Session 5.1: Paper presentation
Life after death by PowerPoint
International Relations
David Roberts, Loughborough University
Session 5.2: Paper presentation
How does acting as a research participant impact undergraduate students’ experience(s) as researchers?
Education
Jane Rand, York St John University
This session reviews a small-scale qualitative research study that explored whether providing third year Education Studies dissertation students the opportunity to participate in a research study themselves helped them to nuance their identity as both students and also researchers. Much of what is published about undergraduate research students’ experiences is limited to the natural science or to STEM subjects; there are very few published accounts that focus solely on the social sciences. That which is published explores the particular challenges experienced by social science undergraduates; common amongst these is the notion of feeling ‘stuck’ at the boundaries of shifts in understanding. In this session I will outline the literature around discovery pedagogies consider the characteristics of a social science research community learning environment through sharing the data from the study and propose ways in which a particular type of talk can be used to powerfully improve social science undergraduate research.
Session 5.4: Interactive workshop
Working with the HEA's Framework for student access retention attainment and progression in higher education
Joan O'Mahony, (HEA led session)
Interdisciplinary
Session 5.5: Interactive workshop
Working with the HEA's Framework for employability in higher education
Doug Cole, (HEA led session)
Interdisciplinary
Session 5.6: Paper presentation
The mystery of metaphors
Sociology
Lewis Simpson, University of Leeds
The session will consider the use of metaphors when teaching social scientific disciplines where descriptions of ideas and research need to be presented to students who often struggle to grasp strong academic language and jargon. The session will give an overview to some key metaphors used in my own practice while also offering findings from research conducted on how students wish to use metaphors as part of their own learning.
Session 5.7: Paper presentation
Developing a student managed fund: inspiring students and promoting corporate engagement
Finance and Accounting
Alan Hanna and Barry Quinn, Queen's University Belfast
This session aims to share how a student managed fund was developed to inspire students to deepen their engagement with financial markets. This activity provides students with an opportunity to research investments make trading decisions and risk manage a real-money fund. The objective is to outline key considerations benefits and barriers of developing such a fund. Structure governance and resourcing will be outlined. Crucial aspects include securing stakeholder commitment obtaining sponsorship (enabling students to use real-money and authentic trading software) and engaging corporate connections (enabling networking opportunities between students and future employers and ensuring theoretical teaching is complemented by real-world experience and expertise). Lessons learned about pitching the idea to central university (ethics of facilitating students to trade) will be discussed. The session will include perceived benefits such as student attraction retention and skills development and the success of the activity as viewed by students staff and future employers.
Session 5.8: How to presentation
T&F How to get published
Interdisciplinary
Carol Evans, University of Southampton (editor of the new Higher Education Pedagogies journal)
Session 5.9: How to presentation
Goodbye Word hello creative visual learning: the use of screen capture to support assessment and feedback at the University of Reading
Politics
Emma Mayhew, Reading University
This session will outline how the use of new screen capture software can be used in combination with visual presentation software to make screen casts to support assessment and feedback provision. Suites of screen casts can allow students to access crucial information on essay marking criteria and essay writing skills as well as deliver feedback in a much more engaging and visual way. This session will highlight the work undertaken in the Department of Politics at the University of Reading to make key information accessible and readily available using Prezi and Camtasia and outline the impact on teaching and learning provision.
