5.1- Show and Tell (3508)
Reimagining the Humanities: coaching for collaborative learning and teaching
Charlotte Lewandowski, Birmingham Newman University, England; Kristin O'Donnell, Birmingham Newman University, England; Emma Folwell, Birmingham Newman University, England
Coaching is well-established in the business and sporting worlds, but its potential in an academic setting has yet to be widely recognised. This paper, from Birmingham Newman University, explores the transformative value of coaching in fostering students as co-creators of an accelerated degree committed to flexible and personalised learning.
Ethical compass: Navigating between self and social
Daniël Rambaran, The Hague University of Applied Sciences, Netherlands; Jesper Doolaard, The Hague University of Applied Sciences, Netherlands; Farah Abdoella, The Hague University of Applied Sciences, Netherlands
Students of Social Work discover in what part of the curriculum they expect or experience challenges in relating to the professional code. With the ethical compass challenges are recognised and dealt with by students organising their own learning experiences to deal with challenges to attain professional forming, equity and study success.
Supporting our Direct Entrants through the Abertay College Transition Programme
Kerith George-Briant, Abertay University, Scotland; Kathleen Normandin, Abertay University, Scotland; David Seath, Abertay University, Scotland
We will outline/show what we have built online for students transitioning from college-level coursework to Abertay University. Namely, materials from three key areas: what it means to study at Abertay, getting started with assignments, and writing assignments. We ask what/how we should develop next?
Building Empowerment Together: A Safe Space for Women/Femmes in Higher Education
Sameha Bouhalhoul, Amsterdam University of Applied Sciences, Netherlands; Nicole Sanches, Amsterdam University of Applied Sciences, Netherlands
Our presentation centers on a new teaching course in the Social Work program at Amsterdam University of Applied Sciences, dedicated to women/femmes. With this 7-week course we incorporate an intersectional, intergenerational perspective, emphasizing hands-on empowerment and intend to create a safe space for transforming experiences of exclusion. Students in the course learn to support fellow women, through this we aim to contribute to both the field of Social Work and the university's current safety initiatives for students and staff.
5.2- Presentation (3511)
Evaluation Matters: Developing a Widening Participation Evaluation Community of Practice
Jennie Younger, LEAPS (Lothians Equal Access Programme for Schools), Scotland; Alison Browitt, University of Glasgow, Scotland; Karen Campbell, Independent Consultant
Reflections on Scotland's Community of Access and Participation Practitioners (SCAPP) WP Evaluation Matters Community of Practice; how a partnership approach to professional development facilitated a group of Widening Participation practitioners to support each other and provided a ‘safe place’ to share, learn and develop as evaluators.
Creating Trauma-Informed Cultures in Scotland’s Colleges
Margaret Forisky, West Lothian College, Scotland; Paula Christie, College Development Network, Scotland
This presentation will showcase West Lothian College’s sector-leading approach to building a holistic trauma-informed culture. The presentation will go on to discuss how West Lothian College’s approach inspired CDN’s trauma-informed college programme, that aims to embed a trauma-informed culture in every college in the country.
5.3- Presentation (3510)
Enhancing Disabled Higher Education Students’ Study Engagement via Self-Determination
Hanna Liisa Hakala, Aalto University, Finland
With Higher Education Institutes needing to urgently develop more inclusive instructional practices to provide equitable learning opportunities for all students regardless of their disabilities, this paper presents the research conducted on the Self-Determination Theory (Ryan and Deci 2020) to provide such opportunities in an English course at Aalto University, Finland.
Designing with, not just for: Inclusive and design-led student engagement
Tom Ritchie, University of Warwick, England; Tom Baines, Social Origin, England
Student diversity is increasing in HE, but co-design practices often exclude those who need them most. Inclusive co-design is an essential tool for promoting student engagement, inclusivity, and belonging. It is a process that brings together students and staff to design and implement solutions to real-world problems.
5.4- Presentation (2522)
The LEAPS Transitions Course: Holistic Preparation for Higher Education
Corin Anderson, LEAPS, Scotland; Tristan Craig, LEAPS, Scotland; Fi Das, LEAPS, Scotland
The LEAPS Transitions Course is designed to give widening participation school students the skills and experience required to successfully transition to university. This presentation will focus on the social/wellbeing aspect of the course, the student support provision, and how LEAPS works with school partners to prepare students for higher education.
Assessment by engagement: co-creation and transition in the Foundation Year
Emma Folwell, Birmingham Newman University, England; James Brennan, Birmingham Newman University, England
This presentation explores the approach of Assessment by Engagement as a tool for co-creation, focusing on the student experience. Investigating foundation-year experiences, the presentation evaluates the role of this innovative assessment method in supporting the transition into the next year of study, emphasising students as active designers in their assessment.
5.5- Presentation (1025)
Enabling Successful Transitions - A Student Partnership Journey
Carolann Bargary, Technological University of the Shannon (TUS), Ireland; Anna Murphy, Technological University of the Shannon (TUS), Ireland
This presentation will focus on collaboration efforts between the Technological University of the Shannon (TUS), Ireland and students to develop digital induction resources for a Foundation programme, which aims to empower potential students with the confidence and resilience within their community setting for the challenges of transition to higher education.
Dundee and Angus College: the school- college partnership
Lindsey Orrock, Dundee and Angus College, Scotland; Jane Roscoe, Dundee & Angus College, Scotland; Angela Vettraino, Dundee and Angus College, Scotland
An exploration into the strategic context, operations and outcomes of Dundee and Angus College’s partnership with schools. The presentation will explain the senior phase curriculum that lets pupils take college courses as part of their school week, improving the chances of access and success of underrepresented groups in further/higher education.
5.6- Workshop (3026)
Inclusive Participation by Pedagogical Partnerships
Wâtte Zijlstra, The Hague University of Applied Sciences (THUAS), Netherlands
In this workshop, we will explore how to make inclusive participation part of our learning environments through pedagogical partnerships. The Hague University of Applied Sciences shares its experiences with this through Partner-Up! This program has catalysed a cultural shift within five academic programs, laying a stronger foundation for inclusive participation.