1.1- Show and Tell (3508)
Engaging the student voice through a physical accessibility forum
Deirdre McHugh, University of Galway, Ireland
This Show & Tell discusses a Student/University Physical Accessibility Forum at the University of Galway, Ireland. The forum enables the inclusion and participation of students in discussions on the prioritisation of accessibility improvements at the University, in line with Ireland’s National Access Plan, 2022-28, and the principles of universal design.1.1- Show and Tell
Thinking Differently – Careers support for Autistic students
Jacqueline Gray, Abertay University, Scotland
Thinking Differently aims to promote a change in mindset amongst students, equipping them with the knowledge and support to reach their maximum potential. Furthermore, educating employers and others to be more inclusive towards individuals with autism.
Munster Technology University (MTU) Prepare Sensory Map, an example of universal design in education.
Julie O' Donovan, Munster Technology University (MTU), Ireland
The Prepare Sensory Map is an example of MTU Disability Support Service Cork campus actioning universal design. The map supports a variety of neurodivergent students to navigate the campus physical and sensory environment and is universally designed with the needs of autism student in mind.
How do you really perceive a disabled colleague? Obstacle or inspiration?
Patricia Perlman-Dee, University of Manchester, England
Whilst the discussions are constantly about EDI, the discussion is often about students. How about working with disabled colleagues? This show and tell will discuss the prejudice and perceptions around working with a colleague who is a wheelchair user. The session will reflect on preconceptions/challenges, perceived obstacles and benefits.
1.2- Show and Tell (3026)
SkillSense for Assessment Mastery (SSAM) Programme
Joanne McDowell, University of Hertfordshire, England
Discover the SSAM Programme: A series of dynamic workshops guiding students to master assignments and use feedback effectively. Attend my session for insights into the Programme which centres on fostering belonging, enhancing engagement, and promoting equity in Higher Education. Elevate your students' journey and empower their academic success!
Innovative approaches to supporting Student Carers
Rachael Hinchliffe, Abertay University, Scotland
The session aims to enhance understanding of student carers' specific needs and provide an overview of the supports that are in place to empower students and help them to achieve their full potential.
Collaborative microcredential development: enhancing "Your Student Life" together
Sophie Kennedy, Abertay Students' Association, Scotland; Daniela Bandeva, Abertay Students' Association, Scotland
Join this show-and-tell to learn about Abertay's innovative approach to microcredentials (online classes worth 5 credits designed to teach 1st and 2nd year students about academic, social, and life skills) and how working in collaboration with students and staff across organisations transformed our 1st year microcredential, "Your Student Life".
1.3- Presentation (3511)
Introducing the SCAPP Professional Standards Framework & Accreditation Scheme
Alice Smith, University of Edinburgh, Scotland; Tara Webster-Deakin, University of Nottingham, England
Our 20-minute presentation will introduce the SCAPP Professional Standards Framework & Accreditation Scheme for widening participation practitioners - a programme designed to support professionalism in the sector, and recognition of practitioners’ work and practice in supporting students into, through and out of higher education.
A Collaborative Future-Focused Approach to Professionalising Staff Development
Kerry Gough, Nottingham Trent University, England
Professionalising staff development for future-focused education is a collaborative effort. Supporting colleagues to engage students for futures beyond Nottingham Trent University, this session offers an overview of the design process, creating invested communities of practice, and celebratory cross-contextual resources, tailored to support diverse student groups within different institutional contexts.
1.4- Presentation (3510)
SciMathUS: Breaking barriers for underserved students
Janina Theron, Stellenbosch University, South Africa; Elza Lourens, Stellenbosch University, South Africa; Elsje Beyers, Stellenbosch University, South Africa
Our presentation showcases the SciMathUS access programme as an example of providing underserved students an opportunity to progress to and succeed in higher education (HE). We will discuss the selection process and the structure of the programme. Since 2001, 2067 students have completed the programme and 95% progressed to HE.
Foundation Year Life Science Student Transitions : A Case Study Approach
Nick Brewer, University of Dundee, Scotland; David Booth, University of Dundee, Scotland
The School of Life Sciences at the University of Dundee have developed a bespoke certificate programme to help fee paying RUK students regarded as underperforming, which upon successful completion allows for direct progression to a conventional undergraduate degree. We consider this programme to be a widening access opportunity.
1.5- Presentation (2522)
Integrating Academic Support for Enhanced Student Transition
Deirdre Casey, Munster Technological University, Ireland; Alice Mulcahy, Munster Technological University, Ireland; Joe Murphy, Munster Technological University, Ireland
This talk outlines the integration of subject support, academic coaching, and skill development programmes at Munster Technological University into the Academic Learning Centre. This unified approach creates a comprehensive, inclusive hub, enhancing support for students’ transition and success in higher education.
Incorporating Empathy into Higher Education: The Student Support and Career Development Centre
Svea Kučinić, University of Zagreb, Croatia; Ivana Maurović, University of Zagreb, Croatia; Lelia Kiš-Glavaš, University of Zagreb, Croatia; Lucija Šutić, University of Zagreb, Croatia
A presentation of the Student Support and Career Development Centre at the Faculty of Education and Rehabilitation Sciences, University of Zagreb, as a model of enhancing diversity by shifting the focus to the social dimension of higher education as scaffolding for students from vulnerable, disadvantaged, and underrepresented groups.
1.6- Presentation (2521)
Talent Development in Germany – an individualised counselling programme for students
Anna Mengede, Westphalian University of Applied Sciences, Germany; Yazgi Yilmaz, Westphalian University of Applied Sciences, Germany
The presentation aims to give an insight into the work of talent development in Germany – presenting the biggest counselling programme for more educational equity that was ever been evaluated in Germany and its related programmes.
Predicting and Supporting Study Success at Thomas More UAS
Jeroen Martens, Thomas More University of Applied Sciences, Belgium; Elhasbia Zayou, Thomas More University of Applied Sciences, Belgium
At Thomas More UAS, at this very moment we are developing and validating several tools to predict the increase of study success. Therefore, we combine data analysis with screening instruments. Student who are at risk to drop out can be detected before they actually quit. They are invited to get extra study support. As a consequence, drop out should recline and study success should increase significantly.
1.7- Presentation (1025)
Show me the money – how the 1916 Bursary enables success by providing direct financial support to Irish students during each year of their tertiary education.
Declan Reilly, Irish Universities Association, Ireland
Significantly contributing to the success and the raising of expectations of students from diverse backgrounds, the 1916 Bursary is a national support scheme for students attending 21 Higher Education Institutes in Ireland. This paper explains how a direct financial support for disadvantaged and under-represented students operates and benefits students.
Our places of Learning work, when they work for everyone. Care Experienced Students, changing culture and practice through collaboration and a trauma informed lens
Lorraine Moore, Edinburgh Napier University, Scotland
From Concept to reality. The journey of the HfS, a unique regional widening access partnership project, for care experienced (CE) learners. What have we learned so far, what achievements have we made and why is sharing our learning crucial to increasing and developing the support for CE learners?
1.8- Workshop (1026)
The National Schools Programme – pathways to success
Steph Kirkham, Scottish Funding Council, Scotland; Erica Russell-Hensens, Scottish Funding Council, Scotland
The National Schools Programme works across universities, colleges, and schools and aims to strengthen pathways for pupils in Scotland from under-represented backgrounds looking to pursue Higher Education. This workshop will provide an update on the programme’s progress to date and an opportunity to discuss and influence its future direction of travel.