Session 35 Lightning talk: Inclusive recruitment in the Library Engagement Team

Session overview: We will discuss what steps the Library Engagement Team have taken to develop our interview and testing processes to make our recruitment practice more inclusive. We have seen a consistent increase in applicants disclosing disabilities and with it a surge in requests to gain sight of interview questions in advance as part of a reasonable adjustment. We explored the benefits and potential issues of providing this information ahead of time and researched practice elsewhere in the HE environment and beyond. This prompted deeper reflection on our wider practice and a number of conventions we adopt as part of the interview process. The high-pressured and unfamiliar environment of an interview setting can be particularly intimidating to underrepresented groups, therefore our initial aim was to ensure we removed as many barriers as possible and alleviated the stress and anxiety interviews can cause. We concluded that this fundamental change in practice would be beneficial to all candidates, not just those disclosing a disability and actively requesting a preview of the questions. Through using the institution’s guidelines, we determined to provide sight of the questions and a clear overview in advance to all applicants, we adjusted our approach to create more discussion-based interviews, we framed our questions as discussion points rather than interrogatives and we ultimately evolved our own practice during the interview process. We will discuss feedback from applicants and panel members, and how it has become embedded into the Library Engagement Team’s recruitment practice. Key learning points from this session: The session will look at how the Library Engagement Team have developed our recruitment practices to make the interview process more inclusive. We will discuss how we have developed our methods, how we plan to evolve these further, and how the practice could be adopted elsewhere in the institution. Inclusive recruitment in the Library Engagement Team PowerPoint. Only LJMU staff and students have access to this resource

Session 66: Preparing students for a world with AI: scaffolding AI literacy into our teaching

Session overview: The world of AI is advancing rapidly. It has been said that \u27AI won\u27t necessarily take our jobs, but an AI literate person just might!\u27. Our students need to embrace these new technologies to further improve their employability. AI literacy is now an extremely important topic that we should integrate into all disciplines of undergraduate education. However, the levels of AI literacy amongst academic staff members in UK Universities is worryingly low and numerous initiatives are afoot to try to address this going forward through staff development and training. Students will require scaffolded learning to guide them through the range of AI technologies currently in use, how these are constructed and trained, the weaknesses they exhibit via bias and how to use them effectively through prompt engineering approaches. In this session, we will discuss how this is being addressed for the re-validation of the Computing suite of programmes at LJMU (encompassing seven undergraduate degree routes). We will walk through how we integrated AI literacy into a core Level 4 module that then encourages students to build on these skills in later modules at Level 5 and Level 6. Key learning points from this session: An outline syllabus for scaffolding AI literacy within a core programme module is provided. This is based on a current module being devised for re-validation of all computing programmes at LJMU in Semester 1 of 2025. This should hopefully help academic colleagues identify gaps in their own AI literacy and help plan future staff development opportunities in this area. Preparing students for a world with AI: scaffolding AI literacy into our teaching PowerPoint. Only LJMU staff and students have access to this resource

Session 67: Neurodivergent-inclusive teaching: practical hints and tips

Session overview: Do you want to better support your neurodivergent students, but feel unsure about where to start?  Are you unsure of how to translate general information about reasonable adjustments into specific classroom strategies?  This session presents a beginner’s guide to neurodivergent-inclusive teaching in HE, from a neurodivergent academic who is also a researcher in Disability Studies and Neurodiversity Studies. Drawing on 15+ years’ experience supporting neurodivergent students (as a support worker, lecturer, and senior lecturer), I’ll present a brief, accessible introduction to ‘neurodiversity’ and related concepts, before moving on to practical guidance on effective teaching for neurodivergent students. Drawing in particular on my experience of designing and delivering a new module on neurodiversity for a student group with a high proportion of neurodivergent learners at a previous institution, I’ll reflect on what worked and what didn’t, and consider how specific strategies might transfer to the LJMU context. Key learning points from this session: Practical strategies for teaching neurodivergent learners. A better understanding of the concepts of \u27neurodiversity\u27 and \u27neurodivergence\u27, and the needs of neurodivergent students. Neurodivergent-inclusive teaching: practical hints and tips PowerPoint. Only LJMU staff and students have access to this resource

Case Study: Flipping Online Webinars

Many of you will be familiar with the idea of flipped classroom of flipped learning. This case study takes some of this didactic approach and allowed students to learn independently. Students can then attend a lecture based on group learning activities - providing a far more interactive experience. Susan has taken this approach to the delivery of her live online sessions. “I used to do this in the classroom and allow students a far longer period of time to go to the library and discuss a case study. What I found was that many of the students were socially loafing and not applying themselves and many of the more diligent students complained about this. I think using this technology is even better than face to face because I have a little bit more control over the time and the management of the students whilst enhancing their engagement and learning.” Susan uses a part of the webinar system called breakout rooms. It allows you to seperate students into small separate online spaces where they can discuss a particular issue or task together for a short period of time and then bring them back together into the main room when the task it complete. There are 250 plus students on this particular module and it is one of the largest in the institution. What is also interesting is that it is a cross disciplinary module that brings together students from areas such as policing and psychology. All the students have some level of understanding around the subject of psychology but they have different perspectives and theories about how they are applied in their particular subjects. After the initial 5 weeks where the students are introduced to different theoretical perspectives of forensic psychology, the students then learn to apply this knowledge to two real world problems through problem-based learning. Each problem has 3 parts to it: The antecedents, the crime, and the post-release history. Susan organises 250 students into six groups and timetables an activity for each of those groups in rotation so they cover all three aspects of each problem over two three week periods. All of these sessions have one common theme to explore a particular case study. The details of that case study are covered in a 10-minute sections. Each 10-minute facilitated learning section is followed by a breakout room activity which maybe anything from a collaborative literature search, to finding case notes or similar case studies. After the breakout sessions, students return to the main room to share and reflect on their learning experiences. In the next facilitated section more of the story is revealed to help reframe some of their thinking when they have further information. “This is all about deepening the learning at each stage.” Tasks are pre-designed to maximise learning and develop metacognition. Breakout groups are pre-allocated so that there is a mix of disciplines in each room to ensure there is range of perspectives and create a much more vibrant discussion. The tasks are usually quite short, focused on discussing a particular aspect of the case and applying their theory knowledge and sharing that understanding. They are expected to feedback in the main room once the task is completed. Susan uses the in-built timer to make all of the students reappear in the main room after 10 minutes. This may seem like a short period of time for students to complete a particular task but Susan is interested in generating and maintaining a sense of excitement and motivation. There is also an explicit motivation for the students to engage in these live sessions because they will miss so much of the information and knowledge of their peers from different subject areas. “I\u27m so excited about this particular move online that I\u27m dedicating more time to developing a workbook which goes into the details of one case study showing them how the theories link and giving them more examples of the different viewpoints from the different subject areas.” Top TipsGet the students to take a screen grab or photo of the instruction slide which tells them about the task before they disappear into the breakout rooms, otherwise they may not remember what they were meant to do

Session 20: Understanding exam anxiety: key drivers, student coping strategies, and the role of exam venues

Curriculum Enhancement Internship Project funded by the Teaching and Learning Academy Session overview: Exam anxiety is a widespread issue that significantly impacts student wellbeing and academic performance, with research highlighting its detrimental effects on cognitive function and assessment outcomes. As many degree programmes rely heavily on summative exams, students experiencing high anxiety often struggle to reach their potential, which can lead to poor academic performance or, in severe cases, failure to complete their studies.In this talk, we will share the findings from a recent Curriculum Enhancement Project aimed at identifying the key drivers of exam anxiety and exploring students’ techniques for managing it. The presentation will include results from a student questionnaire and insights gathered through focus groups, offering staff a deeper understanding of how anxiety manifests during assessments. A key focus will be the impact of exam venues on student performance, particularly how factors such as familiarity and sensory conditions influence anxiety levels.The session will conclude with practical recommendations for selecting exam venues that help minimise exam anxiety, alongside strategies for supporting students more effectively during assessments. By highlighting student experiences and evidence-based practices, this talk aims to empower staff with actionable insights to promote student wellbeing and enhance academic outcomes. Key learning points from this session: Staff will learn about successful strategies that can be implemented to lower exam anxiety and could be delivered to students at programme level. We also wish to change how current exam venues are selected. Understanding exam anxiety: key drivers, student coping strategies, and the role of exam venues PowerPoint. Only LJMU staff and students have access to this resource

Case Study: The Deconstructed Literature Review:: An Innovative Assessment Approach for Teaching Critical Thinking

This case study presents an innovative "deconstructed literature review" assessment developed for the 5405NATSCI module in Climate Change, Environmental Science, and Biology programmes. Rather than asking students to produce a traditional literature review, this approach structures a process involving a workshop and online exam questions to improve students understanding of literature reviews and academic criticality. Students read an existing review article and they are guided through analysing its content, examining the original sources cited, identifying contradictions, and extending the review with current research. By deconstructing and critically examining published literature, students develop essential skills in critical reading, evidence evaluation, and research synthesis that traditional approaches often fail to develop. While more time-intensive, this approach results in deeper engagement with scientific literature, prepares students for advanced research in their final year, and equips them with transferable skills for evaluating contradictory evidence. This case study details the implementation process, learning outcomes, and advice for adaptation across disciplines.

Session 32: Creating a student-led digital development community: The Digital Development Club experience

Curriculum Enhancement Internship Project funded by the Teaching and Learning Academy Session overview: This session introduces the Digital Development Club, a student-led initiative designed to foster digital literacy, peer collaboration, and well-being through technology. Established as part of a curriculum enhancement project, the club provides an inclusive platform where students support each other in developing essential digital skills for academic success and future employability. By focusing on peer-led learning, the club helps students navigate challenges such as digital overload, isolation, and stress, which are increasingly prevalent in technology-driven learning environments. Through structured workshops, interactive learning sessions, and developing a digital toolkit, students exchange practical strategies for using technology effectively. These activities should not only build confidence but also promote collaborative problem-solving and student empowerment, fostering a sense of digital resilience and adaptability. The session will feature firsthand insights from students and staff, highlighting the club’s development, early successes, and the potential for broader adoption within and beyond Liverpool John Moores University. Key learning points from this session: Attendees will learn how peer-led digital initiatives enhance student well-being, engagement, and employability. They will gain insights into implementing inclusive, student-driven digital literacy programmes, using technology to support learning, and fostering sustainable student-staff collaboration. In addition, we will explore a replicable model for scaling digital development communities across the university

Keynotes

The end of the Student Experience as we know it PowerPoint. Only LJMU staff and students have access to this resource. James Coe, Counterculture Partnership LLP The Power of Place PowerPoint. Only LJMU staff and students have access to this resource. Jimmy Pickering, Director of Communities, The Brilliant Club

Session 68: Nature Lab: exploring virtual ecosystems for ecology teaching and research

Session overview: LJMU is committed to sustainability and addressing the climate crisis, with a goal of achieving net carbon zero by 2035. Teaching and research are central themes to this mission, and with the rapid advancement of digital technologies following the Covid-19 pandemic, we must explore the potential of innovative tools like virtual environments (VEs). VEs can enhance environmental science education, particularly for fieldwork, a vital yet often inaccessible component. While not a replacement for traditional fieldwork, VEs can make learning more inclusive and reduce the carbon footprint. To explore this potential, we developed an experiential learning module for Level 5 BSc Wildlife Conservation students. Using remote sensing biodiversity data collected from a local woodland, a VE was simulated for students to explore in a lab setting and conduct a bird point-count survey, identifying birds observed along a fixed transect. Students performed the same survey onsite, allowing direct comparison of their performance in the two environments, to determine whether both formats met the intended learning outcomes. Preliminary results indicate that VEs effectively teach practical ecology skills highly desired by wildlife conservation graduate employers. Additionally, students were surveyed on their attitudes towards VEs and experience with this innovative approach. It is clear that students benefit from, and want in-person fieldwork, but they value VEs as a supplementary learning tool and recognise their contribution to sustainable and flexible learning. From these insights, we consider the broader integration of VEs across fieldwork-based programmes and research, fostering inclusivity, enhancing engagement and supporting the Climate Action plan. Key learning points from this session: We evidence how virtual environments (VEs) can be a dynamic and innovative tool used to foster inclusivity, enhance learning, promote sustainability, and facilitate skills development for wildlife conservation undergraduate students. Our findings suggest that VEs complement traditional methods and expand the possibilities for teaching, learning, and research in fieldwork-based disciplines. Nature Lab: exploring virtual ecosystems for ecology teaching and research PowerPoint. Only LJMU staff and students have access to this resource

Session 21: Stories from the heart: the value of storytelling to teach complex concepts from the lecturer’s perspective

Session overview: I am currently completing an EdD using interpretive phenomenological analysis looking at the role of the nurse lecturer and the use of personal stories from practice (clinical healthcare settings) in the university classroom. Nurses using stories in the clinical environment to teach student nurses is commonplace and has been recognised as an informal teaching tool for over a hundred years. Current research indicates that storytelling is powerful and has the potential to be influential to shaping student values and ethical behaviours, essential to excellence in nursing education and care delivery. What is not understood fully is the transferability to the university classroom in terms of being a pedagogical tool in the curriculum, whether the stories used underpin our teaching ie are they evidence based, do they bring diverse perspectives, and whether stories are tailored to suit the situation. A particular focus is on the usefulness of using storytelling to reach hard to teach concepts such as professionalism, compassion and emotional intelligence. Lecturers from three fields of nursing have been interviewed to provide a voice and to hear their insights and views into the potential for using stories. The session will cover a broad overview of storytelling, links to nursing, incorporating storytelling into the curriculum, potential for reaching hard to teach concepts and the impact of using storytelling for lecturers – raising personal credibility, incorporating diverse perspectives and enhancing student learning. With a vested interest in producing nurses ready for contemporary healthcare this is an exciting and relevant topic to investigate. Key learning points from this session: The audience will learn: power and influence of storytelling nursing and storytelling – what does this look like? using stories as a pedagogical tool / incorporating diverse perspectives potential for using stories to reach hard to teach concepts impact on lecturer credibility and enhancing student learning Stories from the heart: the value of storytelling to teach complex concepts from the lecturer’s perspective PowerPoint. Only LJMU staff and students have access to this resource