TIRI. Programme. Abstracts. Conference. Book of. Wednesday 4th Thursday 5th July 2018

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1 2018 TIRI Wednesday 4th Thursday 5th July 2018 Conference Programme Book of Abstracts &

2 Conference Organisers: Professor Jerome Carson Adam Johnson Dr Ianis G. Matsoukas Dr Marie Norman Proceedings/ Edited by: Published by: Printed by: Dr Ianis G. Matsoukas The University of Bolton Office for Students Bolton BL3 5AB United Kingdom Central Reprographics The University of Bolton 1

3 This work is subject to copyright. All rights are reserved, whether the whole or part of the material is concerned. Nothing from this publication may be translated, reproduced, stored in a computerised system or published in any form or in any manner, including electronic, mechanical, reprographic or photographic, without prior written permission from the publisher: The University of Bolton, Office for Students. Bolton, BL3 5AB. United Kingdom. The individual contributions in this publication and any liabilities arising from them remain the responsibility of the authors. The publisher is not responsible for possible damages, which could be a result of content derived from this publication. 2

4 CONTENTS FOREWORD... 4 KEYNOTE SPEAKERS... 5 THE TIRI CONFERENCE PROGRAMME AT A GLANCE... 6 WEDNESDAY 4 JULY Interactive Workshops I... 7 Interactive Workshops II... 7 Interactive Workshops III... 7 Academic Papers Parallel Session I... 8 Academic Papers Parallel Session II... 8 Academic Papers Parallel Session III... 9 Academic Papers Parallel Session IV... 9 AWARD RECIPIENT PRESENTATIONS Jenkinson TIRI Awards Strive Awards POSTER PRESENTATIONS THURSDAY 5 JULY Internal Presentations Report From Faculties Report From TIRI Professors ABSTRACTS PRESENTER INDEX STEERING COMMITTEE

5 FOREWORD From the Vice Chancellor and President It is my pleasure to welcome you to the fourth annual staff Teaching Intensive, Research Informed (TIRI) Conference. Our TIRI culture is clearly and firmly embedded within our university, and will continue as a substantial dynamic in our success, not only in the positions achieved in ubiquitous league tables but in direct feedback from our students, the way our courses are structured and delivered, and in our staff culture. The value of university education is regularly the subject of media attention, and a significant factor for students nationally and here in Greater Manchester when considering higher education. Our TIRI strategy provides us with a clear and sustainable platform from which to deliver to our students, and ensure the University of Bolton s future. Everything we do today is focused on attracting and retaining students; a key element of this policy is delivering teaching-intensive courses that provide graduates with transferable skills and real employment prospects. We encourage and reward excellent teaching. Through our TIRI Professorship Scheme, outstanding academics are promoted to Assistant, Associate or Full Professors based on criteria including classroom teaching practice. The University of Bolton has so far promoted thirteen professors under this scheme. Recently, we received a commendation by the TEF panel for developing an institutional culture that facilitates, recognises and rewards excellent teaching. In the context of TIRI, our positive learning environment is enriched by student exposure to and involvement in provision at the forefront of scholarship, research, and professional practice. Internal research funding schemes are explicitly assessed on the potential contribution to the student learning experience, such as our Jenkinson Awards, Ainsworth Awards for staff PhDs, and Ryley Awards for staff research internships. We continue to strengthen our relationship with industry partners. At the front-end of teaching, mandatory and comprehensive Industry Advisory Boards for all schools and programmes ensure employers actively contribute to the development and delivery of academic programmes. We are focused on the employability of our graduates, evident through our new curriculum philosophy and the target attributes we have set for our graduates under the GAME scheme. Hand-in-hand with our TIRI agenda is our holistic support for students. We have the fourth highest number of students receiving Disabled Students Allowance in England. We actively support students from disadvantaged backgrounds and we are strongly committed to widening participation in higher education; we have one of the most diverse student groups in the country. Our TIRI conference this year focuses on reviewing our successes and building on these solid foundations. TIRI is embedded in the culture of the University of Bolton, now and for the future. Thank you to all the presenters and attendees. I hope you have a very productive and stimulating conference. Professor George E Holmes DL 4

6 KEYNOTE SPEAKERS Michelle Morgan Associate Dean - Student Experience, University of Bournemouth. Michelle is Associate Professor and Associate Dean of the Student Experience in the Faculty of Media and Communications at Bournemouth University. During her career, Michelle has been a faculty manager, researcher and academic. She describes herself as a student experience practitioner who develops initiatives based on pragmatic and practical research. Michelle has presented over 100 national and international conference papers (25 keynotes and 30 invited papers). She has developed a free portal for staff which provides a range of information and links for anyone interested in improving the student experience in higher education: Michael Parker Global Partnerships Manager, Advance HE. Michael is Global Partnerships Manager at the Higher Education Academy working with providers in the UK and the US to support them in enhancing teaching and learning, and approaches to leadership and governance, and equality, diversity and inclusion. Prior to joining the HEA, Michael worked at Newcastle University in the Science, Agriculture and Engineering Faculty, managing commercial and collaborative research projects, European research projects, EPSRC programmes, consultancy delivery, and intellectual property portfolios. 5

7 THE TIRI CONFERENCE PROGRAMME AT A GLANCE WEDNESDAY 4 JULY 08:20 09:00 Registration Desk Open (Main Reception, Senate House) Refreshments in the Atrium area 09:00 09:15 Welcome - Conference Programme Opening: Professor Patrick McGhee (Room D1.036 D1. 046) 09:15 10:00 Keynote Address: Michelle Morgan (Room D1.036 D1. 046) 10:00 Mid-morning Break 10:30 11:20 Interactive Workshops (I) 11:40 12:30 Interactive Workshops (II) 12:30 Lunch Break (SLZ) Poster Presentations THURSDAY 5 JULY 09:00 09:30 Registration Desk Open (Main Reception, Senate House) Refreshments in the Atrium area 09:30 10:30 Welcome - Conference Programme Internal Presentations: Dr Kondal Reddy Kandadi Dr Emily McIntosh (Room D1.036 D1. 046) 11:00 14:30 Faculty breakout sessions 15:00 15:40 Report back on Faculty breakout discussions Faculty managers 15:40 16:45 Reports from TIRI Professors 16:45 16:50 End of Conference 13:30 14:15 Keynote Address: Michael Parker (Room D1.036 D1. 046) 14:30 15:45 Academic Papers Interactive Workshops (III) 15:45 Mid-afternoon Refreshment Break 16:00 17:30 Jenkinson Award Recipient Presentations Deane Lecture Theatre 6

8 WEDNESDAY 4 JULY 2018 INTERACTIVE WORKSHOPS I Time: 10:30 11:20 Grundy, D., Lord, H., Doolan, S. and Day, L. Enhancing the Student Journey: Let's LEAP Online! [p16 ] Ody, M. PASS: A Snapshot of What It Is. [p17] Green, G. and Andrews, B. Educational Spaces and Global Learners: Finding a Voice. [p18] Gurbutt, R. Digital Pedagogy Bringing Curiosity Back Into Learning. [p19] Ayling, M. Early Engaging and Intervention for Students with Mental Health Difficulties. [p20] Cridland, K. and Preece, S. Embedding Academic English and Skills: Can It Really Help Students Write Better Assignments? [p21] Cove-Burrell, L. Curriculum Philosophy: Design and Delivery. [p22] INTERACTIVE WORKSHOPS II Time: 11:40 12:30 Ody, M. PASS: A Snapshot of What It Is. [p17] Bailey, R. Teaching and Working With International Students. [p23] Allison, C. and Roocroft, A. Genesis: From Student to Studio. [p24] Johnson, A. The Future of How We Communicate With Students. [p25] Smith, B., Burns, G. and Prescott, G. BigBlueButton. [p26] Dougan, N. and Dr Telfer, S. Make Em Laugh! - The Use of Anecdotal Stories and Laughter in the Classroom: A Teaching Perspective. [p27] Howarth, J. and Houghton, T. Early Intervention in Managing Student Behaviour. [p28] INTERACTIVE WORKSHOPS III Time: 14:30 15:30 Telfer, S. Facing the Challenges of Implementing British Values in the Classroom. [p29] Ody, M. PASS: A Snapshot of What It Is. [p17] 7

9 ACADEMIC PAPERS PARALLEL SESSION I Lecture Theatre: M1.011 Chair: Amanda Turner. Co-chair: Dr Brian Williamson. 14:30-14:45 Tanu, S. Enhancing Quality Science Teaching Through Science Process Skills and Its Challenges in Primary Education in Bangladesh. [p30] 14:45-15:00 Williamson, B. and Barden, M. 'Leap Online: Two Perspectives, One Aim? [p31] 15:00-15:15 Turner, A. and Dr Prescott, J. Using Identity Structure Analysis to Mentor Trainee Teachers. [p32] 15:15-15: Danielsson, A. Inclusive Employability: Hearing the Voices of the Silent Students. [p33] Awosanya, A. Y. Student Motivations and Emotional Factors Associated with the Achievement of Academic Success. [p34] ACADEMIC PAPERS PARALLEL SESSION II Lecture Theatre: M1.012 Chair: Dr Duncan Cross. Co-chair: Tom Sutton. 14:30-14:45 Prescott, J., Cross, D., Illif, P. and Edmonson, D. Students as Collaborators. [p35] 14:45-15:00 Hollins, P. What You Think Your Students Think Is Invariably Not What They Think! [p36] 15:00-15:15 Sutton, T. No Line on The Horizon How Will Changes in Educational Framework Redefine the Design and Delivery of Undergraduate Diplomas within the Creative Industries? [p37] 15:15-15:30 Clark, L. and Salimi, Z. Collaborative Transnational Education Impact: UoB Masters Business Degree Programmes Enhance Alumni Employability and Organisational Performance in Sub-Saharan Africa. [p38] 15:30-15:45 Salimi, Z and Clark, L. Enhancing University of Bolton Postgraduate Student Experience on Transnational Collaborative Provision in Sub-Saharan African Countries. [p39] 8

10 ACADEMIC PAPERS PARALLEL SESSION III Lecture Theatre: M1.014 Chair: Professor Jerome Carson. Co-chair: Md Rafiqul Islam. 14:30-14:45 Griffiths, D. 'Resilience': What Is It, and Where Should We Look For It? [p40] 14:45-15:00 Rothwell, N., Jagger, R. and Carson, J. Are Middle Aged University Students Disadvantaged in Comparison to Younger Students in Terms of their Cognitive Functioning and Behavioural Characteristics? [p41] 15:00-15:15 Abdullah, A. and Matsoukas, I. G. Signal Transduction: Molecular Genetic Responses to Starch Metabolism and Sugar Phloem Dynamics. [p42] 15:15-15:30 Jagger, R., Gaber, T. and Carson, J. Traumatic Brain Injury and Social Cognition: Clinical and Theoretical Perspectives. [p43] 15:30-15:45 Islam, Md. R. Assessment Process of Primary Science Curriculum and Its Challenges of Implementation to Enhance Quality Science Studies at Primary Level in Bangladesh. [p44] ACADEMIC PAPERS PARALLEL SESSION IV Lecture Theatre: M1.016 Chair: Dr Joanne Smith. Co-chair: Mark Durkin. 14:30-14:45 Matsoukas, I. G. Current Trends in Laboratory-based Teaching in Allied Health Sciences. [p45] 14:45-15:00 Smith, J. The Transition into University and Time Use for Widening Participation Students. [p46] 15:00-15:15 Durkin, M. An Introduction to the META Model in Relation to Compassion in Nursing. [p47] 15:15-15:30 Rooke, C. and Houghton, S. Testing The Impact Of Negotiated Learning On Student Attainment: A Pilot Study Involving Students on a Pre-registration Adult Nursing Programme. [p48] 15:30-15:45 Ishaya, D. and Matsoukas, I.G. Cancer Stem Cell Gene Profile as Predictor of Relapse in Patients with Oral Carcinoma. [p49] 9

11 AWARD RECIPIENT PRESENTATIONS Chair: Professor Jerome Carson Deane Lecture Theatre: 16:00-17:30 JENKINSON TIRI AWARDS Sanami, M., Myler, P. and Gregory, K. Edwards-Keates, K. Marsden, J. Hobbs, G., Allen, G., Wadsworth, N. Prescott, J. and Kannangara, C. Soin, N., Luo, J. and See, C. H. Snape, R. Lewis, L. and Power, F. Developing Techniques for Manufacturing Orthopaedic Implants. Celebrating Bolton s Victorian Literary Legacy. The Transvaluation of The Literary. PARTICIPATE - Physical Activity Rates in Ethnic Minorities: Preliminary Study of a Town Evaluation. Project Phoenix: Psychoeducation in a School Context. Development of Wearable Triboelectric Energy Harvesting Devices. The Centre for Worktown Studies. Anarchy and the Aesthetic Exhibition, May 2018: A Contemporary Exploration of the Relationship Between Punk and the Arts. STRIVE AWARDS Bateman, J. University of Bolton Employable Me: A Skills Smart Project. Bishop, J. Bolton College Mental Health Peer Champions. Hussain, A. Bolton College Ada: The Digital Assistant For Students. Jones, E. University of Bolton Preparing for English Studies at HE Level. Lambert, S. Bolton College Maths Mentoring. McIntosh, E. University of Bolton Early Intervention and Transitional Support. Sadiq, M. University of Bolton AAT To ACCA Chartered Certified Accountancy Qualification. Sutton, T. and Claypool, D. University of Bolton Transition Towards Aspirations. 10

12 POSTER PRESENTATIONS Social Learning Zone, Chancellor's Building P 01 P 02 Matsoukas, I. G. Laboratory-based Learning. [p52] Pomirska, J. and Matsoukas. I. G. Salivary Diagnostics in Oral Cancer. [p53] P 03 Oing, T. Employing Virtual Reality Systems as an E-Learning Tool for University Students. [p54] P 04 Dimambro, N. Finite Element Analysis of an Intervertebral Disc with Negative Poisson's Ratior. [p55] P 05 Nahar, N. and Cross. D. Students as Partners in e-content Creation. [p56] 11

13 THURSDAY 5 JULY 2018 INTERNAL PRESENTATIONS D1.036 D :30-10:30 Kandadi, R. K. Creating Excellence in the Student Journey: Key Messages. [p50] McIntosh, E. Planning for September [p51] REPORT FROM FACULTIES D1.036 D Chair: Dr Emily McIntosh 15:00-15:10 Faculty of Health and Wellbeing. 15:10-15:20 Faculty of Professional Studies. 15:20-15:30 University Conservatoire School of the Arts. 15:30-15:40 Faculty of Engineering. REPORT FROM TIRI PROFESSORS D1.036 D Chair: Dr Ianis G. Matsoukas 15:40-15:45 Allen, G. (Dr) Associate Teaching Professor, Education and Psychology. 15:45-15:50 Baldwin, A. (Dr) Assistant Teaching Professor, Sports and Biological Sciences. 15:50-15:55 Daly, J. Associate Teaching Professor, Creative Technologies. 15:55-16:00 Dougan, N. Assistant Teaching Professor, School of the Arts. 16:00-16:05 Gurbutt, R. (Dr) Teaching Professor, Health and Human Sciences. 16:05-16:10 Matsoukas, I. G. (Dr) Assistant Teaching Professor, Sport and Biological Sciences. 16:10-16:15 Telfer, S. (Dr) Associate Teaching Professor, Education and Psychology. 16:15-16:20 Tighe, B. Associate Teaching Professor, Creative Technologies. 16:20-16:25 Sadiq, M. Assistant Teaching Professor, Business School. 16:25-16:30 Salimi, Z. (Dr) Assistant Teaching Professor, Off Campus Division. 16:30-16:35 Smith, J. (Dr) Associate Teaching Professor, Health and Human Sciences. 16:35-16:40 Sutton, T. Assistant Teaching Professor, School of the Arts. 16:40-16:45 Williams, A. Assistant Teaching Professor, Creative Technologies. 12

14 ABSTRACTS 13

15 Keynote Address July 04, 2018: 09:15 10:00, Room: D1.036 D Effectively Supporting Study Transitions to Improve Student Engagement, Wellbeing, Progression, Attainment and Success Dr Michelle Morgan Associate Dean - Student Experience, University of Bournemouth. Talbot Campus BH12 5BB. United Kingdom. Michelle is Associate Professor and Associate Dean of the Student Experience in the Faculty of Media and Communications at Bournemouth University. During her career, Michelle has been a faculty manager, researcher and academic. She describes herself as a student experience practitioner who develops initiatives based on pragmatic and practical research. Michelle has presented over 100 national and international conference papers (25 keynotes and 30 invited papers). She has developed a free portal for staff which provides a range of information and links for anyone interested in improving the student experience in higher education: improvingthestudentexperience.com. Supporting and enhancing the undergraduate and postgraduate student experience throughout the student lifecycle is a critical activity in higher education today not only to aid retention and progression but in a highly competitive HE market, the quality of the student experience is pivotal to a higher educational institution s ability to attract students. In recent years, research and initiatives have tended to focus on the first year student experience (i.e. those entering year one of a course with subsequent years being neglected), or learning and teaching, and assessment and feedback. It is only now being recognised that it is not just the first year that counts and that supporting students in a joined up approach in both the academic and nonacademic spheres in, through and out of the study journey is essential for student wellbeing, engagement, progression, attainment and success. This keynote will look at the key transitions in the study journey and suggest ways that institutions can create excellence in their delivery of a high quality student experience. 14

16 Keynote Address July 04, 2018: 13:30 14:15, Room: D1.036 D Student Success and Holistic Approach to Thematic Enhancement Michael Parker Global Partnerships Manager, Advance HE. York YO10 5BR. United Kingdom. Michael is Global Partnerships Manager at the Higher Education Academy working with providers in the UK and the US to support them in enhancing teaching and learning, and approaches to leadership and governance, and equality, diversity and inclusion. Prior to joining the HEA, Michael worked at Newcastle University in the Science, Agriculture and Engineering Faculty, managing commercial and collaborative research projects, European research projects, EPSRC programmes, consultancy delivery, and intellectual property portfolios. This keynote will explore Advance HE s latest thinking and approaches to Student Success with a particular focus on Employability and Enterprise. Increasingly, taking a holistic approach to employability as synonymous with student success at an institutional level can support better outcomes for students. This talk will cover: Synergies between student success, employability and enterprise Advance HE s experience and impact Research informed, institutional approaches Creating guiding principles for student success, employability and enterprise. 15

17 Interactive Workshop July 04, 2018: 10:30 11:20 Enhancing the Student Journey: Let's LEAP Online! Dawn Grundy 1, Helen Lord 2, Siobhan Doolan 2 and Louise Day 2 1 Library, University of Bolton, Bolton BL3 5AB. United Kingdom. 2 Faculty of Health and Wellbeing, University of Bolton, Bolton BL3 5AB. United Kingdom. Dawn is the subject librarian responsible for liaison within the School of Health and Human Sciences academic group. Helen is a Senior Lecturer in the School of Health and Human Sciences. Siobhan is a Lecturer in the School of Health and Human Sciences. The session will discuss the background to the development of LEAP Online as an academic skills portal by one of the content developers. The programme and module leads will discuss the introduction of LEAP Online as a study aid, positively reinforcing the tool throughout the students programmes of study. The student viewpoint of how LEAP Online has provided the skills, knowledge and confidence to enhance progress in all academic areas will be outlined from a current student s perspective. It is anticipated that attendees will gain the knowledge of how using LEAP Online in teaching can have a transformative effect on the student learning journey. Louise is a student in the School of Health and Human Sciences. 16

18 Interactive Workshop July 04, 2018: 10:30 11:20 PASS: A Snapshot of What It Is* Marcia Ody Teaching and Learning Manager, University of Manchester. Manchester M13 9PL. United Kingdom. Marcia is the driving force behind the highly successful Students as Partners programme based in the Teaching and Learning Support Office in the University of Manchester. Marcia has developed extensive experience in student development and teaching and learning innovation and works collaboratively with colleagues and students across the University. In addition to the substantive role as a Teaching and Learning Manager, she has also had an active role in developing structures for student engagement. The University has been implementing Peer Assisted Study Sessions (PASS) as a new initiative. PASS: Promotes collaboration and student engagement, using resources to encourage students to work together; Embeds the concept that learning is a student's responsibility and provides support and encouragement; Breaks down what to learn in the course content and how to develop strong study skills; Leads and organises activities that facilitate the processing of content material in a particular course of study; Guides students to discover the connection between theories, ideas and concepts. This session will introduce the model of PASS, the evidence of benefits to students and staff and what to consider when introducing a new scheme. The session will start the process of exploring how PASS might fit within your course and how it will supplement the core curriculum. * This workshop is also offered in Workshops Session II (time: 11:40-12:30) and Workshops Session III (time: 14:30-15:30). 17

19 Interactive Workshop July 04, 2018: 10:30 11:20 Educational Spaces and Global Learners Finding a Voice Dr Gill Green 1 and Brid Andrews 2 1 School of the Arts, University of Bolton, Bolton BL3 5AB. United Kingdom. 2 Centre for Islamic Finance, University of Bolton, Bolton BL3 5AB. United Kingdom. Gill is a Reader in the Centre for Islamic Finance. Her area of expertise lie in humancomputer interaction, software engineering, and information systems. Brid is a Senior Lecturer in the School of the Arts. This session will focus on a project, the principal aim of which was to understand better the cultural differences between Western theoretical models of selfpresentation and the concept of renouncer embedded in Asian traditions of the individual. To this end, the project aims to use theatre method to practically explore barriers to learning and to the development of affective communication in oral presentations and assessments predominantly at PhD level. The principal objectives of the project are to: Develop better informed strategies for working with global learners in terms of preparing for practical/presentational assessment; Enhance organisational impact and skills development specifically to the development of intervention models that acknowledge cultural difference in positive and progressive and developmental manner. The workshop will share practically, the theatre related activities experienced by the participants from the Centre for Islamic Finance currently studying at the University. 18

20 Interactive Workshop July 04, 2018: 10:30 11:20 Digital Pedagogy Bringing Curiosity Back Into Learning Professor Russell Gurbutt Faculty of Health and Wellbeing, University of Bolton, Bolton BL3 5AB. United Kingdom. Russell is the first Teaching Professor at the University of Bolton and has over 40 years experience in learning development across military, health and education sectors. This workshop will introduce a real world story and analyse it from a taught pedagogical perspective before moving onto examine what digital pedagogy is, and what its implications are for teaching and learning. The story will then be revisited to illustrate how a digital pedagogy alters the teacher- student relationship as well as the spaces and places of learning. It will conclude with some take home messages about personal learning required in the context of a digital transformation and continuity and change in the experience of education. It also signals learning that extends beyond the confines of notions of a 'teaching intensive' strategy and points to the different relationship where a 'learning intensive' dimension has to move to centre stage. Participants will gain insight into digital pedagogy and reflective space to consider how it applies to their practice as teacher or learner. Participants will have access to an exemplar that might be used as a framework to flip learning. 19

21 Interactive Workshop July 04, 2018: 10:30 11:20 Early Engaging and Intervention for Students with Mental Health Difficulties Mark Ayling Disability Team/ Student Services, University of Bolton, Bolton BL3 5AB. United Kingdom. Mark Anthony Ayling previously worked as a Registered/ Community Mental Health Nurse in the NHS from in Psychiatric Intensive Care, A + E, and Home Based Treatment. He is presently employed as the Mental Health Advisor for the University of Bolton. The workshop will focus on early identification and intervention for academic/pastoral staff engaging with students potentially experiencing mental health difficulties, with a view to supporting/signposting those students as early as possible to the appropriate external/internal support services where there is a need indicated. Learning outcomes would include: Developing an awareness of signs and symptoms to look out for; Developing a more comprehensive awareness of how to engage with and support students disclosing a mental health difficulty or presenting with some of the signs and symptoms indicated above; How to engage with and signpost those students experiencing a mental health crisis on campus. 20

22 Interactive Workshop July 04, 2018: 10:30 11:20 Embedding Academic English and Skills: Can It Really Help Students Write Better Assignments? Kathryn Cridland and Sally Preece School of Education and Psychology, University of Bolton, Bolton BL3 5AB. United Kingdom. Kathryn and Sally are part of the English for Academic Purposes (EAP) team at University of Bolton. They both have backgrounds in languages, linguistics and Education and they teach students with English as a second language across the University. Do psychologists and engineers speak the same language? Does a report on marketing feature the same language functions or structure as a report on business finance? Are academic literacies and study skills the same thing? Should Academic English content be embedded into subject teaching and can it be done by a non-specialist? This workshop will address these, and other, questions. The presenters will discuss the importance of helping home and international students speak the language of their subject departments and will share recent research findings and talk about some English for Academic Purposes (EAP) projects at the University. They will also talk about the practicalities of embedding the teaching of academic literacies. Finally, they will open up the session to discuss how this approach can help improve student achievement and retention. 21

23 Interactive Workshop July 04, 2018: 10:30 11:20 Curriculum Philosophy- Design and Delivery Dr Lisa Cove-Burrell Standard and Enhancement Office, University of Bolton, Bolton BL3 5AB. United Kingdom. Lisa is Head of Standards and Enhancement (Taught Provision) at the University of Bolton. This session provides practical tips for programme teams on embedding the University s curriculum philosophy in their programmes at the design/development stage. It is relevant to academics wishing to design new programmes or develop existing ones. It may also be of interest to non-academics who support student learning. The objectives/expected learning outcomes for the session are to: enhance understanding of the University s Curriculum Design Philosophy; explore ways of embedding the philosophy in programme documentation; and share good practice in curriculum design. 22

24 Interactive Workshop July 04, 2018: 11:40 12:30 Teaching and Working With International Students Dr Richard Bailey School of Education and Psychology, University of Bolton, Bolton BL3 5AB. United Kingdom Dr Richard Bailey is Lecturer in English for Academic and Specific Purposes in the School of Education. He has twenty-five years experience teaching and working with international students in UK HEIs. His disciplinary background is in Applied and Sociolinguistics. International students continue to enter HEIs in the UK in high numbers. However, the composition of international student cohorts has significantly changed over the years. Traditionally, they predominated at post-graduate level but increasingly international students are undergraduates. In this workshop, the challenges for academic staff in teaching and working with international students are considered at two levels: the linguistic and cultural; and managing diversity in the student body more broadly in teaching and learning. The presenter will share insights from studies on the international student experience in the UK, as well as how research into inter-cultural communication in higher education settings may help teachers work effectively with international students and support their integration and acculturation. In addition, managing the international student experience is considered within the current context of participation and diversity and so linked to fostering inclusivity around teaching, curricula and assessment practices. The session aims to be interactive and participants are invited to contribute and compare their experiences with teaching and working with international students. The learning outcomes are to: raise awareness of research into the international student experience, explore practices that support international students in the domains of teaching and learning and to create a forum for discussion and shared experience. 23

25 Interactive Workshop July 04, 2018: 11:40 12:30 Genesis - From Student to Studio Carol Allison and Anthony Roocroft School of the Arts, University of Bolton, Bolton BL3 5AB. United Kingdom. Carol is a Lecturer in graphic desighn at the Scool of the Arts. Anthony is a Lecturer in graphic desighn at the Scool of the Arts. This workshop will take an overview of the importance of live engagement in the design curriculum, using live problem-based learning as an education tool to improve student engagement and completion rates. The presenters will focus on a live project delivered to the 2015 cohort during the HE6 module, Advanced Design Practice. The design brief, delivered in conjunction with Genesis (or as they are known now, Prevent Breast Cancer), will be used to illustrate the benefits of enhancing the student experience by embedding live engagement in the core curriculum. The workshop will take a detailed look at the project and its creative outcomes, both from the employers perspective and from the student perspective. It will look at the impact on academic success and completion rates of the module it resides in. The presenters will then look at six of the first students who worked on the project, and were deemed winners by the client. Using prerecorded video interviews, the students themselves will describe the impact the project had on their academic success and the part it played in their journey into the world of work. Intended learning outcomes for the session include: an understanding of the benefits of embedding live engagement in the undergraduate modular structure, an understanding of the link between live engagement and employability, and an understanding of transferable / soft skills gained during live engagement. 24

26 Interactive Workshop July 04, 2018: 11:40 12:30 The Future of How We Communicate With Students Adam Johnson Student Engagement, University of Bolton, Bolton BL3 5AB. United Kingdom. Adam is currently Student Engagement Officer within the Student Experience Team as part of the newly created Office for Students, undertaking a number of projects on behalf of the Director of Student Life. Adam has completed his undergraduate bachelors degree at the University of Bolton, and in 2017 completed his Postgraduate Certificate in Teaching and Learning in Higher Education (PGCert HE). Adam previously worked in Bolton Business School, undertaking 'on the job' research looking at the development of Academia through the eyes of an employee. Prior to this role Adam was the Students' Union President at Bolton SU. This included being a member of Governors, Senate, and Education Committee. Student communications is changing at the University of Bolton. As part of an institutional- wide project, Adam will be undertaking research into how we should be communicating to students and looking at the rights and wrongs of communication. This workshop will briefly cover the rationale for the communications project, it will look at how we currently communicate with students and the platforms we use, whether that to be social media, s, mobile technology or word of mouth. The workshop is interactive and will utilise the Hootsuite platform, a social media platform for student communications. The presenter will then pose some questions for group discussion around ways that we can ensure that students are receiving the key messages, and find out from the group where indeed we are going wrong. As a result of participating in this workshop, you should: Have some familiarity with the background of student communications and what we currently do; Contribute to the future of student communications and look a initiatives to increase participation; Gain an understanding of ultilising software to make our lives easier (such as Hootsuite for social media). 25

27 Interactive Workshop July 04, 2018: 11:40 12:30 BigBlueButton Brian Smith 1, Graeme Prescott 2 and Gary Burns 2 1 Student Experience, University of Bolton, Bolton BL3 5AB. United Kingdom. 2 e-learning Team, University of Bolton, Bolton BL3 5AB. United Kingdom. Brian is National Teaching Fellow and Teaching Excellence Specialist at the University of Bolton. Graeme is an Information Systems Trainer. Gary is an e-learning Systems Officer. The BigBlueButton is an open source video conferencing classroom supported by worldwide developers. The simple application integrates seamlessly within Moodle and other Learning Management Systems. BigBlueButton enables you to share your audio, slides, chat, video, and desktop with students. Built-in polling makes it easy to engage students and recording your lectures means that you can make them available for later review. This workshop will cover the collaborative use of the Big Blue Button and the affordance of the BigBlueButton in enhancing the student experience. 26

28 Interactive Workshop July 04, 2018: 11:40 12:30 Make em Laugh! - The Use of Anecdotal Stories and Laughter in the Classroom A Teaching Perspective Neil Dougan 1 and Dr Sarah Telfer 2 1 School of the Arts, University of Bolton, Bolton BL3 5AB. United Kingdom. 2 School of Education and Psychology, University of Bolton, Bolton BL3 5AB. United Kingdom. Neil was a series producer and director for over 20 years in UK network television producing hundreds of hours of factual entertainment content for the BBC, ITV, Channel 4 and Sky. His creative background underpins his teaching style and will inform this workshop. He taught at several HE institutions before coming to the University Bolton in Sarah completed a BA (Hons) in Drama and worked as a professional actress for seven years in film and TV, before applying these skills to teaching, specialising in Teacher Education and English to Speakers of Other Languages (ESOL). She has taught English as a foreign language in both the private and the public sector in the UK and in Europe and has worked as a teacher trainer for fifteen years in both Further Education (FE) and Higher Education (HE). She is currently operational lead for Initial Teacher Education (ITE) at the University of Bolton and lectures on PGCE and Masters Education programmes. There is an Indian proverb which states: Tell me a fact and I ll learn. Tell me a truth and I ll believe. But tell me a story and it will live in my heart forever. Teachers can bring stories and laughter to the classroom from their own life experiences and this can be a vital communication tool to engage and motivate learners. The presenters will share their personal teaching experience regarding the use of personal anecdotes and laughter as a pedagogic tool in the classroom/lecture theatre. They will give an overview of these areas, based on a doctoral research study and background reading, discussing if the use of humour and storytelling can be used effectively in narrative teaching and learning, making a teacher seem more human. They will question if humour and stories produce psychological and physiological benefits that help students learn, and evaluate the use of personal stories and jokes in a classroom setting. In the workshop participants will be encouraged to share their own anecdotal stories and experiences of what laughter means to them personally, and how that may or may not translate into their teaching practice. They will also outline high risk and low risk strategies when using personal anecdotes and laughter and the boundaries that may need to be negotiated. The objectives/expected learning outcomes for the session are that participants will have: A greater understanding of the use of personal anecdotes and humour as a teaching and learning tool and its possible impact on our students in terms of retention, outcomes and learning gain; Exposure to entertainment and engagement techniques that may be customised to create greater engagement in the lecture theatre and classroom; A clearer understanding of how to use anecdotes and humour while delivering written and/or verbal subject content. 27

29 Interactive Workshop July 04, 2018: 11:40 12:30 Early Intervention In Managing Student Behaviour Dr Jane Howarth and Dr Trish Houghton Faculty of Health and Wellbeing, University of Bolton, Bolton BL3 5AB. United Kingdom. Jane Howarth is Dean of Faculty Health and Wellbeing and is a nurse academic. Trish Houghton is Head of Centre for Nursing in the Faculty of Health and Wellbeing and Programme Lead for the BSc (Hons) Nursing (Adult) at the University of Bolton. She has been employed at the University of Bolton since 2015 and has taught on both undergraduate and postgraduate programmes. She has worked in partnership with National Health Service (NHS) Trust colleagues in order to meet workforce needs. In 2015 she developed and implemented the first non-commissioned nursing programme in England. It is from this that she has attained a PhD professional practice in Her research interest are Nurse Education, mentorship, supporting learning and assessment in practice, work-based learning and evidenced-based practice and quality. Within the Faculty of Health and Wellbeing, specifically in relation to the Nursing and Midwifery Council (NMC) approved nursing programmes, it has become apparent that early intervention is needed to foster appropriate professional behaviour in student nurses. We have thus designed an early intervention process for managing student behaviour which aims to provide formative feedback and guidance in respect of this important aspect of the student journey. The expected outcomes of the workshop are that participants will: Have an understanding of professional statutory regulatory body (PSRB) requirements of nursing students; Appraise the application of this understanding of PSRB requirements in the construction of a process to manage or student behaviour; Consider the evaluation results of this early intervention derived from the opinion and feedback from the academic team; Consider the ways in which this early intervention can be adapted to other programmes within the University. 28

30 Interactive Workshop July 04, 2018: 14:30 15:30 Facing the Challenges of Implementing British Values in the Classroom Dr Sarah Telfer School of Education and Psychology, University of Bolton, Bolton BL3 5AB. United Kingdom. Sarah completed a BA (Hons) in Drama and worked as a professional actress for seven years in film and TV, before applying these skills to teaching, specialising in Teacher Education and English to Speakers of Other Languages (ESOL). She has taught English as a foreign language in both the private and the public sector in the UK and in Europe and has worked as a teacher trainer for fifteen years in both Further Education (FE) and Higher Education (HE). She is currently operational lead for Initial Teacher Education (ITE) at the University of Bolton and lectures on PGCE and Masters Education programmes. Are British Values exclusively British? Or are they simply part of the antiimmigrant rhetoric of the BREXIT campaign? There are many potential challenges faced by teachers in the current educational climate post Brexit. This workshop will explore the effects of British Values on teaching and will examine this in relation to subsequent government policies such as PREVENT (2015). It will explore a common understanding of the role of a teacher with regard to promoting British Values and discuss how this might contribute to the development of citizenship and literacy skills. The compulsory implementation of British Values into teaching and learning in the classroom will also be discussed, examining this from the viewpoint of teachers and learners. It will also analyse the use of emotive language used to promote such values in educational settings. 29

31 Academic Paper July 04, 2018: 14:30 14:45, Lecture Theatre: M1.011 Enhancing Quality Science Teaching Through Science Process Skills and Its Challenges in Primary Education in Bangladesh Sumona Tanu School of Education and Psychology, University of Bolton., Bolton BL3 5AB. United Kingdom. Sumona has been a teacher trainer of primary education in Bangladesh for 11 years. Currently, Sumona studying in MA Educational Management at the University of Bolton. The aim of the research was to explore the challenges to achieve scientific literacy through science process skills in classroom practice of primary education in Bangladesh. It was used mainly qualitative paradigm in the study where the data was collected using interviews, FGDs with semi-structured questions and a small survey with a questionnaire. The interviews were conducted with curriculum specialists, primary science specialists, science instructors, and experienced as well as novice teachers of elementary science. In addition, the FGDs were conducted with novice teachers in Primary Teachers Training Institutes (PTI) and primary students. Furthermore, a small survey was driven with few science instructors. The collected data was organised with five themes that were science process skills (SPS) in teaching practice, science curriculum and its implementation through SPS, strengths of SPS as a good practice in teaching, barriers to the implementation of SPS, and some suggestions from the participants for improving science teaching through the SPS in primary schools. Although the National Curriculum and Textbook Board (NCTB) emphasised on science process skills in the curriculum, the results of the study were indicated that most of the teachers did not apply science process skills in their teaching practice. According to the findings, there were some challenges to enhance quality science teaching through SPS in primary education in Bangladesh, such as over class load, insufficient training on science and the curriculum, lack of communication ability with theory and practice, and due to having less scientific attitude and values of teachers. For this reason, it was recommended to solve the above problems in order to enhance quality science teaching in primary education. 30

32 Academic Paper July 04, 2018: 14:45 15:00, Lecture Theatre: M1.011 'Leap Online Two Perspectives, One Aim? Dr Brian Williamson 1 and Mary Barden 2 1 School of Engineering, University of Bolton. Bolton BL3 5AB. United Kingdom. 2 Library and Student Services, University of Bolton. Bolton BL3 5AB. United Kingdom. Mary is the University s Electronic Resources Librarian (formerly Academic librarian). She has a strong interest in e Learning, information literacy and supporting the student experience. Mary is one of the project team responsible for the inception and development of LEAP Online, the University s award winning on-line skills portal. Brian is Lecturer in Statistics and Enhanced Personal Tutor Coordinator in the School of Engineering. He has a strong interest in student support, experimental transition pedagogy, flipped classrooms and creative student engagement in STEM. The recent development of the skills portal LEAP Online provides an opportunity to ensure that students have the necessary academic skills to progress effectively through their programme of study. This paper examines the issue of how best to encourage students to make optimal use of LEAP Online to this end. The authors have the shared objective and motivation of enhancing student learning and academic progress, but seemingly off contrasting perspectives, i.e. the subject specific curriculum needs of the academic and the transferable generic academic skills of academic support. Our objectives were to: Through open discussion, identify optimum way(s) of using LEAP Online for student benefit; Produce a reflective dialogue from our two perspectives around skills resource development and its application; Contribute to the university s teaching and learning by making suggestions and promoting thought about how academics can use LEAP Online in their teaching. Our methodology consisted of the following steps:- To document and study a short series of exchanges between us as coresearchers; Transcribe and study the dialogue of our one-to-one discussions; Jointly host a student LEAP Online HE 4 mathematics focus group using the Circle of Voices technique. Our interpretations, discussions and tentative conclusions will be shared at the conference! 31

33 Academic Paper July 04, 2018: 15:00 15:15, Lecture Theatre: M1.011 Using Identity Structure Analysis to Mentor Trainee Teachers Amanda Turner and Dr Julie Prescott School of Education and Psychology, University of Bolton. Bolton BL3 5AB. United Kingdom. Amanda is Senior Lecturer, and programme leader for generic PGCE programmes. After graduating from Cardiff Institute of Higher Education with a BA (hons) in Art Education, and gaining a PGCE, Amanda has subsequently held both management and teaching roles in a range of colleges of further education. She joined the University of Bolton in Julie Prescott, PhD, MA, BSc, is a Reader in Psychology and is the programme lead for the undergraduate Psychology, Psychotherapy and Counselling Programme at the University of Bolton. Julie is a Fellow of the Higher Education Academy, a Chartered Psychologist, Associate Fellow of the British Psychological Society and holds APA membership. This paper considers the potential that a combination of Identity Structure Analysis (Weinreich and Saunderson 2003) and mentoring sessions hold for exploring teacher identity. The research argues for a combined approach as a way to augment current approaches to teacher professional development. This paper also argues that Identity Structure Analysis (ISA) leads to more targeted mentoring sessions which supports individual transition and ultimately leads to an increase in trainee teacher retention. There is also an opportunity for this approach to be used for newly qualified teacher, thus offsetting teacher turnover; a persistent and costly societal ill that sees a high proportion of newly qualified teachers leave the profession within 5-years. The research is nearly at completion stage - mentoring sessions and completion of the ISA survey has happened at regular intervals since Sept The results from this are in draft form and should be ready to report on at the TIRI conference. 32

34 Academic Paper July 04, 2018: 15:15 15:30, Lecture Theatre: M1.011 Inclusive Employability: Hearing the Voices of the Silent Students Alicia Danielsson School of Law, University of Bolton. Bolton BL3 5AB. United Kingdom. Alicia is a lecturer in the School of Law, in particular in the areas of human rights law and legal skills education. She is currently completing a PhD in the area of comparative and EU law with a particular focus on the area of freedom, justice and security. Despite the introduction of the 2010 Equality Act, figures show that particularly the legal sector does not reflect the diverse makeup of the population it serves. Over the past years, the focus in this area has been placed on sex and ethnicity in relation to inclusion figures in the legal sector. Nevertheless, there is one demographic which is much more significantly underrepresented within the sector, namely people with disabilities, with merely 3% of law firms employees having reported disabilities. Overall, there are approximately 10% of the working age population in employment in England and Wales with reported disabilities. Similar figures are found within the student population of the University of Bolton by School. As a law graduate, securing a training contract within the legal sector is highly competitive, especially as there are three times more graduates each year than training opportunities. Thus, a strong focus on employability enhancement and transferable skills is vital. Students with learning differences appear to be affected most by the competitive recruitment practices within the legal sector and could, thus, benefit most from additional employability support. However, employability programmes are not inclusive enough to meet their needs. A qualitative study has revealed a number of issues throughout the student journey that have a negative impact on motivation and employability amongst law students with disclosed learning differences. Furthermore, the study has compiled a number of recommendations that could not only make employability more inclusive but could also enhance future employability for all students in higher education. 33

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