Festival of LearningShifting identities, changing practices

14 - 17 March 2016WelcomeWelcome to the 2016 Festival of Learning.

This year’s four-day festival builds on the success of 2015 Festival of Learning conference. It is organised by staff in the learning development section of Academic Registry, in partnership with colleagues and students from across the University.

Shifting identities, changing practicesThe theme of shifting identities, changing practices will be addressed throughout the four days by a stimulating range of keynote presentations, workshops, presentations and posters. We are delighted to have a number of high profile national and international speakers, as well as inputs from staff and students across the University and partner colleges. There should be plenty to interest everyone.

The fringe eventsAlongside the formal workshops and presentations, you are invited to engage in fringe events and activities – see timetable.

Every lunchtime staff teams are invited to take part in the libquest team challenge – prizes will be awarded at the festival finale. Further details on website.

We’ve organised a great range of fun activities to de-stress and challenge you on Wednesday 16 March, 1.30pm - 4.00pm in King Edward’s Square (weather permitting). Activities include:

Boot camp challenge Human demolition zone Rodeo bull Meltdown challenge – this is based on the TV show Wipe-out and tests stamina, agility and timing. Giant scaletrix Giant games Neuron race Team building challenges. Stalls (coconut shy, hook a duck, candy floss/popcorn) Click Radio

There will also be a team challenge, which will include physical and mental challenges. Maximum of 6 people per team – see website for further details.LocationThe Festival of Learning will be held in The Curve.

Further informationIf you have any questions or needs, members of the organising committee will be happy to help you. They can be found at the registration desk on the first floor in The Curve .We look forward to welcoming everyone to the festival and hope that you have an enjoyable and stimulating week.

Follow us on Twitter #TUFol16

Monday 14 March 2016 – Context

9.00am - 9.30 am Registration 1st floor, The Curve

9.30am - 10.00am WelcomeProfessor Paul Croney, Vice Chancellor and Chief ExecutiveAdam Howe, SU Education Officer

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10.00am - 11.00am Keynote 1Shifting Identities, Changing Practices Professor Peter Scott, Institute of Education

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11.00am - 11.30am Refreshments 1st floor, The Curve

11.30am - 12.00pm PresentationMoving toward inclusive learning Emma Bradburn

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11.30am - 12.00pm PresentationA transformative and collaborative approach to the design of a new personal tutor process Andrew Bingham

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11.30am - 12.00pm PresentationRepresentation and me Adam Howe, Manon Goetschel

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11.30am - 12.00pm PresentationThe challenges of group work for first year students with unseen disabilities Garry Bishop, Maria Morahan

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12.15pm - 12.45pm Keynote 2The relationship between research and learning and teaching Tim Thompson, NTF, Teesside University

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1.00pm - 2.00pm Lunch Students’ Union

1.00pm - 4.00pm Fringe EventsNb – there is a limit on the number of people who can participate in the various fringe events and we will operate on a strict 1st come, 1st served basis

Every lunchtime staff teams are invited to take part in the libquest team challenge – Prizes will be awarded at the Festival Finale. Further details on website.

1.00pm - 4.00pmHousing Thirteen – a unique opportunity for 10 students to explore employability with this company

Hudson Quay

1.00pm - 2.15pm2.45pm - 4.00pm

Flight simulation (maximum of 8 people per session) Orion Building

1.00pm - 1.45pm2.00pm - 2.45pm3.00pm - 3.45pm

Fingerprinting and blood trace detection (maximum of 20 people per session)Stephenson Building Vehicle lab (IC0.47)

1.00pm - 1.45pm2.00pm - 2.45pm3.00pm - 3.45pm

Paramedic skills (Maximum of 15 people per session)Centuria Building (Numbers, times and room tbc)

Tuesday 15 March 2016 – SustainabilityPoster presenters will be available from 11.00am - 1.00pm to discuss their poster

9.30am - 10.00am Registration 1st floor, The Curve

10.00am - 11.00am Keynote 1The Sustainable University Graeme Wise, Head of Policy, University Alliance

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11.00am - 11.30am Refreshments 1st floor, The Curve

11.30am - 12.15pm WorkshopScreen casting to engage learners Ross Parker, Mike Adele, Sumetha Karthigeyen

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11.30am - 12.15pm WorkshopBridges into Higher Education Laura Fleming

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11.30am-12.15pm WorkshopChanging rooms: creating spaces for learning Richard Sober, Peter Reid, Owen Wright, Anne Llewellyn

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12.30pm - 1.00pm Presentationmima – a space for learning and teaching: dancers in the gallery Heike Salzer, Lorraine Smith, Stacey Thompson, Kate Smith, Jess Gibson, Tasha Reay

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12.30pm - 1.00pm PresentationBuilding my skills higher Elaine Hooker, Elaine Fryett

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12.30pm - 1.00pm PresentationEnhancement of HE academic support within an FE college Richard Hodgson, Gillian Askew, Lesley Bryden

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12.30pm - 1.00pm PresentationThey do things differently (T)here – Or do they? Ruth McGrath

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1.00pm - 2.00pm Lunch Students’ Union

2.00pm - 3.00pm Keynote 2Lego, Pirates and Captain Foucault’s Ship: Shifting Practices in Learning and Teaching Jill Morgan, Dean SAM

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3.00pm - 3.30pm Refreshments 1st floor, The Curve

3.30pm - 4.15pm WorkshopFlipping classrooms Anne Llewellyn

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3.30pm - 4.15pm WorkshopThe impact of student led co-curricular activity on graduate attributes and academic engagement Andy Price, Nigel Atkinson

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3.30pm - 4.15pm WorkshopFacilitate, communicate, collaborate Jacquie Vallis and Paul Durston

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3.30pm - 4.00pm PresentationCreating sustainable support for academic writing Sue Myer, Yvonne Cotton

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4.30pm - 5.30pm Fringe event Speed debating T1.10

Wednesday 16 March 2016 – Students as Co-Producers

9.30am – 10.00am Registration 1st floor, The Curve

10.00am -11.00am KeynoteStudent Engagement and Partnership Vicki Trowler

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11.00am - 11.30am Refreshments 1st floor, The Curve

11.30am - 1.00pmMasterclass (Distance Learning)

Donna Kidwell, President of WebStudent International and Associate Professor, University of Adger, Norway. Digitizing and modernizing course materials: an innovation process for teaching and learning

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11.30am - 12.15pm WorkshopFeed what? Students as co-producers of effective feedback Ruth McGrath, Jayne Tidd

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11.30am - 12.15pm WorkshopLearning theory through performance practiceSarah O’Brien with level 5 Students

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11.30am - 12.15pm WorkshopExtraordinary careers in the making: student case studies Saeed Muhammed, Gillian Kazeminia, Andrew Richardson, Will Ridley, Sunny Singh, Carol Wilson and China Moyo

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11.30am - 12.15pm WorkshopCreating an inclusive environment Margaret McFee

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12.30pm - 1.00pm PresentationA UK Collaborative study of student peer leaders Matt Portas, Kath Swainston, Kate Byrnes, Jo Hewitson

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PresentationBreaking the comfort zone shackles Samm Haillay, Quasim Baig, Kathrin Dowson

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Presentation100 costumes: The student experience of staff research Lorraine Smith, Louise Logan, Sadie Brooks

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PresentationEffective practice using a co-produced academic literacy self-assessment tool (SALT) Sue Becker, Holly Shavedi, Nardine Spence, Luke Kennedy

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1.30pm - 4.00pm Fun afternoon

Team Challenge – 6 people per team (10 team limit)King Edward’s Square

4.00pm Fringe Event

TEDxTeessideUniversitySalon

Learning Hacks & the Wisdom of Sharing

This is a fringe event for students

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Thursday 17 March 2016 – Enhancements and Impact

9.30am - 10.00am Registration 1st floor, The Curve

10.00am - 11.00am Keynote 1Strategies for implementing change Ian Dunn, Coventry University

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11.00am - 11.30am Refreshments 1st floor, The Curve

11.30am - 12.15pm WorkshopCreating a community of learners in online learning Jacquie Vallis

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11.30am - 12.00pm PresentationManaging a clubJessica Clarke

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11.30am - 12.00pm PresentationEmbedding employability in the curriculum: Learning and the real world Sarah Ilott, Helen Davies, Helen Charville, Katie Burton T1.03

11.30am - 12.00pm PresentationDance and dementia Jennifer Essex, Rebecca Ball, Rheannon Davies

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12.15pm - 12.45pm PresentationShifting positions: findings from a follow-up study on student challengesEthan Lumb, Fran Porritt, Sue Myer

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12.15pm - 12.45pm PresentationOvercoming the challenge of large and diverse classes using digital tools David Hughes, Robyn Maddison, Daniel Pybus

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12.15pm - 12.45pm PresentationThe use of crowdfunding as a teaching tool Helen Tidy plus two 3rd year Students

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12.15pm - 12.45pm Presentation Learning: it’s a waste of energy Sean Williams

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1.00pm - 2.00pm Lunch Students’ Union

1.30pm - 2.00pmSpecial interest group meetings

Students as partners T1.02

1.30pm - 2.00pm Gamification T1.03

2.00pm - 2.30pm PresentationReflections on designing, delivering and teaching a new MA Programme by Distance LearningPaul Elsam, Sophie Nicholls

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2.00pm - 2.30pm PresentationWorking Together: Using Appreciative EnquiryBarbara Wilford, Donna Hay, Callum Wilkinson and Mary Dunning

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2.00pm - 2.30pm PresentationThe Teesside Literary SocietyLisa Nelson

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2.00pm - 2.30pm PresentationDivers@tees: the impact of professional/industry based assignments in student learning and development Victoria Clark

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2.45pm - 3.15pm PresentationCanapés, anyone? A bite-sized video-based alternative to the paper-based programme handbook? Peter Walker Birch and Mark Widdowfield

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2.45pm - 3.15pm PresentationPicture this: visualising learning spaces through the student lens Fran Porritt, Denise Turner

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2.45pm - 3.15pm Presentation Students as Researchers: Perspectives of the Journey Kate Byrnes, Jo Davies, Nicola Poppitt Callum Wilkinson

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3.15pm - 3.30pm Refreshment Refreshments 1st floor, The Curve

3.30pm - 4.30pm Keynote 2Social Learning and Landscapes of Learning Etienne Wenger

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4.30pm - 5.30pm Festival finale

tees.ac.uk

Campus Map

UNIVERSITY BUILDINGS

CAMPUS HEART

4 Greig Building

5 Europa Building

6 Victoria Building

7 Mercuria Building

8 Olympia Building

9 Centuria Building

10 Students Centre

11 Clarendon Building

12 Waterhouse Building

13 Brittan Building

14 Middlesbrough Tower

15 Constantine Building

16 Stephenson Building

17 Cook Building

18 Foster Building

19 Phoenix Building

20 Education House

21 Orion Building

22 Athena Building

23 University House

24 Aurora Building

25 Centre House

26 mimaMiddlesbrough Instituteof Modern Art

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A King Edward’s Square

B Woodlands Halls

C West Parkside Village

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1 The Curve2 Library

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Main Entrance

Campus Heart is a designatedsmoke free zone.

Monday 14 March

9.00am – 9.30 am Registration: 1st floor, The Curve

9.30am - 10.00am Welcome: Professor Paul Croney Vice-Chancellor and Chief Executive, Ashley Mehnert Students’ Union President and Adam Howe Students’ Union Education Officer – T1.10

10.00am - 11.00am Keynote speaker 1: Shifting identities, changing practicesProfessor Peter Scott – Institute of Education – T1.10

The introduction of the proposed Teaching Excellence Framework (TEF) is likely to act as a catalyst in focusing the long standing debate about the nature of learning and teaching in higher education – in good and bad ways. On the plus side the TEF will further raise the profile of teaching, and act as a counterweight to the attention paid to improving research performance. On the minus side it may, like the Research Excellence Framework (REF), take on a life of its own. There is a risk that the tail, the management of metrics to improve league table positions, may wag the dog, improvement in teaching standards.

Unlike the REF which directly assesses the quality of research outputs through a peer-review process, the TEF cannot do what ‘it says on the tin’, because there is no clear definition of what constitutes good teaching in higher education. Some argue that the essence of good teaching is incapable of definition – partly because it is only one element in a complex learning process and partly because at university level it must remain an open and exploratory process. However, this does not mean that we should abandon any attempt to secure improvement. My talk will focus on the complex formation of professional identities within contemporary higher education, both teachers (and researchers) but also (mis-named) ‘support’ staff. It will also consider changing student capabilities, and expectations. It will argue that an over-simple trading-transactional model, such as is implied by the new high-fee funding regime in England (and, potentially, the TEF), will always be flawed.

Biography

Professor of Higher Education Studies, UCL Institute of Education (since 2011)Chair of Council, University of Gloucestershire (2011-2015)Vice-Chancellor, Kingston University (1998-2010)Member, HEFCE Board (2000-2006)Pro-Vice-Chancellor and Professor of Education, University of Leeds (1992-1998)Editor, The Times Higher Education Supplement [as it was then] (1976-1992)Educated: University of Oxford, University of California at Berkeley

11.30am - 12.00pm Presentation: Moving toward inclusive learning – T1.02

This paper discusses the outcomes of research conducted at Teesside University on the support needs and perceptions of staff in delivering accessible learning focused for their disabled students.

The analysis highlighted that addressing specific access needs can provide awareness to change practice in order to meet the needs of all learners and improve engagement. An accessibility problem can provide the impetus to explore new technologies and identify alternatives to learning activities. The challenges for practitioners included: the need to understand learner needs, contextualised guidance and support, understanding of the ability of technologies and the perceived benefits of changes for enhancing learning. The research demonstrates how addressing these challenges and adapting an inclusive mind-set with small refinements in practices and planning can move practice from the reactive towards the anticipatory for all learners.

In moving toward anticipatory and inclusive provision a framework was developed to address practitioner support requirements during the process of designing learning experiences. The

framework is discussed with implications for inclusivity recommendations at different levels of development.

Speaker: Emma Bradburn

11.30am - 12.00pm Presentation: A transformative and collaborative approach to the design of a new personal tutor process – T1.03The profile of students enrolling for programmes in the School of Computing represents a set of challenges for the way we support and respond to their needs. A key aspect of this challenge is that over ninety percent of the student population within the School are male and a significant number are non-traditional entrants to higher education HE. A transformative and collaborative approach to the design of a new personal tutor (PT) process was initiated. This would address deficiencies identified in the prior PT process which were mainly around non-engagement. We worked in partnership with student representatives to design a student centred PT process fit for their needs. We also collaborated with the University’s Department for Learning and Development to develop staff training sessions. Outcomes from the training sessions were used to inform the design of other staff support mechanisms, as well as general guidance for staff and students concerning the operation of PT.

It is believed this transformative and innovative approach to the design and delivery of the new PT process will lead to an improvement in progression and retention. It is hoped that we can make a contribution to the field of personal tutoring in HE by; demonstrating the benefits of a collaborative approach to design; the way that our PT process engages the student throughout the academic year; the scheduling of sessions and a way of recording of outcomes so that earlier interventions can be made.

Speaker: Andrew Bingham

11.30am - 12.00pm Presentation: Representation and me – T1.01

Ever wondered how to get your voice heard at university? Ever heard of a course rep or student rep? Wondered how these roles can change your life and university experience?

Join Adam and Manon as they take you through their journey of the path to becoming an elected officer at the Students’ Union. Expect to hear the impact it has had on their time at university, how it’s changed and developed them, making them ready for the workplace.

Being a course rep is only the beginning.

Speakers: Adam Howe, Manon Goetschel

11.30am - 12.00pm Presentation: The challenges of group work for first year students with unseen disabilities – T1.07

All undergraduate programmes within the School of Science & Engineering stop teaching at selected points during the academic year to allow groups of students to engage in an intense five day problem solving project. The purpose of the week is to replicate a work place experience in order to accelerate the development of essential employability and team working skills progressively over the lifetime of a programme.

Students with unseen disabilities may struggle with group work and these can include a range of difficulties. In particular, students who identify themselves as having Asperger’s Syndrome are likely to struggle with communication, social interaction and imagination (Wing, 1981). Students with other unseen disabilities may also find participation in group work extremely challenging with the outcome that their self-confidence may diminish, in direct contrast to the aims of the employability modules. This paper reports on work in progress with first year students with unseen disabilities to report upon their initial perceptions and experience of group work during their first term. The paper will also outline some practical implications for the management of learning support needs for disabled students undergoing group work and providing an inclusive skills development experience.

Speakers: Garry Bishop, Maria Morahan

12.00pm - 1.00pm Keynote speaker 2: The relationship between research and learning and teaching

Tim Thompson, National Teaching Fellow, Teesside University – T1.10

Research and teaching can form a loop which can have very positive benefits for staff and students, and this is enhanced when these two activities are situated within a framework for application in a given disciplinary field outside of academia. This talk will explore these linkages, and demonstrate how the experience of learners (both on campus and in industry) has been enhanced through this approach within the Applied Biological Anthropology research group. Among other things this talk will highlight the importance of: tangible and humanised research/ers, failing in teaching sessions, vibrant PGR teams, and the significant role that an extinct giant mammalian sloth can play in this area.

Biography

Tim Thompson is a Professor of Applied Biological Anthropology in the School of Science & Engineering. In 2014, Tim was awarded a prestigious National Teaching Fellowship by the Higher Education Academy for excellence in teaching and support for learning in higher education. Before coming to Teesside, Tim studied for his PhD at the University of Sheffield (Faculty of Medicine) and was a Lecturer in Forensic Anthropology at the University of Dundee.

Tim has published over 50 papers in peer-reviewed journals and books and is a renowned expert on bone diagenesis. He has recently published the book 'The Archaeology of Cremation: Burned Human Remains in Funerary Studies' and before that 'Human Identity and Identification' with Dr Rebecca Gowland (Durham University) and was senior editor for the book 'Forensic Human Identification: An Introduction'.

At Teesside he is actively involved in undertaking and fostering research. On top of developing his own research team and striving to create an environment for them to successfully work and develop in, Tim Chairs both the University Research Ethics and Integrity Committee and the University Research Degrees Sub-committee.

Externally, he is on the editorial boards for the 'Journal of Forensic Sciences', 'Journal of Forensic and Legal Medicine' and 'Human Remains and Violence: an Interdisciplinary Journal'. He has recently been appointed as Editor-in-Chief of the journal 'Science & Justice'. He also runs the award-winning company 'anthronomics ltd' which develops digital learning tools. He is also a Fellow of the Chartered Society of Forensic Sciences and the Royal Anthropological Institute, and is a practicing forensic anthropologist who has worked at home and abroad in a variety of forensic contexts.

1.00pm - 4.00pm Fringe events:

1.00pm – 4.00pm House 13 A unique opportunity for 10 students to explore employability with this company (further details to follow on website) – Hudson Quay

1.00pm - 2.15pm Flight simulation (Maximum of 8 people per session) – Orion Building2.45pm - 4.00pm

1.00pm - 1.45pm Fingerprinting and blood trace detection (maximum 20 people) – 2.00pm - 2.45pm Stephenson Building Vehicle lab (IC0.47)3.00pm - 3.45pm

1.00pm - 1.45pm Paramedic skills (maximum 15 people) – Centuria Building (room tbc)2.00pm - 2.45pm3.00pm - 3.45pm

Tuesday 15 March

9.30am - 10.00am Registration: 1st Floor, The Curve

10.00am - 11.00am Keynote speaker 1: The sustainable university

Graeme Wise – Head of Policy, University Alliance – T1.10

Universities are facing into severe headwinds. Funding is increasingly reliant on student loan systems that may not be secure, and research grants that are ever more focused and concentrated. Internationalisation and mobility are under threat from deep-rooted economic and political problems. Technology is developing at an unprecedented pace, but harnessing it for educational gains is not easy. We may be on the cusp of a new industrial revolution, but its shape and scale are unclear. Demography and wealth are increasingly polarised across the globe: one half old and rich, the other young and poor. Where do universities stand in this? Will they wither or thrive? What policies and actions may help to ensure universities are sustainable in this difficult landscape? In this session we will aim to investigate the challenges faced by universities and possible answers to ‘the sustainability question’

BiographyGraeme Wise is Head of Policy at University Alliance. His background is in higher education policy, and he has particular interest in the role universities play in their cities and regions. He joins the Alliance on secondment from NUS, where he led engagement with the Browne Review and subsequent developments in the sector, and served on a wide variety of HE sector commissions, working groups and task forces.

In previous roles there he worked on public affairs in Scotland and within the political institutions of Greater London. He is a member of the Wonkhe editorial board, the advisory board of the HEFCE-ESRC funded Centre for Global Higher Education, and the HEDIIP programme board.

He has degrees from Canterbury Christ Church University and Goldsmiths College, University of London, and is currently undertaking a doctorate in policy studies at the University of Bristol. He lives in Stratford, London.

11.00am - 1.00pm Poster Session: Poster presenters will be available to discuss their poster – The Curve

11.30am - 12.15pm Workshop: Screen casting to engage learners – T1.01

A screencast is a video and audio recording of what occurs on a presenter’s screen and can be used to create presentations for use in distance and traditional learning settings. They can provide a rich student learning experience and are often used as part of a blended or flipped learning approach to engage and motivate students (Yarbro et al, 2014). Presenters can record media rich presentations on discrete concepts or areas of knowledge for students to engage with at their own pace at a time and place that is most conducive to their learning. This can lead to deeper level learning as classroom time can then be used to clarify concepts, apply theories and engage students in collaborative and problem solving activities to improve motivation and engagement (Beichner, B. University of North Carolina,)

In this workshop, participants will be given an introduction to screencasting and discover how to create their own screencast. We will discuss the various uses for screencasting in learning and teaching and discover how staff at Teesside have used screencasting to enhance the student experience. There will be a practical demonstration explaining how to create a screencast using the dedicated facilities here at Teesside.

Speakers: Ross Parker, Mike Adele, Sumetha Karthigeyen

11.30am - 12.15pm Workshop: Bridges into higher education – T1.03

Transition in to HE can be seen as entering an ‘alien environment’ (Askham, 2008); often there is a gap between students’ expectations and their initial experiences (Parkinson & Forrester, 2004). The fundamental difference between FE and HE is the emphasis on students taking responsibility for their own learning in HE (Haggis, 2006) but many students struggle to become ‘autonomous’ learners (Bingham & O’Hara, 2007). While teaching staff argue that students should not be ‘spoon fed’, there is a need to facilitate the smooth transition into HE as the success of this transition is likely to have an impact on future achievements (Haggis, 2006) as well as the quality of experience for the student (Lowe & Cook, 2003). The cost of failure may result in loss of self-esteem and confidence (Longden, 2004) and the pressure being placed on HE institutions to reach and retain target numbers (Smith, 2007) is also a consideration. Much research has focused on the need for induction into H.E to be an ongoing process rather than a singular event (Leese, 2010). Variations in support structures and preparatory modules designed to help students acquire necessary key skills for coping with HE have been presented and explored (Knox, 2005; Askham, 2008). The SSSBL Marketing and Recruitment working group propose that support of students could begin before their transition into University through collaboration with partner colleges and via marketing events run by the school. This workshop aims to explore various strategies through interactive activities with the audience members

Speakers: Natalie Butcher, Jo Durston, Sam Forbes, Laura Fleming

11.30am - 12.15pm Workshop: Changing rooms: creating spaces for learning – T1.04

The nature of learning spaces is recognised as an important factor that motivates students and engages them in their learning and development. Pedagogical approaches are clearly related to this and more flexible learning spaces can be used to provide student-centred approaches to learning and teaching. Collaborative and cooperative learning has been found to be particularly beneficial in engaging students and yet traditional classroom design makes it difficult to provide collaborative learning activities.

The technological revolution and pedagogical research into student motivation and engagement has brought the whole issue of learning spaces into sharp focus, with research demonstrating the importance of a holistic approach to learning space development, including the physical spaces that students study in. Arora (2013) concluded that colours of walls, degree of natural light, furnishings and temperature of the classroom influence motivation to learn, mental alertness and can reduce absenteeism.

This workshop will start with a short presentation to set the context and highlight current issues in learning and teaching. Delegates will then reflect (in groups) on their own teaching practice and project these experiences into their own utopian learning environment.

The main focus of the workshop will be:

how the physical space and activity blends with the virtual digital space spatial planning and its role in adaptive learning environments The ambiance for learning / furnishing for specific activities to enhance pedagogy

The workshop will be hands on with activity based proposals and group reflection. Do we need commonality or more bespoke environments for specific areas of study?

The session will be co-presented by Owen Wright, Teesside University Knowledge Transfer Partnership (KTP) associate at education furniture manufacturer, Godfrey Syrett. Ideas from this workshop will feed directly into the work that Godfrey Syrett are doing in this area.

Speakers: Richard Sober, Peter Reid, Owen Wright, Anne Llewellyn

12.00pm - 1.00pm Presentation: mima – a space for learning and teaching: dancers in the gallery – T1.07

This session will illustrate what role space can play in relation to learning and teaching and how it can positively impact on personal development, such a self-confidence and the broadening of horizons specifically with regard to industry and career prospects, as well as being empowered to initiate independent projects. The dance degree embraces practical experiences aiming to introduce students to professional contexts and working practices, enabling them to develop an understanding of the professional field, as well as gaining confidence through real-life projects. The close partnership with mima offers an ideal opportunity to engage in such projects: in 2015 the dance students collaborated with artist in residence Gemma Draper (Jeweller) and choreographer/lecturer Lorraine Smith to produce a site-specific dance performance based on the jewellery collection. After a term of regular teaching taking place at mima, in the form of workshops and rehearsals, the piece Fabrication was then performed at the International Jewellery conference; students also had the chance to appear and perform as part of the exhibition I, Cave by artist Georgina Starr; and they supported the organisation and production of Tees Dance Film Fest 15, an international screendance festival. Practical aspects such as learning outcomes and assessment strategy will be discussed, and it will be considered how rich the learning environment can become when partnerships with organisations such as mima can be explored. By reflecting on the projects students will share their experiences and the learning that has taken place by being part of these public events at a major gallery.

Speakers: Heike Salzer, Lorraine Smith, Stacey Thompson, Kate Smith, Jess Gibson, Tasha Reay

12.00pm - 1.00pm Presentation: Building my skills higher – T1.02

Building my Skills is an employability initiative, managed by Esh Construction, delivered by a range of businesses to local schools and colleges with the purpose of giving young people an honest insight into the world of work - making them more employable. Over the course of an academic year Building my Skills bring businesses into schools - ensuring all engagement is within an organised curriculum timetable and not extracurricular activity; develops employability skills which are not always taught in schools; guides students through the production of an employability portfolio, for which they produce prescriptive checkpoints and then rewards committed students with the access to business placements and mock interviews.

Having been involved in the award winning initiative with North East schools and ESH, Teesside University was approached, alongside Northumbria University, and asked to introduce the model to higher education and run a pilot in 2015/2016 to a cohort of level 5 students to embed/ run parallel to a module in Business Management (TU) and Built Environment (NU). The decision to run this in parallel to the new level 5 module which involves students developing employability skills within an enterprise, was taken as a best fit approach and one which focussed on the achievement of outcomes for the ESH programme, the module and critically, the students themselves. Although not without challenges, in the beginning, the students have got so much out of it and this is our story.

Speakers: Elaine Hooker, Elaine Fryett

12.00pm -1.00pm Presentation: Enhancement of HE academic support within an FE college – T1.03

It is widely recognised that student learning is influenced by a range of internal (individual) and external factors. The transition from further education to higher education is challenging for students and requires the development of a range of new academic skills and the enhancement of existing skills. Feedback from teaching staff and external examiners highlight deficits in respect of literacy, the ability to cite literature appropriately, an inability to source information relevant to the level of study and an inadequacy of inquisitiveness and critical thinking. Formative and summative assessment feedback in the early stages of a student’s programme provides an opportunity to identify areas that require development. However, it has been observed that for some students this can be demotivating and lead to feelings of low self-esteem and a lack of confidence. Providing

support to students in their learning has a significant role in enhancing their achievement and progress. Over the last year a range of initiatives have been implemented to enhance the support available to students which has included the appointment of an HE academic support tutor. Evaluation of the role, after the first year, provides both formative and summative feedback from students, teaching staff and external examiners of the positive impact the role has had. Student comments such as ‘thank you so much for your help, truly feel I wouldn’t have passed without it’ and ‘something must have sunk in because I aced my referencing section on my Uni Head Start programme :’ demonstrate initial success.

Speakers: Richard Hodgson, Gillian Askew, Lesley Bryden

12.00pm -1.00pm Presentation: They do things differently (T)here – or do they? – T1.06

What do we know about our international students? In this presentation students from Hong Kong studying the second year of their degree at Teesside University will be comparing and contrasting their experiences of higher education in Hong Kong and at Teesside. The audience will have the opportunity to savour a flavour of learning ‘Hong Kong style’.

This presentation will introduce the audience to learning in Hong Kong. It will incorporate information relating to teaching methodology used within the Hong Kong Institute of Technology (HKIT). It will enable them to show differences and similarities between HKIT and Teesside, and will examine how the goals of the LTSES are incorporated into their programme. During the presentation delegates will learn a little more about both the culture and learning methodology favoured in Hong Kong.

Speakers: Ruth McGrath with a group of international students

10.00am - 11.00am Keynote speaker 2: Lego, pirates and Captain Foucault’s ship: Shifting practices in learning and teaching

Jill Morgan, Dean, School of Art & Design, Teesside University – T1.10

LEGO creative play has finally found its way into the Academy. Innovating in the Creative Arts with LEGO, James, 2015 provides a timely platform for a dialogue around creativity, agency and play in Learning and Teaching. This method of creative visualisation through advanced play has been enthusiastically adopted within business and entrepreneurship and is now available as an open resource online. Working with LEGO as a tool for thinking, it is claimed, enables the externalisation of feelings and knowledge through the building of them - taking this further into the digital realm, could digital platforms open up open play formats for learning, Cultures of Creativity, Gauntlett, Thomsen, 2013.

Whilst the importance of creativity and emotional engagement are recognised as key factors in Learning and Teaching innovation, Robinson, 2012, do they still remain essentially outside the curriculum as we plough through the waters of the neo-liberal patrolled seas? Pirates have been a trope for counter cultural voices and practices in Education, eylfpirates.com and in the past few years we have worked with the notion of Pirates of Learning and Teaching to open up different spaces for us to practice in the School of Arts and Media. This presentation will reflect on our work and the challenges in moving forward to new models of engaged and creative learning.

The underpinning concepts of the presentation are grounded in feminist re-thinking of Foucault’s, Of Other Spaces: Utopias and Heterotopias; Butler, 1990, Pollock, 1999, Lord, 2006 and debates in cultural theory and curatorship brought to the spaces of higher education - asking what kind of space we are able to create in this School, this University, this ship. Is it the case that ‘The ship is the heterotopia par excellence. In civilizations without boats, dreams dry up, espionage takes the place of adventure, and the police take the place of pirates’. Foucault 1998:185, or can we re-

imagine Capt. Foucault’s vessel to enable us to act as pirates in contemporary culture and education?

Jill Morgan is Dean of the School of Arts and Media at Teesside University and has led Learning and Teaching and Quality Enhancement in the School of Arts and Media and previously in the School of Art and Design at Leeds Beckett University. She has experience of practical programme leadership at Masters and Undergraduate level and of PhD supervision in the area of contemporary art, feminist art practice and curating. Before moving into Higher Education she practiced as a curator in the public sector in the 1980s and 1990s, at the centre of debates around feminism, identity and cultural policy.

3.30pm - 4.15pm Workshop: Flipping classrooms – T1.04

There has been a paradigm shift from didactic and verbal modes of instruction to pedagogical approaches that encourage active learning through the use of mixed modalities of instruction (Rourke and Coleman, 2011). Professor Beichner at North Carolina State University first introduced the concept of the flipped classroom, through a project entitled SCALE-UP (Student Centred Active Learning Environments, with Upside Down Pedagogies). Flipped learning pedagogy involves providing students with preparatory information in advance of the class (through e.g. podcasts, vodcasts, directed reading, video clips) to inform classroom activities that involve active learning. These activities often require collaborative working and/or access to on-line information, requiring flexible learning spaces with Wi-Fi access and access to devices.

This workshop will actively engage participants in exploration of the principles of flipped learning and tools for creating preparatory resources. There will be an element of experiential learning in this workshop and participants will be asked to do a small amount of preparatory work

Speaker: Anne Llewellyn

3.30pm - 4.15pm Workshop: The impact of student led co-curricular activity on graduate attributes and academic engagement – T1.03

Co-curricular or ‘educationally purposeful extra-curricular’ activity (Kuh 2008) is increasingly being seen as an important activity from which students develop the sort of graduate attributes that the Teesside University Learning, Teaching and Student Experience Strategy (LTSES) demands. But it is also being recognised as a pedagogically important experience where students can test, debate, scrutinise and explore curricular knowledge outside of the classroom and therefore be an important site of academic learning.

Teesside University Student Food Co-op is a student lead social enterprise that provides healthy, nutritional, cost effective food and ingredients via a weekly on campus pop-up shop. Although it has been set up with an open, cross-disciplinary membership, a majority of the members are drawn from the University’s BSc (Hons) Food and Nutrition programme.

Nigel Atkinson, course leader: BSc (Hons) Food and Nutrition and Andy Price, Head of Enterprise Development and Education will lead a workshop discussion looking at how student involvement in the Food Co-op has impacted on their academic engagement and development of graduate attributes and transferable skills.

The workshop will also be an opportunity for colleagues to explore how student lead co-curricular initiatives could positively impact on their own programmes.

Speakers: Andy Price, Nigel Atkinson

3.30pm - 4.15pm Workshop: Facilitate, communicate, collaborate – T1.06

This workshop will discuss various ways Collaborate – an effective, reliable online learning tool – can be used to enhance learning and student support. There will be opportunity to reflect on how you can use Collaborate in your own practice and also to consider how a current teaching session could be delivered using the tool

Speakers: Jacquie Vallis, Paul Durston

3.30pm - 4.00pm Presentation: Creating sustainable support for academic writing – T1.02

This presentation will discuss the development of a new approach to support academic writing, as part of the Learning Hub project. We will reflect on our rationale, share what we have created, evaluate current progress and look forward to future objectives. Our aim was to produce a template and materials which could easily be extended or repurposed for different audiences.

Existing Learning Hub materials to support academic writing were fragmented. The Learning Hub website contained valuable advice but was incomplete, for example with nothing for reflective or critical writing. Libguides developed to support Succeed@Tees workshops covered a wider range of writing styles but were not intended to stand alone.

The design for the new template was informed by ideas from the Learning Hub project team and from the guidance most frequently given in Learning Hub tutorials. Completed materials may be seen at http://tees.libguides.com/academic_writing. We brought together details of a range of support in order to accommodate different learner preferences and to sustain the learning needs of diverse students. We wanted advice to be accessible to anyone unfamiliar with academic writing, so we created a simple mnemonic, TIME (targeted, in-depth, measured, evidence-based), and wrote an explanatory hand-out. An interactive online tutorial applied this advice to a sample assignment. Future developments will involve producing similar sites for more areas of writing as well as liaising with other writing support across the University.

The presentation will evaluate the advantages and challenges of our approach. Feedback from attendees will be encouraged.

Speakers: Sue Myer, Yvonne Cotton

3.30pm - 4.00pm Fringe event: Speed debating – T1.10

Wednesday 16t March – Students as Co Producers

9.30am - 10.00am Registration: 1st floor, The Curve

10.00am - 11.00am Keynote Speaker 1: Student engagement and partnership

Vicki Trowler - T1.10

What does student engagement really mean, when identities are shifting, and practices changing, and the old familiar certainties of the past are in flux? How are “we” - whether as individuals, or as “the university”, or as participants within the HE system more broadly - engaging with students, however we conceive of “them” - as policy objects, as members of our student body, or as individuals? And how are students engaging with HE, their university / college context, and their studies, in amongst all this?

In engaging with these questions, this keynote will consider some of the current expressions of student engagement within HE, such as student participation, student partnership, co-production, and transformation, allowing us to reflect on which expression/s might best suit our vision, our context/s, and our resource constraints, and how we might go about achieving this.

Biography

Vicki has worked in H.E. in South Africa and the UK for longer than she’s willing to admit: researching, supporting, teaching, managing, extending and engaging. She is currently completing a PhD at the University of Edinburgh on the engagement of students who consider themselves “non-traditional”, while freelancing as a HE researcher. She has authored and co-authored a number of publications (both scholarly and lay) on student engagement, and attempts to keep the SAKAI site on student engagement (https://sakai.lancs.ac.uk/portal) useful as a resource. Feel free to explore: login[top right corner] with username: sakai.guest@gmail.com ; password: welcome Then click “student engagement” tab on the red ribbon at the top.

11.30am - 1.00pm Masterclass: Digitizing and modernizing course materials: an innovation process for teaching and learning

Donna Kidwell, President of WebStudent International and Associate Professor, University of Adger, Norway – T1.04

In this session, we will create a roadmap for adding state-of-the-art technology and innovative learning experiences into your classroom. We’ll examine a number of different models for bringing new technology into your teaching toolkit. You’ll leave the workshop with templates and tools for a custom innovation roadmap for your course.

We’ll look at best practices in creating technology enabled teaching tools: looking beyond Blackboard, leveraging Massive Open Online Courses (MOOCS) and Open Educational Resources (OER), various styles of video, and latest in online tools for learning and studying. We’ll look at assessment and learning analytics as part of the instructional design process. We’ll explore methods for adding innovation to your classroom using the same techniques used by software companies today: rapid prototyping, student generated content, in classroom pilots and semester-to-semester iteration. We will craft a roadmap for your course that will add engaging technology to your courses over the course of two-three semesters.

Please bring your current course outline, syllabus, and assessment models to the session. We’ll use these, along with your insights and experiences as teachers, as the starting point for your personalized course roadmap.

11.30am - 12.15pm Workshop: Feed what? Students as co-producers of effective feedback – T1.01

This workshop will explore how students can be actively involved in the feedback process to ensure it is a meaningful and useful element of assessment (Sambell, McDowell and Montgomery, 2013).

Within the session students and staff will consider different feedback strategies used within their disciplines and share experiences to inform and enhance feedback practice. Delegates will engage in tasks designed to encourage creative methods to engage students in producing feedback.

The workshop will be led by a staff/student team to facilitate some in-depth discussion around how feedback is received and understood by students, some of which will be examined in greater depth to explore how they achieve assessment for learning.

Speakers: Ruth McGrath, Jayne Tidd

11.30am - 12.15pm Workshop: Learning theory through performance practice – MC0.06

Practice-as-research in the performing arts, where performance practice can be accepted as academic research, is now common at postgraduate level. However, the teaching of theory at undergraduate level is usually examined through performance analysis rather than the production of performance. In a new undergraduate module in performance, both students and tutor have been exploring innovative ways in which theoretical ideas around representation can be understood through the creation of work rather than its appreciation only, therefore enhancing the opportunity for the career progression of the student for further study (LTSES aim 2).

Students learn through co-producing by producing creative work and also by teaching peers new ideas introduced by the module. Initially, drama workshops are devised by the tutor that encourage students to creatively produce ideas that engage with theory (ideas introduced in a seminar prior to the workshop). For assessment, students are given a selection of readings to choose from and create a drama workshop that teaches key ideas in the reading. For the festival we wish to put forward a demonstrative workshop that will start with the tutor as leader and students as participants. In the final section of the workshop one of the students will lead activities. Most delegates are expected to view the workshop only, however, delegates may also participate if they book in advance and do not mind performing in front of an audience. We need eight delegates to participate.

Although our subject area focuses on the theory of representation in terms of performance, the approach may also be considered by teachers who base learning around specific selected readings. Also, the approach is in the early stages of development and so would benefit from feedback from a wider audience.

Speakers: Sarah O’Brien with level 5 students

11.30am - 12.15pm Workshop: Extraordinary careers in the making: student case studies – T1.03

Employability skills are a top priority for business. 89% of employers surveyed* by the CBI in 2014 placed the attitudes and abilities for work at the top of their list when recruiting graduates. This is followed by the importance of the degree subject (68% and relevant work experience/industrial placement (61%).

Using a case study approach this workshop demonstrates how Teesside University students are taking part in activities which are helping them acquire the right attitudes and abilities for the work place. They are anticipating high degree classifications and as a result of their engagement in a range of work experience and extra/co-curricular activities they are constantly increasing the possibility of achieving success in the graduate labour market. Teesside University has provided

these students with the platform to accomplish remarkable things and the case studies in this work shop illustrate their foreseeable extra-ordinary careers in the making.

The workshop will suit students from any discipline and at any stage of their academic journey. They will be encouraged to generate ideas for themselves to pursue amazing things during their time at Teesside University and will be stimulated to create an inspiring story of their own.

Staff and students will gain an insight into what makes employable students. The workshop will also provide an opportunity to share ideas so that we can facilitate similar successes for all of our students and for Teesside University to be at the forefront of the drive to produce highly employable graduates.

* CBI/Pearson, 2014. Gateway to Growth, Education and Skills Survey.

Speakers: Saeed Muhammed, Gillian Kazeminia, Andrew Richardson, Will Ridley, Sunny Singh, Carol Wilson, China Moyo

11.30am - 12.15pm Workshop: Creating an inclusive environment – T1.07

Looking beyond the physical environment, this workshop looks at strategies for providing support for specific groups of staff and students, and how to promote good relations.

Speaker: Margaret McFee

12.30pm - 1.00pm Presentation: A UK Collaborative study of student peer leaders – T1.01

Despite the identified and potential benefits of peer leadership experiences in H.E. and the recent growth of these roles, there have been limited attempts to understand the experiences, structure and outcomes of them for students at a local and national level. The study aimed to answer research questions about the characteristics of peer leadership programmes in H.E. the administrative structures of these programmes, and the student outcomes of peer leader experiences. Specifically, what are the characteristics of student peer leadership experiences in H.E? What are the student outcomes of participating in peer leader experiences? How do peer leader experiences and outcomes differ in unique national contexts?

Data collection was through administrating an online student questionnaire on 15 campuses in the UK in late spring/early summer of 2015. Students who were engaged in various peer leader experiences, including PASS/PAL, peer buddies, peer support volunteers and Students’ Union clubs and societies, were surveyed on development of skills, outcomes from the role, employability and academic performance. This information lead to data analysis connecting structural characteristics of peer leadership experiences to self-reported gains in the previously mentioned outcomes. The key outcome for the Teesside data was the longer the individual spent in the role, an increase was seen in their perceived skills, outcomes and self-confidence, which highlights that even though the recipient attended the peer-led sessions, there is also a benefit to the leader themselves. In this presentation we will share further quantitative and qualitative results and discuss their implications.

Speakers: Matt Portas, Kath Swainston, Kate Byrnes, Jo Hewitson

12.30pm - 1.00pm Presentation: Breaking the comfort zone shackles – T1.07

The basis of this project is to demonstrate how a student’s own exploration (during reflection process that culminates in a seminar presentation of around 30-minutes) into individual learning can not only help focus their overall learning experience but also bring into relief their choice to study film and TV production and look forward to a potential career in that field. Students discuss their interactions with the media (film, TV and games etc) and what this means to them and their own individual practice.

By making connections between consumption, learning and practice the aim is that students become mindful of their own direction as practitioners. Allied to this are thoughts about how they receive information on a wider more general level. Giving a presentation about the self in this way is akin to a presentation one might give at job interviews or when pitching for a commission. Hence the wider impact of the practice of verbalising to the group their journey of self-discovery has a relevance to employability in any field.

The learning awareness, that is intended to be enhanced by the practise, allows students to comprehend detailed and complex theories and ideas enabling their critical and analytical skills to develop at a swifter pace. Students will be invited to co present and talk about their first hand experiences in reflecting on their personal learning strategies and delivering these seminars and what this experience has led to for them in terms of self-confidence, their understanding of learning and of the correlation between theory and practice in film and TV. Short examples of the students demonstrating their ideas will be incorporated in order to help bring their learning into relief.

Speakers: Samm Haillay, Quasim Baig, Kathrin Dowson

12.30pm - 1.00pm Presentation: 100 costumes: The student experience of staff research – T1.02

This session will explore the impact of student engagement in staff research, highlighting the synergy and advantages to both student and staff. The presentation will also focus on the effects of industry specific research activities, and how this professional environment can change and enhance student-staff relationships.

The presentation will look specifically at senior dance lecturer Lorraine Smith’s recent research project -a practical investigation into performer experiences of working with costume - which took place at Huddersfield University during her role as choreographer for the BA (Hons) Costume & Textiles end of year show. Two Teesside students took part in this project: one as a student researcher (from another discipline) and the other as a work placement assistant.

The students (one of whom is now a graduate) will share their experiences of the project and discuss how their involvement has led to learning and personal development, enhanced attainment, employability and career progression. Lorraine will also discuss how student engagement has helped to inform and shape her research, teaching practice and whether this interaction has changed staff-student perceptions.

Furthermore, this session will emphasise the importance of industry based opportunities as a means to enrich and contextualise the learning experience through engagement with real work practices, as well as inspire and empower students into career relevant employability.

Speakers: Lorraine Smith, Louise Logan, Sadie Brooks

12.30pm - 1.00pm Presentation: Effective practice using a co-produced academic literacy self-assessment tool (SALT)

– T1.03

Interest generated by recent publications and presentations has lead to the Student’s Academic Literacy Tool (SALT) being used across a number of STEM disciplines in the University and in addition it is being used in several other universities across the UK. In the FE sector SALT is currently being adopted at several local colleges. The team have been conscious that currently they have as yet been unable to provide guidance and support for best practice in engaging students with SALT alongside the booklet itself and the team will present initial findings of the first evaluation of SALT which will inform a set of effective practice guidance to accompany SALT. The team will present findings from qualitative data gathered using focus groups of students who have experienced using SALT as part of their first year study skills modules. The SALT team will present recommendations for effective practice in using SALT-based a grounded theory analysis to build a model of engagement with SALT. As SALT is increasingly used across HE and FE insitutions it is important that we develop a coherent delivery strategy for student engagement with SALT in order to provide

users in Teesside and other institutions with empirically grounded suggestions for best practice in using SALT effectively for a range of learners and to enable intended multi-site evaluations in the future.

Speakers: Sue Becker, Holly Shavedi, Nardine Spence, Luke Kennedy

1.30pm - 4.00pm Fun Afternoon – Various challenging activities - King Edward’s Square

Team Challenge – Six people per team (maximum limit ten)

4.30pm - 6.00pm Fringe Event – TEDxTeessideUniversitySalon – T1.01

Learning hacks and the wisdom of sharing

This is a fringe event for students

Thursday 17 March – Enhancements and Impact

9.30am - 10.00am Registration: - 1st floor, The Curve

10.00am - 11.00am Keynote speaker 1: The changing relationship between HE and the student: Or, working with our customers

Ian Dunn, Deputy Vice-Chancellor (Student Experience), Coventry University - T1.10

Coventry University has been on quite a journey! The aim of this presentation is to use the experience of one particular case to highlight the projects that are in train and the impact of that activity on the student satisfaction figures and hence league tables and more importantly the confidence of the University.

Ian will spin a story about the initiatives, arguments and activities that have moved thinking at Coventry and try to explain why some of these things have had a positive effect on the University.

Students at Coventry are extremely engaged in the organisation of learning, both feeding back through course forums but more importantly planning for new developments and changes. The course has become the main unit of currency in the design of learning and a real focus on teaching passion. The process of assessment and learning space design has resulted in some positive feedback from students.

The session will be open for lots of questions, be based around anecdotes and the sort of half-baked theories that you would expect from a DVC, but in the end, there might just be something in it!

Biography

Ian Dunn has worked for more than 20 years at Coventry as a lecturer, senior lecturer, associate dean and acting dean of the Faculty of Engineering and Computing before taking up the role of Pro-Vice Chancellor in 2010, then Deputy-Vice Chancellor in 2013. He has the overall responsibility for the teaching and learning strategy and student experience at Coventry University. In short, anything that has a direct impact on the lives of students, Ian has a hand in and works closely with colleagues across the University to ensure the needs of the student are met.

Ian has been the driving force behind the setting up of Coventry University College and Coventry University Scarborough Campus, a new concept in higher education that is designed to let people study alongside their normal everyday life and work, giving them the opportunity to take degree courses accredited by Coventry University with flexible learning arrangements.

11.30am - 12.15pm Workshop: Creating a community of learners in online learning - T1.01

This workshop aims to facilitate you in developing a community of learners in an online module. The literature identifies the potential disadvantages of online learning as isolating for the learners, and lower retention. However, this is not the experience of our postgraduate forensic radiography students, so come and find out how we did it. In the workshop you will engage in tasks to reflect on your own practice, and to learn some of the techniques utilised to create cohort identity, including curriculum design, student support, and the social aspects of learning. Find out about the all-important ‘presence’ that is essential for online learning

Speaker: Jacquie Vallis

11.30am - 12.00pm Presentation: Managing a club – T1.02

This presentation focusses on how I manage the Pole Fitness Club at the University and how I progressed from volunteering my time to taking responsibility of club.

On an average week I spend almost ten hours (on a voluntary basis) to teach the classes, set up the equipment, take bookings and preparing the classes to match the members abilities’. To make these classes successful I must be confident to speak freely and give instruction - by presenting myself in front of a class of 10, 14, 20, sometimes 30-40 members who I have never met before. This practice helps me with my own presentations for assignments on my course, and gives me a good sense of how a more formal approach should be taken when hosting discussion meetings to find out how to improve and being able to raise issues with members.

When I plan my week out I need to consider organising my time, speaking in professional manner to book rooms, propose ideas for funding to help improve the club and make it more enjoyable for the members to ensure they are getting what they are paying for.

Running this club has taught me how to push myself out of my shell, I believe that since becoming a student at Teesside University, my tutors and the staff in the Students’ Union have helped, supported, trained and guide me into the person I am now.

Speaker: Jessica Clarke

11.30am - 12.00pm Presentation: Embedding employability in the curriculum: Learning and the real world – T1.03

What’s English literature got to do with the real world of work and careers? How do you translate academic knowledge into different forms and communicate it to different audiences? The English section’s new English and the Real World module addresses both of these questions in support of students’ career plans. Focusing on a range of real world scenarios, students produce a portfolio of professional writing that showcases the breadth and depth of their skill set as English studies students, as well as allowing them the opportunity to explore potential future careers. As we move into the second delivery of the module, this paper explores the rationale behind the module and offers an account of its set up. Drawing on examples from her own experience, a student presenter will explain the module’s reliance on students as co-producers, as they negotiate the exact format of their assessment to suit their own future career plans. Following student testimonies that highlight the benefits of the module and the success of students in receiving placements and work experience as a result of contacts forged on the module, the paper concludes with an evaluation of the obstacles faced and the developments planned. In a political climate in which the humanities are widely discredited for allegedly failing to equip students with skills suited to the world of work, this paper demonstrates the importance of enabling students of less obviously vocational subjects to articulate the transferability of their skills and to showcase their appeal as future employees

Speakers: Sarah Ilott, Helen Davies, Helen Charville, Katie Burton

11.30am - 12.00pm Presentation: Shifting positions: findings from a follow-up study on student challenges – T1.07

At this conference in 2014, we reported on a Student as Researcher project which investigated students’ approaches to tackling challenging assignments within the Teesside University sociocultural space. This paper builds on that research, by presenting the findings of a 2015 follow-up study which examined whether students’ approaches had changed since they were first interviewed two years ago. We will also discuss the advantages of using a student researcher to gain a greater depth of interview and to enhance the credibility of the research.

A small sample of students from different Schools and levels of study were re-interviewed by the same researcher about their experiences, strategies and expectations. The data was then analysed by staff from the Learning and Research Support Team within Library and Information Services. We compared each learner’s initial and follow-up interview in order to reflect on any changes to their sense of identity or motivation. We will report on the successful strategies employed and the deepening sense of belonging experienced by some of the students. We will also discuss

unexpected barriers that demonstrated that learning progression was not always straightforward. The presentation will look in particular at student attitudes to feedback especially as to when it was most highly valued. We will also consider whether there were any changes to students’ use of technology.

The paper will be co-presented by the student researcher and will draw heavily on quotations from students. There will be an opportunity for participants to discuss the implications for the Teesside student experience

Speakers: Ethan Lumb, Fran Porritt, Sue Myer

12.15am - 12.45pm Presentation: Overcoming the challenge of large and diverse classes using digital tools – T1.01

The University’s desire for wider participation and growing student numbers naturally raises challenges to existing classroom dynamics. The foundation year for engineering degrees has a large and increasing class size (73-150 in two years) from a range of academic backgrounds which feed into a very broad range of subject areas. To support the learning and management of such a diverse group a series of online tools has been developed in partnership with the University’s Blackboard team. Assessments have been generated in a digital format allowing for auto-marking and feedback through Blackboard. Weekly online questions are released in the same format as the exam which not only allow weekly practice, but also act as a tool by which student’s self-select tutorial attendance. The weekly tests allow monitoring of student progress individually and as a whole, this allows staff and students to identify areas of weakness. Key learning objectives and content are supported with online video casts, these have proved particularly important for international students who may encounter a language barrier.

The support tools have been fully implemented for one academic year and student feedback collected. There has been an improvement in overall pass rate (77% to 93%) and student perceived level of support.

The session will explore the rational, development and analysis of the digital mediums described as well as showing how these tools practically work. We will explore the transferability of these concepts and get student perspective on their integration

Speakers: David Hughes, Robyn Maddison, Daniel Pybus

11.30am - 12.00pm Presentation: The use of crowd funding as a teaching tool – T1.02

Students tend to engage and learn more actively when they feel they have something personally invested in that learning and are in charge of the experience. To embrace this notion, third year forensic science students have been given the freedom to crowdfund a group project as part of a module. This initiative involved the students picking a project theme, designing an experiment around this theme, funding the project, carrying out the work and ultimately attempting to get their work published.

It was found that students became very passionate about the project and derived a lot of satisfaction from feeling as if they dictated the learning experience. Student feedback regarding how they felt about their crowd funding project was positive with comments ranging from ‘like it, way better than what we normally do – more of a challenge’ to ‘fun – gives us experience of starting a project completely from scratch’. It was also noted that the students were happy to do extra work associated with the project outside of timetabled lesson times in order to get the work completed prior to the end of the academic year.

Crowd funding, in this context, provided the platform to develop a teaching practise where students were able to take ownership of their learning and thus empowered them as learners. This empowerment led to a more engaged and motivated cohort with a greater sense of financial management of a project, developing and pitch project ideas and completing an independent group project.

Speakers: Helen Tidy and two level 5 students

11.30am - 12.00pm Presentation: Learning: it’s a waste of energy – T1.03

Climate change is recognised as one of the many contributing factors that is influencing the attitudes and action not only inside the UK and across the European community, but internationally. The UK Government commitment to meet the 15% of the UK's energy demand from renewable sources by 2020 alone will be achieved with contributions from various initiatives including plans to accelerate the use of inshore wind, marine energy, solar and biomass electricity.

This presentation offers an insight, from a student aspiring to start a career in the energy sector, to how critical thinking created an unparalleled opportunity to bolster a final year project that brought scale to the understanding and concern to the emerging green debate.

A progressive and confident approach has been instrumental in guiding the learning experience towards a successful outcome. The objectives that set out to understand how an energy from waste (EfW) incineration plant operates within a waste management system framework coupled with a study of the dynamics of a fully operational industrial combustion control system has emphasised how important transferrable skills are to prospective employers, at the same time as challenging technical competences when confronted with complex problems, resolved only with tenacity and a disciplined approach and ability to articulate technical issues at all levels.

A tri-party agreement between the University, student and industrial partner has been created and while the primary objective has been to act as a catalyst for student continued personal and academic development, the arrangement encourages mutual agreement and benefit to all parties involve

Speaker: Sean Williams

1.30pm -2.00pm Special interest group meeting: Students as partners – T1.02

1.30pm -2.00pm Special interest group meeting: Gamification – T1.03

2.00pm -2.30pm Presentation: Reflections on designing, delivering and teaching a new MA programme by distance learning – T1.01Sophie will share the story of how English studies developed the MA Creative Writing Distance Learning from a Curriculum Innovation Fund Bid to programme design, delivery and evaluation. She will talk about the methods developed to enable the Learning Teaching and Student Experience Strategy to drive the design of the platform, content and pedagogical approach; and the learnings made along the way in terms of overcoming obstacles and co-creating an effective learning environment with students.

Paul will share his experiences of teaching on the programme, including how his ideas and expectations about teaching online were changed.

Questions are particularly invited from anyone thinking about developing distance learning or using an element of technology-enhanced learning in their own teaching.

Speakers: Paul Elsam, Sophie Nicholls

2.00pm - 2.30pm Presentation: Working together: using appreciative enquiry – T1.02

Appreciative inquiry (AI) is a change approach that focuses on imagination and innovation rather than negation, criticism and espouses discovery, dream and design (Cooperrider and Whitney 2013). This approach has been adopted to support the piloting and implementation of an e portfolio across a number of discipline areas in the SOHSC. As part of ongoing development an evaluation was undertaken to gain sight into users’ experience, to seek development ideas and

identify requirements for ongoing support. Part of this evaluation was undertaken by a student as researcher, when they facilitated student user focus groups. In addition qualitative data was collected from mentors, academics and the project team.

The findings emerging from this data is the understanding that adoption of AI by the project team was not the philosophy of the users. Therefore some of their experiences were communicated in a negative rather than creative solution focused way. It has highlighted that the users need time to adapt and for change to be successful the users need to take ownership of the process.

This paper will highlight the benefits of working with a student researcher from the student and project perspective and illustrate how the focus group findings have been utilised in a creative way to support the further development of the e portfolio. The success of the project has been the working together of the users; namely the students, mentors, academics, technical staff and student researcher to create an e portfolio they want to use

Speakers: Barbara Wilford, Donna Hay, Callum Wilkinson, Mary Dunning

2.00pm - 2.30pm Presentation: The Teesside Literary Society – T1.03

I moved to North Yorkshire to start a family in 2007. When I returned to the workplace five years later, I found my employability greatly affected by my relocation from London and my career break. My confidence took a knock as well as my pay-packet.

I decided to take a BA (Hons) in English Studies with Creative Writing at Teesside and I believe that this is one of the best decisions I have ever made. The course has restored my self-confidence, opened up new doors of employability and given me a new lease of life.

Over the last three years I have taken on the roles of student ambassador, course representative, PASS Leader, co-editor of The Fourth Floor and contributor to the @EnglishTeesside Twitter account.

However, the achievement I am most proud of is founding the Teesside Literary Society. Last year, the acting head of the English Department suggested I revive the society, which was de-ratified some years ago. Over the past year, we have formed the society, produced a Facebook page, a blog, designed a logo and business cards, and held regular monthly meetings. We have provided a mutually-supportive creative space for writers at Teesside University and formed collaborations with actors, animators, games creators and film-makers. In April 2016 we will hold our first public performance event and launch our first printed anthology as part of the T-Junction Festival. I am particularly proud of the way the society offers English students the opportunity to leave Teesside University not only with a degree in English, but as a published writer, which will give them great confidence as they step out into the world.

Speaker: Lisa Nelson

2.00pm -2.30pm Presentation: Divers@tees: the impact of professional/industry based assignments in student

learning and development – T1.07

This session will explore students’ experiences of forming and running a dance company and how this assignment positively impacts on learning development and career aspirations. The BA (Hons) Dance degree encourages practical experiences, and specifically the Dance Professional Practice module, offers practical opportunities that immerse students in professional settings and work contexts, allowing them to develop an understanding of their future professional career options, as well as gaining confidence, discipline specific skills, independence and responsibility through real-life situations.

Divers@tees, is led by BA (Hons) Dance students in which different roles are assigned: such as manager, performer, choreographer, administrator, PR, production, rehearsal director and

facilitator. Each student in the company is responsible for their individual role and each role is crucial for the company to function.

Students have worked autonomously and together to create performances; such as Lost Letters, performed at Moving Frontiers, a regional choreographic platform (House of Blah Blah) alongside professional companies, in which the hosts were impressed with students’ professionalism. The company has also devised and delivered performances and workshops as part of a local tour to secondary schools, working in partnership with the university recruitment team.

Speaker: Victoria Clark

2.45pm - 3.15pm Presentation: Canapés, anyone? A bite-sized video-based alternative to the paper-based

programme handbook – T1.02

This paper describes the development and implementation of a fully digital video programme handbook for students enrolled on a post-graduate, pre-registration, professional programme. It is recognised that there is no single student experience and that there are a variety of potential learning spaces and opportunities outside of the curricula in which student learning can take place. There is the potential of further enhancing the student experience by producing a handbook that can be accessed across a wide range of mobile, phone, and desk-based technology without the need to develop separate technology-dependent formats to support this new video programme handbook format.

A focus group was undertaken with current students to ascertain their perceptions and opinions on the current MSc Diagnostic Radiography programme documentation and any improvements or changes they would like to see made. The focus group was transcribed and thematic analysis applied. The following themes emerged from the data: Known Academic, Information Type, Hidden Curriculum, and YouTube.

Drawing upon the students’ experiences and perceptions a video handbook has been produced in small bite-sized units, which can be used to support students during the various stages of their development. These bite-sized units will be accessible via a variety of sources. The new programme handbook will also be shown to students and an evaluative focus group will take place and these evaluations presented at the Festival

Speakers: Peter Walker Birch, Mark Widdowfield

2.45pm - 3.15pm Presentation: Picture this: visualising learning spaces through the student lens – T1.03

This presentation reports on a Student as Researcher project which explored the question: How might Teesside University Library adapt learning space to suit the needs and study practices of 21st century learners? The project used photo elicitation interviews to gain insights into participants’ perceptions of learning spaces. A sample of undergraduate students were recruited which included participants from a range of Schools and levels of study. Participants recorded (using photographs) aspects of their everyday academic life focusing specifically on learning spaces. These photographs were then used to promote discussion during a one to one semi structured interview. The student researchers briefed participants and carried out the interviews. The data was then analysed by the student researchers together with staff from the Library and Information Services using grounded theory to identify key themes.

The main focus of the presentation will be on the key findings from this study. We will use photographs and students own words to explore their needs in relation to learning spaces. We feel that the data provides a unique insight into students’ use of learning spaces at Teesside University. The intention is to co-present the paper with a student and discuss how this research might inform the future development of space within Teesside University Library

Speakers: Fran Porritt, Denise Turner

2.00pm - 2.30pm Presentation: Students as Researchers: perspectives of the journey – T1.07

The Students as Researchers Scheme (SRS) provides opportunities for students to work as Research Assistants with members of staff across the University, in various aspects of their research (discipline specific and pedagogic).

The Scheme, introduced in 2011/12 as a learning and teaching enhancement activity, has been running successfully for the last four years.

Its overall aims are to:

develop learners as co-creators, rather than consumers of knowledge

enhance research skills

provide students with part-time employment pertinent to future graduate level work

encourage students to consider the option of postgraduate study

The SRS operates within a framework.

Conversations with students reflect how effective the scheme is in achieving its aims:

‘It has greatly helped me develop and enhance key skills such as communication and research skills; these have given me the confidence to progress on to postgraduate study and use these skills on other research studies that I am now doing on my current course.

Over the years the scheme has gained momentum and has grown significantly; it is proving to be a valuable learning and teaching enhancement activity for Teesside University. This presentation will focus around both staff and student perspectives of their journey. What is evident is how the experience, provided by the scheme, helps to achieve the University’s goal of educating our students to be confident, critical, creative, articulate, adaptable and aspiring.

Speakers: Kate Byrnes, Jo Davies, Nicola Poppitt, Callum Wilkinson

10.00am - 11.00am Keynote speaker 2: Learning in landscapes of practice: a perspective from social learning theory

Etienne Wenger-Trayner – T1.10

Learning is often viewed as something individuals do as they acquire information and skills. It is usually associated with some form of instruction, often separated from practice. I will present a different perspective on learning, one that starts with the assumption that learning is an inherent dimension of everyday practice and that it is fundamentally a social process. From this perspective, a living ‘body of knowledge’ can be viewed as a collection of interrelated communities of practice. Learning is not merely the acquisition of a curriculum, but a journey across this landscape of practice, which is transformative of the self. Education is then a guided tour of the various practices that constitute this landscape. Teaching is one of these practices, located like all others in a complex landscape, but with the additional twist that it has to prepare students for their own trajectory through landscapes of practice. The first half of the session will introduce the theoretical perspective. In the second half we will explore the implications for learning and teaching.

Biography

Etienne Wenger-Trayner is a globally recognised thought leader in the field of social learning theory, communities of practice, and their application to organizations. He has authored and co-authored seminal articles and books on the topic, including Situated Learning, where the term ‘community of practice’ was coined; Communities of Practice: learning, meaning, and identity,

where he lays out a theory of learning based on the concept; Cultivating Communities of Practice: a guide to managing knowledge, addressed to practitioners in organisations who want to base their knowledge strategy on communities of practice; and Digital Habitats, which tackles issues related to the use of technology. Etienne’s work is influencing both theory and practice in a wide range of disciplines. Cultivating communities of practice is recognised as a key component of a learning strategy in a rapidly growing number of organisations across private and public sectors, including business, government, international development, healthcare, and education. Etienne helps organisations apply his ideas through consulting, public speaking, and workshops. He is also active in the academic sphere. He regularly speaks at conferences, conducts seminars, and is a visiting professor at the University of Brighton, where he received an honorary doctorate.

Tuesday 15 March 2016 – Sustainability – The CurvePoster presenters will be available from 11.00am - 1.00pm to discuss their poster

Poster: Enhancing Assessment: Promoting publication

How many excellent pieces of student work end up gathering dust on a shelf or remain captive in a USB stick? In my capacity of leader of a level 7 Arrhythmia Management module in the School of Health and Social Care, I wanted to alter this. As such, I changed the assessment strategy for the module from a 3000-word assignment to a 3000-word mock article. Students are supported to develop their writing for publication within the module

Submissions are ready to be presented to publishers upon completion and to date, 4 students (from 2 cohorts) have had their work published in peer reviewed journals. Sharing their expertise in this manner has enhanced their professional profile and driven Nursing and patient care forward in line with professional requirements. This small innovation mirrors the Teesside University Learning, Teaching and Student Experience Strategy aim to ‘educate our students in their chosen discipline to become confident, critical, creative, adaptable, articulate and aspiring’.

The Editor of the British Journal of Cardiac of Nursing commented that ‘this has been very successful with the articles being praised by peer reviewers’. Student feedback has also been extremely positive: ‘This module was the catalysts behind my venture into the arena of publishing, and for giving me the initial confidence to submit my article for consideration. My article has been published this month and I hope it is the first of many.’

Presenter: Jo Yaldren

Poster: Carbon Dioxide Emission reduction strategies of buildings

Aim of this poster will be to make people aware of those method and strategies that can be used to decrease the carbon dioxide emission not only during initial construction process but throughout the whole building life cycle which consist of operational stage and end of life process.

The poster will be outlining as following: -Initial Stage – This is the stage where highest percentage carbon dioxide is being emitted in the environment, it consists of planning and construction process where materials are being selected, imported to construction site and building construction work is carried out. In this part we will elaborate on the current approach and the green alternatives which may be used instead.

Operation stage – This is the stage as which the house or the building is being used by people. At this stage we will point out the frequent upgrade that may be done to decrease and the CO2

emission and well their energy consumption.

End of life – This is the point at which the life of the building comes to an end and all the material and objects inside are useless. Therefore, we would like to elaborate on the efficient use of those material using techniques such as recycling and others in order to make it useable, which can save a large amount of carbon dioxide from being emitted.

Presenters: Vishak Dudhee, Surya Gharti Magar, Michael Adetunji

Poster: Cocaine extraction from Wastewater

Information about Illicit drug of abuse is currently achieved through surveys, hospital representations and police intelligence. Surveys are time consuming and expensive, and they frequently suffer from report bias. Cocaine, a class A drug, is now the second most abused drug after cannabis with 2.4% of adults, aged 16–59 in England and Wales admitting to using cocaine (Office of National Statistics, 2014). This makes understanding patterns of cocaine abuse important for health professionals, researchers and government agencies.

Direct drug testing methods are commonly carried out on biological samples, eg urine from individuals. However, urine can also be tested from wastewater to determine drug abuse of a population. Furthermore, the detection and measurement of cocaine and its metabolites in wastewater samples can be directly used to calculate the consumption of cocaine in a given population. Thus, detection of illicit drugs in wastewater gives ‘real-time’ epidemiological information without any report bias. Wastewater analysis methods have been used with success in cities across Europe and the World, and have been able to detect and monitor the trends of many other illicit drugs of abuse (Zuccato et al., 2008).

The most commonly used technique for extraction of cocaine from wastewater involves Solid phase extraction (SPE). SPE is a simple extraction technique however, many different types and methods exist. Therefore, one of the aims of this investigation was to determine the optimum SPE method for the extraction of cocaine from wastewater. This investigation used different experimental conditions and determined the extraction efficiency of each. The extraction efficiency was determined using Gas Chromatography Mass Spectrometry (GC/MS), which is the gold standard in drug testing.

The results of the improved extraction efficiency were then applied to wastewater obtained from the Middlesborough Area to determine the amount of cocaine use per population.

This study was partly funded by Student as Researchers Scheme and the Wellcome Trust.

References:Office for national statistics (2014) Deaths related to drug poisoning in England and Wales, 2014 registrations. England: Office for national statistics.Zuccato, E., Chiabrando, C., Castiglioni, S., Bagnati, R. and Fanelli, R. (2008) ‘Estimating Community Drug Use’ in Frost, N. and Griffiths, P (eds.) Assessing illicit drugs in wastewater: potential and limitations of a new monitoring approach. Luxembourg: Office for Official Publications of the European Communities, pp. 21-34

Presenters: Emma Peacock, Gillian Taylor

Poster: Operating Department Practice

I am a final year student studying Operating Department Practice. I moved up to the North East to complete this course so I can pursue my ambition to care for people and after I finish in September, I have been offered a job to work in the theatres at the Royal Victoria Infirmary, Newcastle. There are different roles that an Operating Department Practitioner (ODP) are responsible for such as assisting the anaesthetist when patients are being put to sleep prior to surgical intervention and assisting the surgeon with handing the instruments used for the surgery and anticipating their requests. Our role also includes acting as the link between the theatre and the rest of the department through effective communication and finally, we recover patients after the anaesthetic has worn off and help them to control any discomforts that they are experiencing i.e. pain and nausea. Basically, we are the ones that provide a friendly face and a calming nature for patients who are undergoing any kind of surgery.

Throughout this course, I have learnt about the different aspects within the Operating theatre and one in particular that I felt was significant in maintaining high standards of patient care and safety

was the risk of infection and ways to reduce it. In a modern society, technological equipment and surgical techniques continue to develop every day. In 2009, Richmond stated that “the burden of financial cost and also the cost of human life is born from the evolution of improved treatment and surgical intervention, prolonging life expectancy”. However, there is evidence to suggest that the risk of infection in the perioperative environment is a problem that needs to be addressed. Therefore, the purpose of this poster is to inform people of the potential risks and review ways in which to minimise them in the operating theatre.

The spread of infection is a recurring problem in the NHS and professionals are working hard to find ways in which to reduce the risk of infection, especially in operating theatres. According to Avidan et al (2003), 1 in 9 patients catch an infection, due to the fact that in the human body, there are 10 times more bacterial cells than human cells. Because of this fact, O’Neill (2010) discovered that hospital-acquired infections cost a significant amount of money for the NHS and others, estimated around £1 billion per year.

In addition to informing people about infection statistics, the poster will also include information on:

Understanding what an infection is

‘Did you know?’ facts through out

The Chain of Infection

Standard Infection Control Precautions i.e. hand hygiene, waste disposal, environmental hygiene etc.

Ways that this can be implemented and maintained in the theatre

As the chain of infection is a massive concept in controlling risks of infection, the design will be based on a chain and will reduce in width as more people read along and understand what ways that infection can be minimised. This poster will also be evidence-based, using the relevant literature to support the points I make.

I hope that after reading this proposal, you’ll be as motivated as I am to learn more about reducing infection and keeping patients who require surgery safe from all infections associated with the hospital environment.

Presenter: Antoinette Brindley

Poster: How to improve students’ experience of your learning resources

This poster will present the main principles from the University’s ‘Guide to inclusive learning resources’. It will provide an overview of the recommendations for best practices for developing and providing learning resources to include written content, presentations and digital media all with illustrative examples. The poster highlights strategies to improve access to resources for all learners this includes providing a variety of content types and in flexible formats. In following the recommendations the student experience of virtual learning spaces are enhanced with improved ability for students to customise content and compatibility of content to display across mobile devices.

Presenter: Emma Bradburn

Poster: Development of an real-time depth sensing augmented reality app as a learning and teaching tool for learning complex issues in Health Care Professionals

The main purpose of the project was to increase the level of understanding and enhance student engagement in complex learning issues through the effective use of engaging with AR mobile application as an audio-visual augmentation model in comparison with traditional teaching. A

student from the school of computing designed and developed an advanced real-time tracking AR application based on the needs, priorities and complex learning issue identified by the authors.

The application makes use of the Structure Sensor, a cutting-edge depth sensor for mobile devices from Occipital, capable of capturing dense, 3D models of objects and people as well as measure entire rooms all in real-time. It allows for augmented and even mixed reality applications that can blend the real world and virtual scenes seamlessly.

The latest version of Unity, a cross-platform game engine, was used to leverage the Structure Sensor with the existing mobile application and implement the new AR functionality. It also provides a solid foundation for future development of the mobile application as the Structure Sensor improves and the field of depth sensing advances, allowing for more potential applications of the technology. Following the Agile development methodology allowed for the student to collaborate closely with the stakeholders through weekly meetings and closely involve them throughout the development process. They were also able to receive regular feedback and respond quickly to any requirement changes from the stakeholders.

The developed AR application was evaluated by level 6 and 7 sports therapy students.

Presenters: Josette Bettany Saltikov, Jordan Davidson, Gok Kandasamy, Elisabeth Yaneske

Poster: Teesside Marketing Clinic - The Journey

Teesside marketing clinic is a new initiative, which is part of the new BA Hons Marketing Degree. The third year module, has been developed as a consultancy and marketing service available to local smes, sole traders and social enterprises in the Teesside area. The marketing clinic offers free marketing advice to local business, which gives them a helping hand and gives our students valuable employability experience. The poster charts the journey of the clinic, and its development by the student founding members who have worked with the module tutor, on a voluntary basis on its development and implementation.

Presenters: Lesley Mulchay plus students

Poster: Destiny

My work, ideas and concerns are very influenced by personal experience. I was brought up in Iraq and Kurdistan in fact I can speak both Kurdish and Arabic languages. Yet both countries are highly corrupted and human lives are not valued at all, only rich people benefit from the country’s development. Also moving to the UK has influenced in my work and build my confidence because I had to adapt to new culture and language.

Zaha Hadid also have highly influenced my work because she is an empowering to Muslim women like me I find her work to be beautiful because it is visually interesting and the concept of her work is very powerful and inspiring. Her work also makes me challenge and question myself. Which has helped me to take a risk to become project leader and student reps which both greatly required communication, commitment and trust.

My degree course has already taught me how interior architecture is not only limited to AutoCAD and computer skills it can include diverse subject like marketing, packaging and architectural design as well as fine art. I find it very exiting that interior architecture can be combined with the whole world around us, and it’s a challenge to explore artistic possibilities everyday on my course.

My confident has been improved through discussing my work within a group as well as having open topic discussion about my theme it is interesting to see how each person translates the theme like a private language.

Presenter: Henwar Khider Baker

Poster: Extra Life, Festival of Wellbeing - staff and student walking challenge

As part of the Extra Life project we held a large campaign from Sept – Oct 2015 to encourage staff and students to be more active and eat a healthier. This campaign was called the Festival of Wellbeing. One of the activities we ran was the Staff and Student Walking challenge. The ethos of the physical activity aspect of the campaign was to help people understand how they can be more active on a daily basis by building in more activity into their everyday lives rather than necessarily having to do structured exercise, as we are leading increasingly busy lives and exercise and activity often tends to be the first thing to go. Walking is a free activity and very good for our health, wellbeing and fitness, therefore we decided to run a challenge for students and staff involving them being given a free pedometer and reporting their weekly step totals throughout September and October. Both students and staff could take part on an individual basis or team up with their friends. Together all participants completed 19230667 steps which is equivalent to 9105 miles. Our poster will depict different examples of what this distance equates to such as walking 11 x from Lands End to John ‘o’ Groats. We’d like to show this to staff and students as an easy way to increase your activity levels whilst managing a busy work or study schedule, as exercise and physical activity are beneficial to mental and physical health which in turn will benefit your work and study.

Presenter: Hazel Wright