This approach not only prepares students for future employment landscapes but also champions the evolution of higher education pedagogy, prioritising active learning and skill development in an increasingly automated world.
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C3.14Level 3 | 21st-Century Learners | - Navigating the horizon: exploring challenges and solutions in international education collaborations [84]
Presenters: Zakia Arfeen, James Kelly, Isobel Lawson, Meganne Lawrence Format: Interactive workshop. This workshop seeks to provide an interactive platform for staff and students to explore the complexities of working in international partnerships within higher education and how it can prepare graduates for the challenges of a globalised world. The workshop will be led by the UCL Centre for International Medical Education Collaborations (CIMEC), based in the Faculty of Medical Sciences. The CIMEC team who have led international education collaborations for over a decade working to transform medical and healthcare education systems and practice. Participants will gain insights into how transnational partnerships, cross-border collaborations and co-development of curricula can provide unique development opportunities for staff and students. The team will draw on their own experiences as practitioners, scholars and professionals in international higher education and help participants to explore the potential benefits and challenges of different partnership models. Participants will be encouraged to reflect on how these experiences can transfer to their own contexts as university teachers and students in our interconnected world.
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C3.15Level 3 | Wellbeing and care in Higher Education | - Increasing quality while decreasing stress: a case study of a feed forward approach coupled with ungrading [27]
Presenter: Alecia Carter Format: Case studies of learning and teaching practice or insights from educational research Summative assessments cause most students anxiety, and some students debilitating anxiety. Summative assessments cannot be avoided (at least, not yet), but teachers do have tools to decrease anxiety around assessments by giving students more control. Here, I will present a case study of three methods I have used in combination in a Level 6 module to focus on learning and decrease the stress of being graded. I show data to support that the quality of the submitted coursework was higher and students were less stressed. - Am I being unreasonable? Reasonable adjustments in the Faculty of Engineering [44]
Presenter: Molly Lavender-Rose Format: Case studies of learning and teaching practice or insights from educational research Universities have a duty to provide reasonable adjustments to ensure students with disabilities or health conditions are not substantially disadvantaged compared to their non-disabled peers. At UCL, disabled students can apply for a Summary of Reasonable Adjustments (SoRA) to help support them with their studies. However, are students aware what reasonable adjustments they are entitled to? Do they even know what a SoRAs is? Through a staff-student ChangeMakers partnership we explored the needs of disabled and neurodivergent (D/ND) students in the Faculty of Engineering Sciences. Along the way we captured the voices of D/ND students who shared with us their experiences of applying for a SoRA. Here we will share some of the insights we have gained from them, the barriers they have faced, and their recommendations on how to raise awareness of SoRAs among the student population. - Creative visual methodologies for higher education [63]
Presenter: Eleanor Chiari Format: Case studies of learning and teaching practice or insights from educational research Building on a UCL and Indian Institute of Technology Delhi seed-funded project on creative visual methodologies, I will present student work that engages with scholarly ideas through visual storytelling and creative outputs. These are not only creative ways of ensuring AI proof forms of assessment but they facilitate the construction of safe spaces and wellbeing by fostering inclusive creativity in the classroom. As our students are living in an increasingly ocular-centric society, it seems very important to equip them with tools for critical visual understanding and to empower them to employ visual tools for exploring and communicating their learning. - Understanding how to prevent and address vicarious trauma and compassion fatigue in students researching distressing topics [123]
Presenters: Enrico Mariconti, Lilly Neubauer Format: Case studies of learning and teaching practice or insights from educational research This work is a piece of qualitative research exploring the effects that research in sensitive and difficult topics may have on PhD students that are carrying it out. The study involved 14 students across faculties. The participants were paired and carried out a recorded conversation on the topic by going through the visual prompts we prepared and discussing their experiences. Each participant highlighted different elements, showing different perspectives, levels of sensitivity, and the uniqueness of each person. Overall, the research suggests that students are conducting research into very distressing topics, with little or no additional support or acknowledgement. More needs to be done to raise awareness of how studying difficult topics can affect students, and to provide additional support to students experiencing distress. Thanks to one of the prompts in the conversations and a feedback-and-discussion session, we have been able to draw future recommendations for all university stakeholders.
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