cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
Population genetic studies in wild olive (Olea cuspidata) by molecular barcodes and SRAP molecular markers
Creators: name: Partovi, Rayan
name: Iranbakhsh, Alireza
name: Sheidai, Masoud
name: Ebadi, Mostafa
Publisher: name: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics
Year: 2020

description: Olive is an important horticultural plant having both cultivated and wild forms. The aim of the present study was investigating genetic diversity of 13 wild olive trees belonging four geographical populations in IRAN using SRAP neutral molecular markers as well as cp-DNA rpl intergenic sequences and ITS region. Genetic diversity parameters determined for 76 SRAP loci within the studied olive populations identified the most variable loci. Population differentiation parameters determined for SRAP loci, identified 13 SRAP loci with Gst value of 1, that means they differentiate the studied trees. PCoA analysis based on SRAP data separated olive trees from each other due to genetic difference. Distribution of the samples in PCoA plot indicated that the population 1 are more spread due to population genetic variability. However, the SRAP result reveals that these molecular markers can be used in population genetic investigations and germ plasm analysis. AMOVA showed significant genetic difference among the studied olive populations. Cp-DNA analysis produced 366 bp long sequences, out of which 224 sites were segregating among the studied plants. The mean nucleotide diversity was 0.32. TCS network based on cp-DNA separated most of the studied populations. Therefore, it seems that cp-DNA rpl sequences is a suitable barcode molecular marker for population genetic studies. Phylogenetic tree of ITS data could partially differentiate wild olive population. In conclusion, a combined use of SRAPs and cp-DNA sequences are suggested for wild olive population genetic investigation.
description: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics, Vol. 73 No. 1 (2020)
Acid-based deep eutectic solvents followed by GFAAS for the speciation of As(III), As(V), total inorganic arsenic and total arsenic in rice samples
Creators: name: Fattahi, Nazir
name: Ahmed, Hawre Lateef
name: Nematifar, Ziba
name: Hashemi, Negin
name: Moradi, Masoud
name: Soltani, Shahin
name: Akbari, Shahram
Publisher: name: Taylor & Francis
Year: 2024
Subjects: subject: Microbiology
subject: FOS: Biological sciences
subject: Biotechnology
subject: Chemical Sciences not elsewhere classified
subject: Ecology
subject: Biological Sciences not elsewhere classified
subject: Plant Biology

description: In the present study, an efficacious, safe, inexpensive and eco-friendly microextraction was provided by deep eutectic solvents based on dispersive liquid–liquid microextraction (DLLME − DES) followed by GFAAS. A series of DESs were synthesised using l-menthol as hydrogen bond acceptor (HBA) and carboxylic acids with 4, 6, 8 and 10 carbon atoms as hydrogen bond donors (HBD). The synthesised DESs were used as extractants of arsenic ions. Under optimised conditions, good linearity with coefficient of determination (r2) 0.992 and an acceptable linear range of 0.3–100 µg kg−1 was obtained. The limit of detection was 0.1 µg kg−1 (S/N = 3) for arsenite (As(III)) ions, and a high enrichment factor (EF = 200) was obtained. The enhancement factor and extraction recovery (ER%) of the method were 340 and 60%, respectively. RSDs including inter- and intra-day ranged from 3.2% to 5.8% in three examined concentrations. After a specific digestion, the capability of the synthesised DES in the extraction of As(III) from rice was tested. Total inorganic arsenic was separated similarly after reduction of arsenate (As(V)) to As(III), and As(V) concentration was calculated by difference. Using a second digestion method, total arsenic concentration (sum of organic and inorganic arsenic) in the samples was determined.
In Vitro Polyploidy Induction in Persian Poppy (Papaver bracteatum Lindl.)
Creators: name: Tarkesh Esfahani, Saeed
name: Karimzadeh, Ghasem
name: Naghavi, Mohammad Reza
Publisher: name: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics
Year: 2020

description: Papaver bracteatum Lindl. grows as a wild perennial medicinal plant in Northern Iran and is known mainly for its high amounts of the pharmaceutically valuable alkaloid of thebaine. In vitro production of tetraploid P. bracteatum through colchicine treatment of imbibed seeds is reported. Resulted tetraploid and mixoploid plants were effectively identified by chromosome counting and flow cytometry technique. The chromosome number in diploid and successfully induced tetraploids were confirmed to be 2n=2x=14 and 2n=4x=28, where their calculated 2C DNA values were 6.15±0.03 and 11.95±0.07 pg, respectively. The highest induction efficiency was obtained by colchicine concentration of 0.05% and the treatment duration of 24 h. The effects of colchicine toxicity on plant survival and growth were proportional mainly to its concentration rather than duration of exposure to colchicine. Tetraploid plants possessed significantly larger and less frequent leaf stomata as well as a larger cell size. These attributes may serve as criteria for preliminary screening of P. bracteatum populations for ploidy level.
description: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics, Vol. 73 No. 1 (2020)
Long-term Effect Different Concentrations of Zn (NO3)2 on the Development of Male and Female Gametophytes of Capsicum annuum L. var California Wonder
Creators: name: Nemat Farahzadi, Helal
name: Arbabian, Sedigheh
name: Majd, Ahamd
name: Tajadod, Golnaz
Publisher: name: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics
Year: 2020

description: Pepper is one of the most important crop plants. Recently, the global need for this plant has been widely increased due to its use in the food and pharmaceutical industry. we invested the effects of different concentrations of zinc on the development of male and female gametophytes of bell pepper (Capsicum annuum L. var California Wonder). The plants were cultivated with different concentrations of zinc nitrate (0 (control), 2.5, 5, 7.5, 10 and 15 mM) in a greenhouse under experimental conditions. Buds and Flowers are harvested at different stage of development (in 6 sizes) from May to Jun. They were fixed in FAA and maintained in 70% alcohol, then embedded in paraffin, sliced with a microtome and analyzed using a light microscope. Microscopic studies showed that developmental process of ovule, gynoecium and pollen grain in bell pepper plants was taking to ordinary process in dicotyledonous plants. According to the results, increased zinc concentration resulted in a disorder in the reproductive phase, which caused the treatment 1 to enter the reproductive phase with a 4-week delay. In addition, the other of the treatments did not enter the reproductive phase and were wilt during the growth period. The developmental stages of gynoecium and anther in treatment 1 were similar to the control. However, a number of abnormalities and irregularities wereo bserved including signs of nuclei disintegration, deformation of embryo sac, accumulation of dark materials and deformation of pollen grains.
description: Caryologia. International Journal of Cytology, Cytosystematics and Cytogenetics, Vol. 73 No. 1 (2020)
Case Study: Audio Feedback
Creators: name: Kidd, James
Publisher: name: Student Experience Proceedings
Year: 2024

description: James describes his practice below:


“There are three key areas where I use verbal feedback.


Students on module 5001 are required to submit a formative piece of work, which is a scenario relating to a fictitious persons experience and symptoms that could be classified as a mental health problem. I received between 30 and 40 submissions of three scenarios. Each scenario is 300 to 500 words long. Using recorded verbal feedback gives me the ability to provide gentle critique, as this is the first piece of work students are submitting at level 5. By gentle I mean using tone of voice and other verbal techniques to convey encouragement and interest. Whilst I do ensure that there are key learning outcomes addressed in feedback, there may be other secondary or peripheral aspects of the scenario work which are worthy of consideration and discussion.


I also use verbal feedback in the assessment of summative work. Here I will provide cut-and-paste written comments e.g. based on grade descriptors. Then provide supplementary commentary to discuss or identify why those grade descriptors are appropriate. E.g. “in paragraph 2 you do a really good job of synthesising guidance from other types of long-term health conditions’’. So feedback in an assessment like this would consist of a grade, grade descriptors, and using audio identifying specific examples of where the grade descriptors can clearly be shown to apply.


The third area is in personal development plans. If the student requires an explanation of further information, I will often do this using audio. I make the assumption that this is a more personal and intimate form of communication and email or text.


Using verbal feedback allows me the flexibility and the time to discuss these aspects of the students work. I find that verbal feedback is an easier and much more natural way of ‘’talking to students’’. The feedback from students is that they do listen to the formative commentary and prefer it to written comments. Overall, I would suggest that audio provide you with more bang for your buck. It's relatively easy to provide feedback in a short space of time and that allows you to add depth and personalise feedback. In addition, it enables you to convey emotion which is critical if feedback is going to be positive. If you listened to my audio feedback, empathy, encouragement, interest are all evident. These are sentiments that I find difficult to convey in written text.”


Further reading/more information


• To make audio feedback in Canvas please read How do I leave feedback comments for student submissions in SpeedGrader

• Extensive research project reviewing audio and video feedback (JISC)
description: Student Experience Proceedings, 2020: Special Edition: Case Studies in response to lockdown
Importance of Mendeley readership on altmetrics based by the Altmetric score / altmetricsにおけるMendeley Readershipの重要性をAltmetricスコアから読み解く
Creators: name: Bando, Keita
Publisher: name: figshare
Year: 2014
Subjects: Applied Computer Science

description: 近年,ソーシャルメディアを活用 した研究評価指数altmetricsの認識と重要性が 高まっている.altmetricsにおいてとりわけ重 要な要素となっているのが,今や文献サービス という枠組みを超えて世界最大規模のリサーチ データベースとなったMendeleyである. Mendeleyに登録された文献が,Mendeley ユーザにどれだけ読まれているかを表す指標 Readershipは,様々なaltmetricsツールにお いて欠かせない要素である.本稿では, Mendeley機関版のデータとAltmetricツール を利用して,Mendeley Readershipが altmetricsにとって如何に重要かを検証する.
title: Hochschulrechtsreform in Permanenz: Zur Entwicklung des Hochschulorganisationsrechts seit der Jahrtausendwende
Creators: name: Sandberger, Georg
Publisher: name: Fachinformationsdienst für internationale und interdisziplinäre Rechtsforschung
Year: 2022
Subjects: subject: Deutschland
subject: 344

description: Ordnung der Wissenschaft, no. 1, p. 1
Case Study: Weekly Micro Quizzes
Creators: name: Swaney, Will
Publisher: name: Student Experience Proceedings
Year: 2024

description: Assessments are broken down within the animal behaviour course, so that 10% of marks are allocated to online weekly graded quizzes. This allows Will to monitor engagement and the level of learning throughout the delivery and helps him pinpoint particular students who are struggling or not engaging. It also allows students opportunities to apply and test their knowledge using quizzes to build further confidence in applying statistics.


Each quiz consists of three questions which are randomly drawn from a pool of questions. There are nine weekly quizzes in total which means each quiz is worth one point 1% of the final grade.


Students evaluate the module very positively and this has grown over the years. You can see in the graph above students have grown in their level of confidence over a three year comparison.




In addition to this Will is also using an online spreadsheet tool and survey system to encourage students to gather and input data about themselves anonymously. This data is then used by the whole group within statistical analysis tasks. The aim of this being to provide students with data and analysis questions which are relevant to them and their fellow students. Some of the data analysis can be carried out on the students’ mobile phones and analysed in class. 
description: Student Experience Proceedings, 2020: Special Edition: Case Studies in response to lockdown
Case Study: Blending Asynchronous and Synchronous
Creators: name: Kruger Bridge, Simone
Publisher: name: Student Experience Proceedings
Year: 2024

description: Many staff have had different responses to working online but Simone has “enjoyed online teaching and learning and found it did not impact on the quality of my interactions.” Her approach was to swap the lecture time (1 hour) with an online live chat in Canvas, which she later delivered via Zoom with its in-built screen share option so she could show PowerPoint slides. For the remaining 2 hours contact time, she had prepared a pre-recorded Panopto lecture of around 20 minutes, which delivered the lecture materials in summary. She uploaded this in the weekly session along with additional study materials, including embedded documentaries (on YouTube) and reading materials.


Simone explained that “I asked them at the end of the first hour to spend the next 60 to 90 minutes engaging with these materials, after which I met with students again in the online live chat or (later) Zoom to summarise the session and let them ask questions about the materials.” This way, she kept to the timetabled delivery time, which was good for students who liked the formal timetabled structure, as it allowed them to maintain their usual learning and stay in touch with Simone and other students.


“So, in short, I found that this blended approach to teaching (including live chat/zoom, pre-recorded short lectures, and additional material available in each week in Canvas) during the actual timetabled session worked very effectively. I appreciate we are not a remote university, however this came pretty close to physical contact delivery.”


Student engagement


Simone found the student engagement “excellent”. See believes this was connected to staying within the normal 3 hour slot. However, there was one student who was classed as shielded (even within his own home) and emailed to say he suffered from extreme anxiety and stress, and as a result did not take part in the live online learning, but read up all the materials and achieved very good results in the assessment. Simone acknowledged that a key issue for online learning is mental health caused by the pandemic, plus technical equipment requirements, as some students found it tricky to access the different technology.
description: Student Experience Proceedings, 2020: Special Edition: Case Studies in response to lockdown
Session 80: The who, how, what, and why of participatory research: public engagement practices at LJMU
Creators: name: Reed, Gemma
name: Ofeni, Lucious
name: Rice, Jenna
name: Rudolf, Krisztina
Publisher: name: Student Experience Proceedings
Year: 2024

description: Public engagement and participatory approaches are increasingly being employed as methods to achieve research excellence, and a route to impact. This session will be delivered by three PhD researchers who are currently involving the public in their research, and LJMU’s Public Engagement Officer. Together, we have designed this session to be an introduction to participatory research, a key element of public engagement with research, which supports our LJMU strategic aim: Research and Knowledge Exchange.


Prior to the conference, we will be sending out a survey to all LJMU PhD students, via the Doctoral Academy. The outcomes of this questionnaire will be used to shape the content of our session to ensure it relevance to our students, thus prioritising our LJMU strategic aim: Education and Student Experience.


Our panel represent a range of disciplines, methodologies, and external partnerships which we will showcase at this session. These partnerships are a key part or our LJMU strategic aim: Place and Partnership.


We found that whilst the people we engaged with (our “who”) and approaches (our “how” and “what”) were different, several themes underpin all our work including: building trust, working with communities, and ensuring that participants are listened to and not just heard. These notions form the themes of our session, encompassing the conference theme of Community. We also found that we faced similar challenges in our work, such as how to effectively build and sustain relationships (which takes time) whilst under pressure to deliver results in a short time, and how to speak the right language to effectively engage participants? We hope that by sharing our experiences, delegates will achieve a more thorough understanding of what participatory research is, recognise the value of engagement, and be inspired to join our budding community of engaged researchers!
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 79: All aboard! Please mind the gap - the development journey for technicians
Creators: name: Manton, Ollie
name: Trantom, John
Publisher: name: Student Experience Proceedings
Year: 2024

description: In this session we’ll explore the findings from the LJMU Technician Survey recently run in collaboration with the National Technician Development Centre (NTDC). We’ll also look at what this means for LJMU as we form a Technician Commitment action plan for 2024-26.


The NTDC Technician Survey captures information on every aspect of a technical workforce, from specialist technical skills, to future career plans and development needs. The Technician Commitment aims to ensure visibility, recognition, career development and sustainability for technicians working in higher education and research, across all disciplines. As a signatory, LJMU has pledged action to tackle the key challenges affecting out technical staff.


All aboard! Please mind the gap - the development journey for technicians PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 77: Reflections on how student retention co-ordinators can foster a student’s sense of belonging at LJMU
Creators: name: Pugh, Amber
name: Graham, Jennifer
Publisher: name: Student Experience Proceedings
Year: 2024

description: Increasing attention is being paid to the importance of student retention and continuation in Higher Education and, at LJMU, the removal of barriers to student progression has been identified as a strategic priority (LJMU’s Learning and Teaching Strategy 2023-2030). It has long been recognised that students are at a higher risk of attrition if they do not feel a sense of belonging (Thomas, Hill, O’Mahoney, and Yorke, 2017), but the barriers to creating this feeling of connectedness within the LJMU community have now been compounded by the Covid-19 pandemic and the cost-of-living crisis. Increasing numbers of students are commuting, working long hours, and experiencing poor mental health (Holden, 2022; Neves and Stephenson 2023). The practical consequence of this is that students are increasingly removed from campus and, as such, they are losing the opportunities to engage with peers and with lecturers that occur in corridors and outside of teaching spaces. It is becoming more difficult, then, for students to forge the relationships (academic and social) that are crucial to belonging. In recognition of these challenges, this year the School of Law introduced two dedicated student retention co-ordinators (SRC). This paper will reflect upon the SRC’s experiences of supporting students at risk of disengaging, the challenges that they encountered, and their plans to adapt and refine the role moving forwards.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
title: Keine Landeskompetenz für § 110 Abs. 6 Satz 2 BerlHG und § 95 Abs. 1 Satz 2 BerlHG (jeweils i.d.F. vom 25. September 2021)
Creators: name: Ruffert, Matthias
Publisher: name: Fachinformationsdienst für internationale und interdisziplinäre Rechtsforschung
Year: 2022
Subjects: subject: Deutschland
subject: 344

description: Ordnung der Wissenschaft, no. 1, p. 31
title: Neues Bundespersonalvertretungsgesetz: Relevanz für das Personalvertretungsrecht der Hochschulen der Länder
Creators: name: Löwisch, Manfred
name: Kurz, Viktor
Publisher: name: Fachinformationsdienst für internationale und interdisziplinäre Rechtsforschung
Year: 2022
Subjects: subject: Deutschland
subject: 344

description: Ordnung der Wissenschaft, no. 1, p. 35
Session 78: White, male and first-in-family: understanding student experience and helping them to succeed
Creators: name: Zaitseva, Elena
name: McLain, Matt
name: Beaumont, Casey
name: Groome, Eve
Publisher: name: Student Experience Proceedings
Year: 2024

description: White working-class males remain most academically disadvantaged in our country, and many of those who progress into higher education continue to underperform (Hillman and Robinson, 2016). Inequality is often hidden behind ‘white privilege’ discourse, and literature shows that a focus on other marginalised demographic student groups at the expense of this group has resulted in them feeling forgotten (Cotton et al., 2016).


This presentation will share outcomes of a project, supported by LJMU Diversity and Inclusion Fund, on understanding barriers to academic achievement of white, first-in-family male students. The overarching aim of the project was to explore to what extent approaches to learning, patterns of decision making, seeking support, and beliefs about succeeding at university differ within this demographic group, and how various student groups could be supported in their university journey.


The study design consists of three parts: (1) semi-structured interviews with academic and professional services staff; (2) online survey of the student population, and (3) analysis of individual students’ experiences, using Q-methodology. Based on results of the staff interviews (19), student questionnaire (1300 first-in-family male and female students responded) and literature review, a ‘concourse’ was compiled representing different views, experiences, and behaviours of being a first-in-family university student, which was refined into 60 discrete statements. Q Methodology was then used in workshops with students to gain an in-depth understanding of subjective experiences of individual students, revealing areas of consensus and variations between their collective beliefs and views. The methodology is based on correlation and factor analysis of the ranked statements, and interpretation is supported by student commentaries during the sorting exercise and their demographic profile, reported separately.


The presentation will include insights from all stages of the research and proposed recommendations. The discussion will be focused on how the potential of white male students could be enhanced, by both academics and colleagues from professional services.


References
Hillman, N. & Robinson, N. (2026). HEPI Report 84, Boys to Men: The underachievement of young men in higher education: and how to start tackling it.
Cotton, D.R.E., Joyner, M., George, R. & Cotton, P.A. (2016). Understanding the gender and ethnicity attainment gap in UK higher education. Innovations in Education and Teaching International, 53(5), 475-486, DOI: 10.1080/14703297.2015.1013145
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 76: Black in the Ivory Exhibition
Creators: name: Walker, Dominique
Publisher: name: Student Experience Proceedings
Year: 2024

description: Black in the Ivory project exhibition was designed to explore the impact and effects on Black women in the academy. Often, we are invisible, ignored or chronically underrepresented in the academy. Our Black in the ivory sessions and exhibition sought to explore their experiences using qualitative diary & creative methods. This presentation will explore the intention of the project. We hoped to explore the impacts, the emotional & psychological tolls, as well as positive experiences- structural safeguards, inclusive practices for Black women academics. Our project worked to shine a light on a group that is chronically underrepresented in higher education, of which the research & discussion is sparse. Our Exhibition that took place in April, was curated by the women, entitled ‘Black in the Ivory: Black women in academia’- this was a celebration night for Black women in academia. The pieces curated during our creative writing sessions focused on subverting views of Black women in academia. This exhibition was a site of radical possibility, a safe space. Working to amplify the voices of Black women academics. This project helped to curate a sisterhood within LJMU and was a co-production and collaboration between LJMU, The Goddess Projects and Skywriters LTD. By fusing these community, and education organisations together, we hoped to achieve a culture of belonging and transformational connections between communities, LJMU Staff & students. The Black in the Ivory Exhibition was a visual representation of our collective experiences, bringing our stories to life, this presentation will explore our journeys. Letting you all know we were here!


Black in the Ivory Exhibition PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 75: Community at the heart: School Industry Advisory Boards - role, challenges & useful lessons
Creators: name: Caddick-Kala, Beverley
name: Dean, Jennifer
name: Panara, Carlo
Publisher: name: Student Experience Proceedings
Year: 2024

description: LJMU's School of Law, like other UK law schools and many business schools, created and operates a School Industry Advisory Board. The Board comprises senior judges, senior legal professionals from the City Region, alumni of the School and academics from Law and other disciplines. The Advisory Board has been useful to us to design new programmes, develop our portfolio of programmes, and identify employability skills relevant to the legal professions. Advisory boards, however, can support other initiatives, such as, networking opportunities for students and staff, recruitment of staff and students, research, external engagement with stakeholders from the City Region. Advisory boards are therefore highly relevant to all the strategic pillars of LJMU (T&L/student experience, place & partnership, research & impact). During our presentation we will discuss the experience from two law school advisory boards, at LJMU and at University of Bolton, and will reflect on lessons emerging from these advisory boards. We believe that these lessons could be useful to other schools and faculties at LJMU and that this presentation could bring useful ideas to the table for strengthening the links between LJMU and the City Region. Attendees will learn how to develop or create their own School Industry Advisory Board which will proactively support the School in fulfilling its Mission by providing advice and guidance to the School regarding its strategy, portfolio of academic programmes of study, and all aspects of its industry and external engagement.


Community at the heart: School Industry Advisory Boards - role, challenges & useful lessons PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 74: Discussing the enhancement of the Degree Apprentice experience through effective tri-partite meetings
Creators: name: Whitfield, Elizabeth
name: Gapper Smith, Suzanne
name: Fisher, Joanne
name: Fenney, Eleanor
Publisher: name: Student Experience Proceedings
Year: 2024

description: Degree Apprenticeships are a rapidly growing route of study in the Higher Education sector, most notably in post 1992 universities. LJMU currently offers twelve apprenticeship programmes, and this number continues to grow. Degree apprenticeships offer an alternative route to higher education whilst developing on-the-job work-based knowledge and skills and by the nature of the mode of delivery, actively widen participation, transforming the lives and workforce of the local community.


However, apprenticeships are a relatively new type of HE programme of study; they are not simply part-time programmes as per the sector standard. Learners enrolled on apprenticeship programmes are full-time employees, and as such have significant demands on their time in both the workplace and the in capacity as an enrolled student. As such it is important to structure apprenticeship programmes to support the learner in achieving the expected occupational standard of knowledge, skills and behaviours and maximise the student experience.


One mechanism through which the apprentice experience can be influenced is the tripartite review meeting however lack of consistency in the approach to these meetings means there is a potential impact on the student experience. Tripartite review meetings require employer representation and rely on suitably trained work-based mentors and adequate preparation of all parties to ensure clarity on what is expected. Here we will discuss what the tripartite meeting is, and what regulatory requirements could be included, how the tri-partite can be utilised to enhance the learner experience and identify some key concepts of best practice to be applied at a cross University level.


Finally we will discuss ideas for evaluating tripartite review meeting effectiveness, sharing best practice and providing suggestions for future practice to ensure apprentices receive a positive learning experience.


Discussing the enhancement of the Degree Apprentice experience through effective tri-partite meetings PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 73: Engagement analytics to support student engagement and continuation
Creators: name: Rothwell, Phil
name: Robson, Caroline
name: Ram, Malarvizhi
name: Maclennan, Sarah
name: Horsburgh, Iona
Publisher: name: Student Experience Proceedings
Year: 2024

description: As the amount of data being created by universities increases Learning Analytics is, in turn, becoming more multifaceted and complex. How we define engagement and disengagement by students is complex, though important to understand if we are to help support student continuation. This presentation will outline the results of a staff consultation and survey, combined with large scale predictive analytics from several systems in order to establish which factors can most reliably predict a student is beginning to disengage from their studies and are at risk of discontinuing.


As important as using data in this manner is ensuring that any insights are actionable, and the data is made available to the most appropriate people to support students to arrest any further slippage in engagement. We will demonstrate a dashboard of the data and suggest possible interventions for staff to put in place for students to be supported to remain a member of their community of learning. In addition to this we will provide support around the data fluency for those engaging with the analytics insights.


This project is a collaboration between the LJMU academic community, Teaching and Learning Academy, Strategy Support Office, Academic Registry, and Senior Strategic Project Manager Student Experience, and reflects an institution wide approach in the use of data to support student continuation and the student experience.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 70: The role of Academic Liaison Tutors to support Degree Apprenticeship students
Creators: name: Dowd, Thomas
name: Dunne, Sian
Publisher: name: Student Experience Proceedings
Year: 2024

description: A 2023 Curriculum Enhancement Project worked to understand the specific needs of CBE DA students and the role of the PT based upon the various stakeholders’ perspectives, including the apprentices, the employer and the academic tutor/s and how the role may differ and/or cross over with that of the ALT, which is a specific role designed to assisted the DA and their employer through the particulars of the apprenticeship and compliance with the DA standard/s and associated internal and external regulators.


The project focused upon identifying if apprentices required increased support and then to investigate methods of providing this, all whilst respecting the structure of the DA.


Within the apprenticeship three-way communication between the employer, university and student are considered essential to ensuring all parties are aware of their obligations, act on them, the objectives of the curriculum/standard and that a collaborative support structure is provided.


Questionnaires were developed and distributed to ALTs, employers, and students, obtaining qualitative and quantitative data, to allow for comparability within answers, but also richness and depth to be explored with follow-up questions.


The project produced various recommendations including designing an annual reflective process, of which all parties will provide their inputs and views on the apprenticeship support mechanisms, this will then detail the actions needed to support all parties. Furthermore, the project identified ALT’s would benefit from similar support materials to that of the PT’s, such as the Canvas Module NCTLA39. This resource could also be duplicated/mirrored for the employers workplace mentors, but would require a common data environment/repository for the material to be accessed. The DA students also expressed a preference for the continuation of the ALT throughout their DA journey and employers a consistency in the approach to the ALT role from apprentice to apprentice.


In summary the project carried out a critical analysis of current systems and procedures with an aim of striving for best practice via a commitment to a continuous improvement model of identifying challenges, implementing interventions and reflection.


The role of Academic Liaison Tutors to support Degree Apprenticeship students PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 72: Development - a community approach supporting individual achievement
Creators: name: Royce, Maureen
Publisher: name: Student Experience Proceedings
Year: 2024

description: Increasing pressures on resources and demands of metrics alongside the cultural shift in technology and AI, can leave colleagues without the time and resources to maintain their own development and reflective practice. Feelings of isolation may result and this model of encouraging developing practice encourages a safe learning environment and curates time and space for experimentation. Initially, peer support sessions where the use of Canvas tools, for example, could be enhanced by understanding how others were engaging with the technology were the bedrock of an effort to increase and improve digital capacity to create a stronger student experience. This early use of peer exchange was the model drawn upon to create a set of all staff Development Days. Institutional changes and technological innovations supported an evolution whereby support from expert colleagues worked alongside the peer led sessions. The days were a smorgasbord, an eclectic mix of enhancement and governance, informative and discursive sessions all designed to support the student journey. From being an annual event, the pace of change and the communication gains from the Development Days led to a structure where 3 times a year a collaborative mix of elements impacting teaching and learning were drawn together without losing the essence of peer support and enhancement of capacity. The culture was inclusive, using accessible language when discussing IT interventions, for example, and drawing in those who had no previous experience of presenting to peers and colleagues. The impact can be seen in the embedding of the events within the calendar and expectation that these will take place and be part of the review and evaluation of practice. The session will invite discussion about contextualising the process and building a roadmap to support and give confidence about changing practice in a volatile environment.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
title: Besprechung von: Neukirchen, Mathias / Emmrich, Etienne (Hrsg.), Berufungen, Befangenheit und Bewerbungsverfahrensanspruch — Ein Kompendium für Berufungskommissionen, Bewerberinnen und Bewerber, Nomos, 2021
Creators: name: Hornfischer, Felix
Publisher: name: Fachinformationsdienst für internationale und interdisziplinäre Rechtsforschung
Year: 2022
Subjects: subject: Deutschland
subject: 344

description: Ordnung der Wissenschaft, no. 1, p. 67
Session 69: Building communities of practice through your module
Creators: name: Jariwala, Joshi
name: Gore, Danielle
name: Currall, Megan
name: Ward, Brogan
Publisher: name: Student Experience Proceedings
Year: 2024

description: Imagine!


The programme validation is complete, and your new module awaits creation! Faced with a blank canvas with learning outcomes, a myriad of considerations hover around your creative muse. Student voice, graduate employability readiness, current content, effective use of contemporary technology (AI and VR), critical thinking, a sense of belonging in an inclusive community, transformation of lives and futures, all whilst providing an excellent education and student experience beyond the curriculum and supporting communities. Where to start and where to finish?


Come and listen to the tutor and supporting students talk about how these considerations were brought to life via a museum, and practice insights, all wrapped into formative activities informed by student choice. Listen as the students share their reflections on how this led to the enhancement of personal development and evolvement of communities of practice, Wenger and Lave (1991), through group work and individual contributions.


Teaser comments include this module provided a “great way to expand my network”, our “opinions were valued” and heard, enjoyed a “real insight to real-life issues” and real “student co-creation”.


Further comments around impact included how the module helped extend networks with professionals, bridged divisions between senior practitioners and students looking to start their careers, built student confidence within a supportive and inclusive environment incorporating the student voice, all contributing to the harnessing of a LJMU community.


Imagine!


As a tutor and/or researcher, you are welcome to share and pick up tips on building communities of practice through co-creating module content, with students, widening networks and employability skills, and having some fun in class!


Building communities of practice through your module PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Design of a hybrid magnetic and piezoelectric polymer microactuator
Creators: name: Fu, Yao
Publisher: name: Swinburne
Year: 2024

description: Microsensors and microactuators are considered to be the most crucial elements of micro-electromechanical systems (MEMS) and devices. There has been growing interest in the development of new microactuator technologies with an increasing requirement for low cost microswitch arrays providing large air gap and large force at the same time. In particular, large air gap/large force microactuators are essential for high voltage switching in automobile electronics, test equipment switchboards and in network remote reconfiguration. The necessity to reduce the size of actuators and at the same time increase the force and the air gap has placed severe constraints on the suitability of current microactuator technology for various applications. This has led to the development of new actuator technologies based on novel materials or modifying existing systems. As an effort in this direction, this thesis presents the details of the work on the design, fabrication and testing of a new hybrid microactuator, combining electromagnetic and piezoelectric actuation mechanisms. The design and fabrication of electromagnetic actuators using planar coils and a soft magnetic core has long been established. However, in many instances these designs are constrained by difficulties in the fabrication of the multi layer planar coils, which is tedious, often resulting in a low yield. Hence device performance is limited by the maximum coil currents and thereby the maximum force able to be generated. In order to overcome these problems, a hybrid actuator combining the electromagnetic system along side of a piezoelectric actuation is proposed. This has been demonstrated to assist in enhancing the total force and consequently achieving larger actuator displacements. In this research a hybrid microactuator with a footprint of 10 mm2 was designed, fabricated and tested. It can generate 330
Session 68: United Nations Sustainable Development Goals – pedagogy in practice
Creators: name: Mallaburn, Andrea
name: Seton, Linda
Publisher: name: Student Experience Proceedings
Year: 2024

description: Learners from a socially deprived background are underrepresented in Higher Education (Gorard, 2010), experiencing multiple barriers, including low self-esteem and self-efficacy (Simon et al, 2020). Initiatives from the Royal Society of Chemistry (Chemistry for All, 2020) and Uni Connect (Office for Students, 2022) are exploring strategies to diminish these barriers. The Absolute Chemistry Research Group (ACRG) at LJMU, have an aligned ethos and commitment to LJMU’s Strategic Vision, especially in relation to ‘Place and Partnership’, through catalysing ‘social inclusion and change’ within local school communities. The Liverpool City Region is highly deprived, with Liverpool being ranked the 4th most deprived in England. In 2022, 28.9% of children in Liverpool were living in relative poverty – compared to a rate of 20.1% at a national level (Liverpool City Council, 2023).


A cross-university team with expertise in Chemistry, Education and Outreach, have developed pedagogically rich resources, framed by the context of the United Nations Sustainability Development Goals (UNSDGs), to promote community cohesion and core values for inclusive education. A group of Level 5 Undergraduate students training to be primary school teachers, will deliver enrichment sessions within local partnership schools. The resource packs were developed by support from a Teaching Excellence Award. They have been designed by the ACRG and a Postgraduate Researcher to support primary level teachers, who often have low self-efficacy and subject knowledge to teach a contextual science curriculum.


We will reflect upon the enriched understanding of the UNSDGs from Undergraduate students and local communities, drawing upon the overall implementation through the context of research, education, and leadership. The experience of contextualised science, will improve learner awareness of where studying science can lead, contributing to positive social change for underrepresented learners. A science education is crucial to face society’s social, economic, and environmental challenges, guiding global efforts toward sustainable development.


United Nations Sustainable Development Goals – pedagogy in practice PowerPoint.  Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session: 67 The further education of care leavers: navigating A-levels and the care cliff
Creators: name: Lunt, Chantelle
Publisher: name: Student Experience Proceedings
Year: 2024

description: This session is based on my current PhD Research. It will outline the significant challenges care-experienced individuals face in accessing higher education, and give an overview of the poor educational outcomes of many care leavers, as well as the lifelong impacts of this.


The session will delve into the stark disparities between care experienced people and the wider population through an interactive poll-led discussion. It will highlight the positive outcomes for the few care leavers who access HE and the wider benefits this has for their socio-economic outcomes and argue that post-16 education is one of the keys to improving outcomes for care-experienced people.


This session will explore the significance of further education in the post-care, HE educational trajectory. Specifically, it plans to scrutinise the leaving care systems, policies, and practices that can cause young people in care to disengage with tertiary education between 16-18.


By amplifying the experiences of individuals in care, the session seeks to provide insights into the accessibility of further and higher education alongside care-leaving pathways and the pivotal role of professionals in supporting care leavers' educational aspirations. It further wishes to highlight where universities can support the FE sector with engaging care leavers.


Ultimately, this session aims to foster a deeper understanding of the challenges faced by care leavers in navigating the transition to further and higher education alongside leaving care. By highlighting systemic issues and advocating for targeted support that can work towards a more equitable educational landscape for all care-experienced individuals.


The further education of care leavers: navigating A-levels and the care cliff PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference