cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
Session 16: Igniting aspirations: hackathons paving the way to incurriculum workbased learning initiatives
Creators: name: Johnston, Wendy
name: Coney, Keren
name: Philipson, Stuart
name: Richards, Kaye
Publisher: name: Student Experience Proceedings
Year: 2024

description: Higher Education institutions must ensure that students are equipped with the necessary employability skills and literacy to progress to successful graduate outcomes; indeed, these outcomes are often used to measure the quality of university provision (Cheng et al. 2022). A key element of this is embedding employability and work based experiential learning opportunities within the curriculum, in a way that is responsive to the needs of both LJMU students and different programmes of study.


In our programmes (Nutrition, Psychology, Sport Nutrition), we constantly strive to provide excellent student experiences within and beyond the curriculum to enhance graduate employment and to create positive change. We envisioned a distinctive, symbiotic, work-based learning experience to develop career readiness and a sense of community for our students. Working with a combination of industry Mentors, Academics, the Student Futures’ Careers & Employability and Employer Engagement Teams, and the Start-Up Hub, we collaborated to design and deliver our first ‘in curriculum’ Hackathons.


The Hackathons were designed to be a problem oriented, fast paced, fun, active and engaging process, with a view to stimulating students’ curiosity and creativity. Students were presented with authentic, live industry problems, related to their programmes which were designed to challenge them, and which required collaboration, reflection, and teamwork – they had to think outside the box.


By harnessing the collaborative strength of groups of staff working together, Hackathon teams can develop innovative ideas to apply to real world applications, benefitting not only students, but also strengthening industry-education relationships. In sharing our lessons learned, we will reflect on our successes and challenges of developing innovation in these examples of the employability enhanced curriculum. This presentation will illustrate how the learning experiences from our Hackathons can be effectively replicated across programmes within LJMU.


Igniting aspirations: hackathons paving the way to incurriculum workbased learning initiatives PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 15: Lightning talk: Understanding how autistic students perceive transitions through university and the impact upon their mental health
Creators: name: Stanway, Harvey
name: Coen, Lizzie
Publisher: name: Student Experience Proceedings
Year: 2024

description: Background: Being at university is a significant transition period in a young adult’s life. Previous research has shown autistic students often face barriers transitioning into university, such as difficulties adjusting to independent living and study, and sensory and social challenges. Despite many autistic students possessing strengths that correspond with improved academic outcomes (e.g., good memory, and problem-solving skills), 40% do not complete their university studies. With less than 22% of autistic adults in employment, it is imperative autistic students support needs as they transition into, and through their undergraduate study are met to redress the inequalities they face.


Aim: Funded by the LJMU curriculum enhancement fund, this study aims to explore autistic undergraduate student’s experiences of transitioning into university from school/college and through the undergraduate levels. Also, the perceived impact these transitions have upon mental health will be explored.


Content: This lightning talk highlights autistic undergraduate students’ perceptions of the facilitators and barriers to transitioning into, and through, university, and the impact this has upon mental health. Views and opinions pertaining to the accessibility and acceptability of LJMU mental health support provision for autistic undergraduate students is also discussed. This research underscores the core LJMU strategy values of being an inclusive, caring community in which students are the central focus.


Take Home Message: Delegates will gain understanding of the experiences of autistic undergraduate students’ as they transition into and through the levels at LJMU; the perceived impact this has upon mental health, and the perceived suitability of support provision available at LJMU for autistic undergraduates.


Transferability: In the spirit of the core values underpinning the LJMU strategy, by putting students at the heart of everything we do and being inclusive, the findings from this project could inform further development of responsive support provision at LJMU for autistic undergraduates.


Understanding how autistic students perceive transitions through university and the impact upon their mental health PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Analysis of the Action to Combat to Impunity of Modern piracy from the Perspective of International Law.
Creators: name: Ansarian, Mojtaba
name: Tayebi, Sobhan
name: Fathi Bornaji, Marzieh
name: Ehsanpour, Reza
Publisher: name: figshare
Year: 2024
Subjects: classificationCode: 480310
subject: Public international law
classificationCode: 480203
subject: Environmental law
classificationCode: 480299
subject: Environmental and resources law not elsewhere classified

description: The crime of piracy as the oldest international crime has emerged in a modern way in recent years. In addition, piracy is one of the first and main crimes that have been subject to universal jurisdiction. Today, this crime has moved away from its classic way and has
progressed to the point of a transformation. This has caused the United Nations Security
Council, as the main pillar of maintaining international peace and security, to deal with it
many times by issuing resolutions. Despite continuous efforts to prosecute the perpetrators
of piracy in domestic courts, the international community has not been able to effectively
deal with this phenomenon, because states are facing problems to suppress piracy,
including the increasing human rights norms. For this purpose to fight against piracy, new
and potential solutions have been proposed, including the establishment of a special
international court, referring piracy to the International Criminal Court, as well as dealing
with the crime of piracy as a terrorist crime through anti-terrorist conventions. In this
regard, according to outcomes of this research, combat to modern piracy in the International Criminal Court can be considered the most effective and efficient way.
Compiled with a descriptive and analytical method, by setting this outcome as a hypothesis and examining the characteristics and the limitations of combat to this crime, new and potential solutions of combat to impunity of modern piracy, especially in International
Criminal Court, has been discussed.
Session 15: Lightning talk: The co-creation of a university sensory resource hub for neurodiverse students
Creators: name: Garden, Ange
name: Robinson, Libby
Publisher: name: Student Experience Proceedings
Year: 2024

description: Universities are increasingly recognising the diverse needs of their student populations, including those who identify as neurodiverse. Neurodiverse students, including individuals with autism, ADHD, sensory processing differences, and other neurological conditions, often face unique challenges in academic settings. Creating an inclusive and supportive environment for these students is essential for their academic success and well-being. This study presents the collaborative efforts of LJMU School of Education (SoE), Liverpool School of Art & Design (LSAD) and Lark Lane Wellbeing Hub to co-create a sensory resource hub at tailored to the specific needs of neurodiverse students. Key elements of the co-creation process included a thorough needs assessment to understand the sensory sensitivities and preferences of neurodiverse students involving focus groups, and one-on-one interviews. Neurodiverse students play a central role in the decision-making process, actively participating in planning and design sessions. Ongoing evaluation meant that the co-creation process is an ongoing endeavour, with regular evaluations and feedback loops to fine-tune the sensory hub’s design and functionality. The ongoing outcomes of our co-creation process, highlight the positive impact of the sensory hub on the well-being and academic performance of neurodiverse students. The challenges encountered during the project and lessons learned that can be applied to similar initiatives in other educational institutions. By embracing a co-creation approach, universities can take significant steps towards creating more inclusive and supportive environments for all students, including those who are neurodiverse.


The co-creation of a university sensory resource hub for neurodiverse students PowerPoint.  Only LJMU staff and students have access to this resource.


 
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 14: The impact of epistemic beliefs and emotions on students' views of research in professional learning
Creators: name: Peiser, Gillian
Publisher: name: Student Experience Proceedings
Year: 2024

description: This presentation will report on the results of a mixed methods study (survey (n=376) and semi-structured interviews (n=14)), which investigated the impact of epistemic beliefs and emotions on student teachers’ views of the research element of their professional learning programme and their relationship with student demographics. Whilst the focus of this study was on student teachers, this study has broader relevance to students studying on other professional learning courses, based in universities, and to students in HE in general.


Epistemic beliefs are defined as theories and beliefs individuals hold about knowing, how they come to know, and the way in which these beliefs influence thinking (Hofer and Pintrich, 1997, p.88). They relate to beliefs about knowledge structure, stability, speed of learning, and preparedness to personally engage with knowledge. Epistemic emotions (e.g. curiosity / frustration) connect with beliefs, since they result from appraisals about the degree of alignment between new information and existing beliefs and knowledge structures (Muis et al., 2018).


The study aimed to answer following questions:


• Are there significant differences in epistemic beliefs and epistemic emotions relating to educational research depending on student demographics?

• Do distinct profiles of students emerge based on different epistemic beliefs and emotions?

• What are the reasons for differing epistemic beliefs and emotions?



Data from the survey was tested for statistical significance between responses and demographics. Latent profile analysis was conducted to profile students into homogenous groups. Semi-structured interviews sought to understand trends emerging from the survey data.


The quantitative analysis revealed significantly different epistemic beliefs and emotions relating to gender, training pathway, and maturity, and four contrasting profiles in terms of beliefs and emotions. The qualitative findings indicated the strong influence of prior academic learning experiences, views about self-efficacy and research value, combined with notable interactions between epistemic emotions and beliefs.


The impact of epistemic beliefs and emotions on students' views of research in professional learning PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 13: Alternate assessments - what do they look like?
Creators: name: Lee, Denise
name: Dunne, Sian
Publisher: name: Student Experience Proceedings
Year: 2024

description: As an inclusive institute committed to supporting all students throughout their educational journey, we recognise the growing number of students disclosing disabilities and utilising Individualised Student Learning Plans (ISLPs). This dynamic landscape calls for proactive measures from academic staff to adapt teaching and assessments in alignment with these plans. However, there is a notable challenge, as many educators may be unfamiliar with the methods and possibilities available to meet these diverse needs.


This session aims to bridge this knowledge gap and empower academic staff to effectively support students with and without disclosed disabilities. It will not only provide insights into creating alternative assessments but also emphasise the broader aspect of fostering an inclusive learning environment.


The first focus of the session will be on exploring what alternative assessments can look like. Examples may include project-based assessments, oral examinations, interactive presentations, and flexible deadlines. By delving into these examples, academic staff can gain a better understanding of the variety of assessment methods available, ensuring they can accommodate the diverse needs of students while maintaining the integrity of the learning outcomes.


Moreover, the session will delve into strategies for providing effective support to students with and without disclosed disabilities. This involves cultivating an awareness of inclusive teaching practices that benefit the entire student body. By fostering an environment that values diversity, academic staff can create a positive and supportive atmosphere conducive to learning.


In conclusion, this session seeks to equip academic staff with practical ideas for implementing alternative assessments while fostering an inclusive mindset. By better understanding the needs of students with disclosed disabilities and embracing inclusive teaching strategies, educators can play a pivotal role in creating an enriching educational experience for all students.


Alternate assessments - what do they look like PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Supplementary Material: Critical appraisal of multi-drug therapy in the ambulatory management of patients with COVID-19 and hypoxemia
Creators: name: Gkioulekas, Eleftherios
Publisher: name: figshare
Year: 2024
Subjects: classificationCode: 490502
subject: Biostatistics
classificationCode: 420319
subject: Primary health care

description: This document contains the supplementary material for our research publication titled: "Critical appraisal of multi-drug therapy in the ambulatory management of patients with COVID-19 and hypoxemia". The document includes a brief explanation of the mathematical technique used for case series analysis, in general, the threshold calculations for the case series analyzed in the manuscript, and the threshold calculations for the treatment arm of the I-TECH study. Also included is the computer code that we have used to analyze the CDC database "COVID-19 case surveillance public use data with geography" and several tables displaying our calculations of the hospitalized and ICU CFR, using the January 20, 2023 snapshot of the database. Finally, we attach copies of the Parirenyatwa hospitals redzone statistics report, and the Stone/Gill protocol document.
Session 12: Criminology students and their sense of community: a student-driven assessment of community-building
Creators: name: Wakeman, Steve
name: Barrett, Giles
Publisher: name: Student Experience Proceedings
Year: 2024

description: Criminology as a discipline recruits very large numbers of students. We might assume that large numbers mean a fertile ground for the growth of a discipline-based student community fostering identity and belongingness. However large numbers can also precipitate student anonymity and higher levels of loneliness and isolation. Student interns have undertaken a survey and virtual focus groups with Criminology students to explore the ways in which they experience their academic community and to explore the following key questions:


• What does the term ‘community’ mean to our students in 2024?

• Where and under what circumstances do students get a sense of belonging and build connections (e.g., WhatsApp groups, group project work, PT tutorial modules at level 4)?

• What role does or might the legacy of the covid pandemic play in any efforts to re-ignite criminology social events?

• The high levels of student mental health problems is well documented – to what extent is mental health and the ongoing cost of living crisis impacting upon the motivations for social events/activities and the format of these connections?

• What do our students really want by way of social events, if at all, that bring Criminology students from across the levels together?

• Is there any appetite among the students for a mentoring system or buddying scheme around the themes of student engagement, belonging and identity?



The presentation will reflect on the findings of this research to highlight the ways in which staff-student partnerships can be taken forward to foster a sense of identity, community and belonging, and what mechanisms can be put in place to ensure their sustainability and growth as a collective responsibility. The student voice will be key here in shaping recommendations and action plans to enhance the student experience beyond the curriculum and to support and sustain the Criminology community.


Criminology students and their sense of community: a student-driven assessment of community-building PowerPoint.  Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Blog post on Sankararaman et al. The date of interbreeding between Neandertals and modern humans.
Creators: name: Coop, Graham
Publisher: name: figshare
Year: 2013
Subjects: subject: Evolutionary Biology
subject: FOS: Biological sciences

description: Originally published at Haldane's sieve http://haldanessieve.org/2012/09/05/the-date-of-interbreeding-between-neandertals-and-modern-humans/ . Posted to Figshare, to make a version for Pubmed commons.
Study of optical drive systems for two-photon optical data storage
Creators: name: Ullah, Md Azim
Publisher: name: Swinburne
Year: 2024

description: Md Azim Ullah completed his PhD thesis entitled 'Study of optical drive systems for two-photon optical data storage' at Swinburne's Centre for Micro-Photonics. His research work involved the investigation, and advanced development of an optical drive system that can enable high density optical data storage to fulfil the present data storage demand. By integrating gold nanoparticles inside the optical disc, and developing a compatible drive system, Azim was able to improve the present data storage capacity. His work has provided the significant tools and techniques for academic and industrial researchers who are seeking future innovative nanotechnology enabled optical drive system.
Session 11: Enhancing the student community: PGR and student experiences of the Critical Academia Mentorship Scheme
Creators: name: Pike, Connie
name: Currin, Hilary
name: Elia, Jessica
name: Doke, Paul
Publisher: name: Student Experience Proceedings
Year: 2024

description: In January 2023, four PGR students from the School of Justice Studies designed a mentorship scheme funded by the Centre for the Study of Crime, Criminalisation and Social Exclusion (CCSE) research centre. The scheme aimed to identify promising Level 5 (L5) students who showed an interest in post-graduate study or demonstrated good ability to grapple with criminological theory who would benefit from dedicated mentoring. Mentees were matched with a PGR mentor to (i) provide consistent support to develop their critical thinking and analytical skills related to criminological theory, (ii) to provide a safe space for mentees to discuss ideas openly outside the classroom, and (iii) to develop confidence and future graduate skills. This scheme was supported by a pedagogical vision to depart from a didactic model of teaching and learning, to an ‘engaged’ (hooks, 1994; 2010) and egalitarian (Sanzen, 1994) approach. The mentorship scheme successfully supported eight L5 students from January 2023 to December 2023, and resumed in January 2024 due to its initial success. The mentors’ intent was to evaluate the scheme to capture the mentees' experiences. Data collection consisted of a quantitative survey at the beginning and end of the scheme, with qualitative data generated through visual and participatory methods. This presentation will illuminate the collaborative student voice in two ways: reflecting the undergraduate voice by utilising the findings from their feedback; and by drawing upon the insight of PGR mentors and their pedagogical reasons for designing and conducting this mentorship scheme. This demonstrates the ways in which a mentoring scheme can enhance the student community through developing a co-learning space (Freire, 1972), whilst simultaneously developing academic skills for both undergraduate and postgraduate cohorts within a diverse student community (Addy et al., 2023).


 
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Design of a System for Monitoring REDOX Potential in Treated Water Using an ORP Sensor.
Creators: name: Escobar, Abel
Publisher: name: Zenodo
Year: 2025

description: Electrodes that measure the oxidation-reduction potential (ORP) assess the relationship between oxidized and reduced substances that may exist in water disinfection processes. This work presents the implementation and characterization of an ORP measurement system using the Atlas Scientific ORP sensor, integrated with an Arduino R4 development board as the control and data transmission unit. The main objective is to develop an economical, fast, and reliable solution for the continuous monitoring of the bacteriological quality of water in a wastewater treatment plant (WWTP). The system operates in real time, transmitting information to remote platforms. The manufacturing and integration stages of the system, as well as its calibration and experimental validation, are described. The results indicate that a properly calibrated sensor provides accurate measurements, making it a viable and cost-effective alternative to traditional laboratory equipment or bacteriological analyses that require long processing times. Additionally, by monitoring the ORP variable in a WWTP, alerts can be generated for variations related to microbial load in the wastewater treatment process, enabling immediate corrective actions before discharge into surface water bodies
Consistency in sport: with particular reference to cricket
Creators: name: Clarke, Stephen
Publisher: name: Swinburne
Year: 2024

description: Sportsmen strive for consistency in the belief this will improve performance. On the contrary, this paper shows that highly variable scores or results will often produce more wins than consistent ones, and that in some sports a more variable performance will produce a higher average score. However it is also shown that inconsistent results will often arise from consistent behaviour. While initially examples from golf and athletics are used, the measurement of consistency in cricket is explored in more depth, with some suggested additional measures of performance evaluated for some players.
Session 10: LJMU engage - connect, collaborate, captivate to create a third space community for public engagement
Creators: name: Knowles, Zoe
name: Reed, Gemma
Publisher: name: Student Experience Proceedings
Year: 2024

description: There is now a considerable body of work showing increased fluidity between academic and associated activities, for example, educational development, knowledge exchange and public engagement, with those responsible for them being employed on both academic and professional contracts (Whitchurch, 2023). This has led to a general movement in the direction of what has been termed ‘third space’ activity (Whitchurch 2013, 2018; Grant 2021; McIntosh and Nutt 2022). LJMU Engage is an innovative, hybrid programme for funded through LJMU by the Research England Researcher Development Fund. It is a purposeful collaboration between LJMU Academic and Professional Services staff and the National Co-ordinating Centre for Public Engagement. Attendees gain an understanding of how to define, support, lead and evaluate engaged research and create the conditions for public engagement (PE) practices to flourish. Using creative pedagogical approaches attendees developed skills for facilitating conversations about PE with colleagues, for discussion in PDPR, to cite within conferment/promotion applications and how to establish communities of practice within Faculties and Service Teams. Internal drivers of Place and Partnership, REF expectations on engagement and established KEF criteria make this course timely and valuable to several strategic agendas within and beyond LJMU. We evaluate the programme, hearing from the lived experience of participants including challenges they face, opportunities ahead and its scope towards creating communities from those ‘working in third space’ to represent those of ‘third space professionals’.


LJMU engage - connect, collaborate, captivate to create a third space community for public engagement PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 9: More than just obtaining a doctorate: how good practice can transform a student’s life
Creators: name: Kaur, Jagroop
name: Poole, Helen
Publisher: name: Student Experience Proceedings
Year: 2024

description: Content covered - In society, we tend to categorise people into boxes based on labels like gender, disability, and more. These labels often lead to assumptions about individuals, shaping our perceptions and interactions. While some assumptions may be accurate, they can also have negative consequences when applied unfairly. This tendency to make assumptions extends to various settings, including universities, where it can significantly impact students with long-term conditions or disabilities.


LJMU's strategy and values - Creating a positive culture - Rupy, our presenter, defied the assumptions imposed on her due to her cerebral palsy. Despite initial bleak predictions about her abilities, she surpassed expectations with the support of her family. Overcoming physical and psychological challenges, she pursued a career in health psychology to bridge the gap between disability and healthcare. Throughout her journey, Rupy faced imposter syndrome and dyslexia, questioning her capabilities. However, with the unwavering support of her supervisors, she persevered and completed her Professional Doctorate in Health Psychology.


Rupy's supervisors played a crucial role in her success by treating her like any other student, providing support, and fostering belief in her abilities. They accommodated her access needs, showed patience, and encouraged her to confront her challenges. By acknowledging her strengths and weaknesses, Rupy learned to navigate her disabilities effectively, both personally and professionally. Her experience highlights the importance of a compassionate and inclusive approach in academic settings, where students with disabilities should be supported holistically rather than through segregated services.


Practice to other LJMU services / Takeaway - The journey of Rupy underscores the significance of approaching education with empathy, curiosity, and accountability. By creating a culture of understanding and openness, universities can empower all students to thrive and feel valued within the academic community. Moving away from assumptions and embracing integrity can lead to a positive and inclusive environment where every individual is supported based on their unique needs and strengths.


More than just obtaining a doctorate: how good practice can transform a student’s life PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 8: Lightning talk: Co-designing a multi professional learning environment for advanced clinical practice programmes
Creators: name: Lavery, Joanna
name: Vann, Mark
name: McPherson, Jiordan
Publisher: name: Student Experience Proceedings
Year: 2024

description: LJMU MSc Advanced Clinical Practice (ACP) programmes currently feature two models of programme delivery, apprenticeship, and non-apprenticeship routes. Recent curriculum development and the introduction of an identical core curricular emphasise the requirement to streamline programme design to ensure equity, inclusivity, and parity in student experience. Programmes are mapped to the NHS England (2017) multi professional framework for advancing practice to safeguard competence on completion and both routes are proven to enhance graduate opportunities for employment.


The virtual learning environment (VLE) is a key point of contact for students and thought to act as a social interaction platform to scaffold learner engagement and provide group cohesiveness (Lazareva, 2018). Existing modular and VLE provision for programmes has been variable with the exception of shared modules. Therefore, core modules were independently audited against the LJMU digital learning policy (2019). Recommendations identified areas of strength, such as breadth of resources, methods of communicating information, accessibility, and regulatory requirements. Areas for development centred around the enhanced use of technology to support live capture of synchronous teaching and interactions, electronic reading lists and student usability. Student engagement strategies were instigated to capture individual and group feedback to respond to student challenges and identify opportunities for improvement. Student viewpoints aim to inform co-design of the VLE to integrate and diversify multi professional apprenticeship and non-apprenticeship ACP routes to create a shared community of learning.


References
Lazareva, A., 2018. Factors affecting student engagement in online collaborative learning courses. In Teaching and Learning in a Digital World: Proceedings of the 20th International Conference on Interactive Collaborative Learning–Volume 2 (pp. 349-359). Springer International Publishing. N.H.S England, (2017) Multi-professional framework for advanced clinical practice in England. London: HEE


Co-designing a multi professional learning environment for advanced clinical practice programmes PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 8: Lightning talk: Stepping up psychosis: the use of virtual reality in preregistration education
Creators: name: Roberts, Christine
name: McCann, Niall
Publisher: name: Student Experience Proceedings
Year: 2024

description: This session will showcase the use of Virtual reality (VR) as a learning tool within mental health nurse education. Blending to the education and student experience theme for the conference and the digital, data and technologies strategy along with the student experience strategy at LMJU the session will highlight innovation within nurse education.


The session will outline how co-creation between academics in mental health and teaching and learning technicians specialising in VR enabled a unique learning opportunity for student mental health nurses. A fully immersive VR experience into the world of person living with psychosis whilst being treated within a mental health facility has enabled the team to support students to have an insight into an areas they could only previously theoretically learn about. Being able to have a short experience of what its like to have this illness has allowed the students to develop deeper empathy and compassion when caring for people living with psychosis, thus hopefully improving patient care once qualified.


This session will be able to show how VR can be utilised to teach topics or support skill acquisition in professional courses that may have before been difficult to replicate.


Stepping up psychosis: the use of virtual reality in preregistration education PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Tomato Pomace - Technical Report
Creators: name: Simoes, Carlos
Publisher: name: Zenodo
Year: 2025

description: Tomato pomace is the solid residue obtained after the industrial processing of tomatoes for products such as pulp, concentrate, or juice. Its composition primarily includes skins (peels), seeds, and small amounts of pulp. Although often considered a by-product, tomato pomace possesses signif i cant nutritional and functional attributes, particularly valuable for animal feed and potential biofuel production. Its high moisture content in fresh form necessitates proper storage and preservation methods to prevent microbial spoilage. A rigorous and critical evaluation of tomato pomace can illuminate its advantages, limitations, and emerging opportunities for valorisation, thereby promoting a more sustainable use of available resources. Because it is rich in organic matter and nutrients, tomato pomace has gained attention as a value-added resource rather than waste. Ef f ective utilization of this pomace can reduce environmental pollution from discarded residues and contribute to circular economy ef f orts by recycling nutrients.
Session 8: Lightning talk: Using a 3D visualisation tool to facilitate flipped classroom teaching
Creators: name: Bryan, Nick
name: Fawcett, Sandra
name: O'Hara, Adrian
Publisher: name: Student Experience Proceedings
Year: 2024

description: This presentation will summarise an ongoing study embedded in Level 5 of the Biomedical Science undergraduate program, exploring flipped classroom teaching, supported by 3D visualisation via the ‘Anatomage’ digital dissection platform, as an alternative to didactic lecture in the teaching of histology.


The value of histology in training clinical and allied health practitioners has been acknowledged for over a century. Classically, histology was taught with students individually observing specimens using a microscope, although constraints imposed by modern cohorts relating to class size, costs and time have driven exploration into alternatives.


These typically involve replacement of ‘hands-on’ microscope time with instructor lead visualisation of tissues using images. Virtual microscopes have been widely explored as an aid for contemporary histological teaching, with comparable outcomes in student performance to traditional methods.


Typically, studies exploring alternative education approaches in histology, use clinical programs, most prolifically medical or dental undergraduate degrees. These cohorts differ significantly to Biomedical Science students in their vocational aspirations, and prior education. Nonetheless, promising findings from these studies validate this approach worthy of further investigation in Biomedical Scientist training.


This study builds on previous work proposing a blended learning approach to histology teaching using flipped classroom delivery.


The study presented herein is exploring student perception to blended learning versus traditional didactic lectures in teaching of histology in an undergraduate Biomedical Science cohort. The approach will focus on flipped classroom delivery supported by 3D dissection, this Anatomage platform is new to LJMU having been purchased in 2022.


These findings add to previous work, bringing techniques for improving quality and perception of histology typically used in clinical training, into Biomedical Science, whilst exploring the value of a novel visualisation tool for flipping a classroom.


Using a 3D visualisation tool to facilitate flipped classroom teaching PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 7: Supporting students with quantitative analysis
Creators: name: Goodale, Tom
Publisher: name: Student Experience Proceedings
Year: 2024

description: In March the Academic Achievement Team’s maths/stats/data analysis drop-ins become vey crowded. Students come in saying anything from “I’ve collected some data, what do I do now?” through “I’ve been told I need to use something called SPSS” all the way to “Can you just check my write-up in my analysis section?” Ideally students would not be facing these issues at such a critical point. In this session I discuss the common issues we see with students who come to us asking about their quantitative analysis as well as what the Academic Achievement Team offers on a year-round basis to support these students, before opening the floor to a discussion of how the Academic Achievement Team, dissertation module lecturers, and student project supervisors could work more closely to support students.


Supporting students with quantitative analysis PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 6: Designing assessments in higher education: ChatGPT and academic integrity
Creators: name: Zajitschek, Susanne
Publisher: name: Student Experience Proceedings
Year: 2024

description: The 2023/24 academic year was marked by the new, widespread availability of open-access AI tools. This technology offers exciting opportunities for streamlining tedious tasks in personal, research, and teaching settings, as well as assisting in improving the structuring and writing skills of students. However, it also raises deep concerns among educators in Higher Education about the challenge of swiftly and comprehensively updating assessments to prevent cheating. Rapidly changing large language models, highly variable individual technological skills among both teachers and students, and insecurity regarding general guidance for “AI proofing” made it difficult to predict with confidence how susceptible assignment questions and assessment types would be this year.


This TLA-funded project investigates the performance of ChatGPT4 across more than 100 assessments from 40 participating modules in the School of Biological Sciences.


By comparing the grades achieved by the ChatBot with those of the student cohort, we aim to assess the extent to which AI tools may be used as “cheating aid” across different assessments, identify assignment types that are inherently resistant to AI cheating, and uncover subject-specific and universally applicable best practice in assessment design. The modules in the School of Biological and Environmental Sciences offer a wide range of often highly creative assessments, but these have not yet been investigated in a comparative manner. I expect to identify innovative, currently hidden, examples of best practice that extend beyond mere AI-proofing, offering insights for innovative assessment strategies across disciplines.


Designing assessments in higher education: ChatGPT and academic integrity PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 4: 'Unsung Heroes' - impact and community building with neurodiverse learners
Creators: name: Brennan, Victoria
name: McDonald, Rory
name: McNulty, Paula
Publisher: name: Student Experience Proceedings
Year: 2024

description: The Absolute Chemistry Research Group (ACRG) is a cross-faculty group that leads impactful longitudinal interventions for pupils from deprived areas, who often experience barriers to engagement with higher education. Community is at the heart of ACRG activities: programmes work deeply with partner schools to raise aspirations, drawing upon the LJMU student body as role-models.


This session will share insights from a two-day Chemistry Week project (part funded by the Royal Society of Chemistry), designed to support chemistry aspirations and learner engagement at a Special Educational Needs and Disabilities (SEND) specialist school in the Northwest of England. Staff from APSS and Science collaborated to offer activities to these learners. Through hands-on science workshops, the young people learnt about chemistry in the world around them and participated in art and creative writing activities facilitated by APSS students. These diverse learners explored their interests and influences and celebrated their own identities as ‘Unsung Heroes’ and unique individuals. The learners attended an exhibition of their work in the Student Life Building. LJMU Drama students delivered a devised play to examine the story of an unsung hero of chemistry, Rosalind Franklin, and her determination to believe in herself and the value of her work.


This ‘Unsung Heroes’ project involved the collaboration of colleagues and students from across the university and formed part of LJMU’s ‘Place and Partnership’ strategic activities. It enhanced LJMU students’ education and experience as co-creators. This session will reflect upon recommendations for cross-faculty and/or cross staff-student projects and how to harness the talent within our community for developing aspirations in the future generation. This demonstrates how meaningful partnerships can support more than stereotypical UCAS applicants and working collaboratively can be impactful for the LJMU community.


'Unsung Heroes' - impact and community building with neurodiverse learners PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 5: Facilitating future skills using Lego ® Serious Play®
Creators: name: Dowson, Jane
name: Capper, Rosemary
name: Farrall, Vicky
Publisher: name: Student Experience Proceedings
Year: 2024

description: Serious Games, simulation and gamification in education is widely used to motivate and engage students in improving their knowledge, understanding and confidence using real world situations (Mekler et al, 2017; Tews et al, 2020). The demands of complex and uncertain organisational life once leaving Higher Education can be an exciting, yet daunting prospect. Students need to have the freedom and safety to explore their own skills and competences prior to graduating in order to feel confident and competent to meet the real-world challenges they will encounter once they graduate (Ӧzhan & Kocadere, 2020). Lego® Serious Play ® can facilitate the thinking, communication, and problem-solving skills in order to help students build reflexivity, resilience, competence, and deeper learning, supporting immediate action learning (Oxford Analytica, 2016). Lego® Serious Play ® is a facilitated meeting, communication, and problem-solving method, where participants are led through a series of questions, which go deeper and deeper. Each participant builds his or her own three-dimensional LEGO model in response to the facilitator’s questions using specially selected LEGO bricks. These 3D models serve as the basis for group discussion, knowledge sharing, problem solving and decision-making. The session will outline the methodology and process of Lego® Serious Play ® in more detail. The collaborative work undertaken by LBS and Student Futures will demonstrate how it has been employed to support students who have been on Business & Management Placements and those who are seeking to gain important career development skills to support green careers and in sustainability jobs. Insights from the session will be useful to those in academic and student-facing services adopting this innovative and inclusive methodology and will resonate with those who wish to develop student engagement, confidence, reflexivity and impact.


Facilitating future skills using Lego ® Serious Play® PowerPoint.  Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 3: Understanding partnerships in Sport and Exercise Sciences
Creators: name: Twist, Craig
name: Murphy, Becky
name: Knowles, Zoe
Publisher: name: Student Experience Proceedings
Year: 2024

description: Background and content of the session
Partnerships might be defined as institutional arrangements with an external organisation or intra-institutional group and can underpin teaching, research and consultancy activity. The purpose of this session is to describe data from the inaugural School of Sport and Exercise Sciences’ Partnership Survey and explore its relevance to school and institutional strategies.

What did we do?
School staff reported details of their partnerships that contribute to school-based activity using an online survey. Details on the sector, location, domain and nature of the partnership were recorded.


Key findings
Seventy staff identified 255 partners across the private (45.1%), public (42.0%) and charity/voluntary sectors (12.9%). Partnerships are classified as local (i.e., in the Liverpool City Region (LCR); 37.6%), national (i.e., outside LCR; 48.6%) and international (13.7%). Sports performance (n = 178) and education (n = 99) are the most typical, whereas clinical (n = 38), health (n = 40) and exercise (n = 41) the least represented domains. Most partnerships are focused on a single purpose (67%), with undergraduate placements (n = 128), postgraduate placements (n = 68) and funded staff research (n = 45) the most typically reported arrangement. Consultancy (n = 17), funded postgraduate research (n = 26) and undergraduate/taught postgraduate research (n = 29) were the lowest reported purpose of the partnership.


How will the information be used?
This work identifies the school’s collaborative activity and contribution to the local, national and international community. The presentation will explore how these data inform our story for external engagement and support the school’s direction on core agendas that contribute to the strategic aims of the university. This includes the promotion of the school’s reputation to enhance our approaches to; student recruitment; student experience; research impact and to diversify and celebrate our existing relationships with placement providers.


Understanding partnerships in Sport and Exercise Sciences PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference