Learning & Teaching Enhancement

Conference 2020

Enhancing Student Success for Education 4.0

Contents

Section 1 Teesside University Campus Map

Section 2 Conference Programme

Section 3 Conference Abstracts

Section 1

Teesside University Campus Map

Section 2

Conference Programme

Learning & Teaching Enhancement

Conference, March 5th 2020

The focus of this Learning and Teaching Enhancement Conference is Enhancing Student Success for Education 4.0. Today’s Conference provides a platform to showcase examples of institutional and practice-level innovations that optimise student success for Education 4.0. Student access to academic resources and wider support throughout the student journey, retention on and completion of programmes of study, and progression and the cumulative achievements in and beyond higher education are all recognised as integral elements of student success. Success in each of these areas depends on the extent to which students are engaged, and their belonging is fostered both through inclusive curricula and wider institutional services across the whole student life cycle. Today is also University Mental Health Day and running alongside this year’s Conference are two workshops. 9:00 – 12:00 T1.06 (The Curve) 14:00 – 17:00 H0.38 (The Curve) The workshop will cover the following topics:

• What is mental health? • The mental health continuum • Stress and the stress curve • Signs and symptoms of depression and anxiety • Seeking support • How to talk to friends and family • Five ways to wellbeing

The session will be with up to 20 other students and will last for 3 hours with breaks. You will have the opportunity to share ideas and experiences about mental health and wellbeing within a confidential setting. There will be no expectation to talk or present ideas in front of others if you don’t wish to.

Learning & Teaching Enhancement Conference 2020: Enhancing Student Success for Education 4.0 Thursday 5th March 2020

9.00am – 9.25am Registration and refreshments The Curve, First Floor Foyer

9.30am – 9.45am Introduction and Opening Remarks Professor Mark Simpson, Pro-Vice Chancellor, Learning and Teaching and Dr Jonathan Eaton, Academic Registrar

The Curve, T1.10

9.45am – 10.30am Keynote Speaker – What is success? Johnny Rich, Chief Executive Push T1.10, The Curve

10.40am – 11.20am Developing visually literate graduates: freehand drawing as

a means for visual meaning making in the classroom

David Spoors

T1.01

Seeing through student eyes? Improving Learning Hub

online resources

Clare Snowdon & Sue Myer

T1.07

How postgraduates, through KTP’s, can serve as a bridge of experience between SME’s and

practicing students

Lewis Brown & Nina Bedding

T1.03

B(u)y the book: Evaluation of Teesside Advance- books

Fran Porritt

T1.02

Making it Personal –Tutoring for Success

Dr David Grey

(UKAT)

T1.10

11.20am – 11.40am Refreshments, The Curve, First Floor Foyer

11.45am – 12.25pm Encouraging student research:- ‘Investigation Days’

Graeme Horsman

T1.01

Utilising doctoral researchers for a Research Informed Teaching approach for

nursing students: A Case Study.

Vicky Russell, Priyanka Vasantavada & Sherley JohnVicki Russell , Priyanka Vasan

T1.07

Developing innovative patient safety inter professional

education for pre- registration healthcare professionals

J Kent, G Bone, V Foley, J Carling,

N Bedding, K Pierce

T1.03

Lectures, but not as you know them; what happens when theory

sits on the side-line

Dr Gill Owens

T1.02

Engage Workshop: What is the data telling me?

Glenda Saint John (Solutionpath)

T1.10

12.30pm – 1.30pm LUNCH, The HUB, Students Union

1.40pm – 2.10pm Enhancing Student Health and Wellbeing in the curriculum

Dr Anne Llewellyn T1.02

The Role of TUSU in Promoting Student Success Jon Berg , Alan Lofthouse & Chris Walton T1.07

Partnership Success Stories: Students As Researchers

Dr Sam Elkington

T1.03

2.20pm - 2.50pm Enhancing Student Health and Wellbeing in the curriculum

Dr Anne Llewellyn

T1.02

The Role of TUSU in Promoting Student Success

Jon Berg, Andrew Lofthouse & Chris Walton T1.07

Partnership Success Stories: Student As Researchers

Dr Sam Elkington

T1.03

3.00pm - 3.40pm

Trauma-Informed Teaching and Learning: Enhancing Student Success

Lynn Miles

T1.01

The practicalities of embedding mental health, well-being and resilience

within the curriculum

Joanne Irving-Walton

T1.07

Self-directed Value Co-creation in Learning

Dr Ran Cao

T1.03

Assessing future ready students in sport and exercise: food for thought

Jocelyn Tantawy & Dr Matthew Wright

T1.02

3.40pm Conference Close

Section 3

Conference Abstracts

KEYOTE SPEAKERS

MORNING KEYNOTE SPEAKER

Johnny Rich (Chief Executive of outreach

organisation Push)

Johnny is widely regarded as an expert on student

choice and information, and on employability. He is

in regular demand as a keynote speaker and has

also presented in over 1,000 schools. As a

contributor to various think tanks and strategy

bodies, Johnny contributes widely to policy debates

on education, careers, wider participation and social

mobility. For eight years, he was a director of the

Higher Education Academy. He recently

spearheaded projects on diversity, on school-leaver

recruitment and on work-related learning. In 2019,

he received a Wonkhe Award for his work on

student finance.

What is success?

9. 45am -10.45am, T1.10.

Johnny Rich explores what we mean by success

and whether it’s the same for students as it is for

universities, academics or politicians? Is success

about personal fulfilment or is it about measurable

value? And how might value of higher education be

measurable anyway?

Success must in part be about meeting

expectations and, increasingly, student

expectations are that their degree will help them

towards a better job. However, in a changing world

a better working life comes not from having

immediate employment, but long-term

‘employability’. Johnny will delve into what that term

really means and how universities and students

should be doing to develop it.

MORNING SESSIONS

Developing visually literate graduates: freehand

drawing as a means for visual meaning making

in the classroom

David Spoors (Lecturer in Business, Teesside

University Business School)

10.40am - 11.20am, T1.01

This workshop will demonstrate the benefits of a

freehand drawing activity in order to facilitate

discussion about a complex social phenomena in a

classroom. Participants will create their own visual

images and will use these images to support their

discussion in a group. Quality of drawings will not

be judged and knowledge of drawing techniques is

unnecessary.

Seeing through student eyes? Improving

Learning Hub online resources

Clare Snowden (Academic Librarian, Student &

Library Services)

Sue Myer (Learning Hub Manager, Student &

Library Services)

11.40-11.20am, T1.07

This presentation will discuss how we approached

improving Learning Hub online resources.

Our academic skills libguides were mostly based on

resources delivered in a face-to-face context, to

enable students who had attended workshops to

revisit materials. With the rolling out of FFL, we

were aware that an online-first approach was

required. The materials needed to be accessible

regardless of students’ physical location. We

wanted to provide more interactive and inclusive

guides. Universal Design for Learning Principles

(CAST, 2018) informed our design process,

alongside the need to support students with diverse

levels of skills and learning (Office for Students,

2018).

A further objective was to allow for simplified access

to a range of support without overwhelming

learners.

The majority of resources were created using free

software such as Powtoon and Venngage. This

presentation will include a demonstration of

selected resources.

Access to the newly created content is by six

categories identified by students. Student feedback

was used so that meaningful category labels and

content groupings could be identified. The

participants were a convenience sample of students

who attended Welcome Week events. The

methodology was an adapted open card sort. In this

methodology, users identify their preferred web site

structure by sorting topics into groups and then

giving a label to each group (Usability.gov, 2019).

The activity was also used as a way of raising

awareness about available support. 34 different

student groups or individuals completed the activity.

How postgraduates, through KTPs, can serve as

a bridge of experience between SMEs and

practicing students

Lewis Brown (Product Development Engineer -

KTP Associate, MIMA)

Nina Bedding (Senior Lecturer in Occupational

Therapy, School of Health & Life Sciences)

10.40am -11.20am, T1.03

Our case study will explain how developing

business relationships that place enterprise in the

curriculum, enhancing the student experience and

creating employment opportunities through

knowledge transfer activities can change

business/university relationships. We will explain

how strategic design application can generate new

revenue streams and how Knowledge Transfer

Partnerships can serve as a bridge of learning

between SME’s and practicing students.

Our case study will focus on Product Design

graduate, Lewis Brown, during his role in a

Knowledge Exchange Partnership (KTP) with North

East accessibility equipment manufacturer NYMAS,

in which Lewis has a challenging, ‘intrapreneurial'

role. More on this in the case study.

During this highly illustrated presentation, we will

explain how this KTP has facilitated a connection

between NYMAS and Teesside University, in which

NYMAS has had multidisciplinary academic support

from the MIMA School of Art & Design, the School

of Computing, Engineering & Digital Technologies

and the School of Health & Life Sciences.

We will include an overview of the KTP and its

objectives. Analysing how through a user-centred

approach using university resources, both academic

and physical, NYMAS are developing a creating a

portfolio of innovative accessibility bathroom

products. Furthermore, we will illustrate how

NYMAS is giving back to the university in relation to

student engagement e.g. ‘live’ design projects,

student internships, guest lectures and more.

B(u)y the book: Evaluation of Teesside Advance

–books

Fran Porritt (Academic Librarian, Student &

Library Services)

10.40am-11.20am, T1.02

In the era of high student fees and intense market

competition, many universities now buy books for

their new students. Some universities have

provided textbooks, or e-resources pre-loaded on

devices. In a new innovation, many universities are

now incorporating student choice into the offer and

have enabled students to choose how to spend

funds via the use of a smartcard pre-loaded with

funds.

At Teesside we successfully piloted such an

approach with one academic School, the School of

Social Sciences, Humanities and Law. The pilot

was extended to all academic Schools last year,

with all students receiving £100 per academic year

to spend on reading list books. The scheme covers

new full-time undergraduate students at the

University, operated in collaboration with an

external company, John Smiths.

The aim of the Students as Researchers project

was to evaluate the ‘Advance’ scheme against

baseline data of book borrowing and reservation

patterns of reading list titles.

There are two strands to the project: qualitative and

quantitative. The quantitative strand analysed

quantitative data from library systems and from data

provided by John Smiths. Excel data analysis of

data pertaining to book borrowing and reservation

patterns; and book purchasing patterns via the

Advance card.

The qualitative strand gained an insight into why

students select certain titles to purchase; and what

their expectations of the university library were for

the supply of reading list titles. The method used for

this strand was one-to-one interviews conducted by

the student researcher.

Making it Personal –Tutoring for Success

Dr David Grey (UKAT)

10.40am-11.20am, T1.01

Starting university is a life-changing event for many

students. Regardless of their background, the

environment, educational experience and academic

expectations are different and unfamiliar to them.

Personal tutoring has been acknowledged as

helping connect students to their institution, easing

their transitions in and out, and supporting their

persistence and success. (Thomas, 2012; Thomas

2017, Webb 2017). The way in which personal

tutoring is organised and structured affects how well

it is able to do this. Personal tutoring needs to be a

purposeful, structured, proactive and developmental

process which relates the learning experience to the

individual needs, goals and aspirations of the

student (Grey, 2018). The process needs to be

valued by all stakeholders, and that in turn depends

on how we frame our expectations to those

involved. Most importantly, the valuing of the

process and the setting of expectations needs to

start from the top of the institution downwards if

tutors and students are to commit to the process

and gain value from it.

In this session we consider some of the important

principles of organising personal tutoring to support

transition, personalise the learning experience and

enhance student success. We also consider the

work of UKAT, the UK Advising and Tutoring

association, and delegates will be introduced to a

range of practical professional development

resources which they can use to enhance their

tutoring practice.

Encouraging student research: - ‘Investigation

Days’

Graeme Horsman (Senior Lecturer in Computer

& Digital Forensics, School of Health and Life

Sciences)

11.45am-12.25am, T1.01

The digital forensic discipline requires practitioners

to constantly upskilling and maintain knowledge

sets due to technology change. As a result, the

ability to research and develop research studies is

important for practitioners to explore new

technology concepts and increase their knowledge

and understanding. We developed the TDF-ID

concept- a day of student research which resulted

in eight students being authors of the publication of

“Horsman, G., Findlay, B., Edwick, J., Asquith, A.,

Swannell, K., Fisher, D., Grieves, A., Guthrie, J.,

Stobbs, D. and McKain, P., 2019. A forensic

examination of web browser privacy-

modes. Forensic Science International: Reports, 1,

p.100036.”

I designed a formal methodology for students to

engage with; mapping out the whole session so

students had a clear structure to the day. 8 students

volunteered for the exercise.

Utilising doctoral researchers for a Research

Informed Teaching approach for nursing

students: A Case Study.

Vicki Russell (Senior Lecturer in Research

Methods, School of Health & Life Sciences)

Priyanka Vasantavada (GRS Research Student)

Research and Innovation Services (RIS)

Sherley John (GRS Research Student) Research

and Innovation Services RIS)

11.45am-12.25am, T1.07

A consistent body of literature states the teaching of

research methods to nursing students has proved to

be challenging when compared to other practical or

vocational modules (Halcomb & Peters, 2009; Jinks

& Ning, 2010; Newton et al, 2010). On module

evaluation EVASYS feedback has also suggested

that nursing students studying from practice can

struggle to see the ‘relevance’ of this subject to the

course undertaken.

A pedagogic model of Research Informed

Teaching (RIT) was utilised to enhance the learning

of students in relation to these issues (Stoakes, &

Cooper, 2012; Healey & Jenkins, 2014). This also

links with institutional drivers around RIT. This case-

study links with ‘research-tutored’ branch of RIT –

where students learn through critical appraisal and

discussion between themselves and teaching staff

(Healey & Jenkins, 2014). This has particular

relevance for nursing students who are primarily

asked to critique research as part of EBP rather

than to undertake research.

A core research module was redesigned. Doctoral

researchers in SHLS were invited to co-deliver

sessions that fit the research designs of their

projects. This replaced the usual theoretical

presentation and example papers. Students were

sent the research protocol before the session,

before receiving a presentation from doctoral

researcher. Critical discussion was facilitated by the

usual tutor.

Developing innovative patient safety inter

professional education for pre- registration

healthcare professionals

Jill Kent (Principal Lecturer, Staff and Resources, School of Health and Life Sciences) Nina Bedding, Senior Lecturer in Occupational Therapy, School of Health and Life Sciences) 11.45-12.25, T1.03 The benefit of including inter professional education

(IPE) within healthcare curricula is recognised

Internationally (World Health Organisation 2014),

nationally (Chartered Society of Physiotherapy

2015, College of Occupational Therapy 2014,

Nursing and Midwifery Council 2018), and locally at

both Teesside (TU) and Newcastle (NU)

universities. In addition to enhancing students’

experience and learning, IPE can capacitate

students to deliver safe effective patient care within

integrated multi professional teams post

qualification.

A number of themes are identified in published

literature as fundamental to the success of IPE.

These include: collaboration between Higher

education Institutions (HEIs) and clinical practice

sites (Wise et al. 2015), adopting educational

strategies to enable interactivity and involvement of

facilitators with diverse professional backgrounds.

(Reeves et al 2012)

Working together, staff from TU School of Health

and Life Sciences and NU undergraduate medical

education faculty identified key current patient

safety issues and developed indicative content for a

range of interactive workshops. Content included:

bed utilisation and patient flow, Dementia, safe

discharge, managing complaints, risk assessment,

falls, sepsis, and human factors.

186 students from a range of disciplines (Medicine,

Occupational Therapy, Physiotherapy, Dietetics,

Nursing, Physician Associate) attended the event at

the STRIVE academic centre of JCUH.

Students were allocated to small inter-professional

groups and worked through a carousel of

workshops during the day. Patient actors were

involved in simulated activities, and real time video

links used to enable participant peer review and

feedback.

Evaluation and feedback demonstrates this was a

valuable well organised event that enabled students

to: understand their own and others professional

roles, develop communication skills, recognise and

respond to several aspects of patient safety.

Building on this success staff are developing

extended inter professional opportunities for

students across all professions.

Lectures, but not as you know them; what

happens when theory sits on the side-line.

Dr Gill Owens (Head of Department (Business),

Teesside University Business School)

11.45am-12.25am, T1.02 Traditional ‘chalk and talk’ pedagogy is proving less

popular with 21st century learners in higher

education (Bok, 2006) and is also proving less

effective in ensuring workplace readiness in

enterprise education (Grossman, 2005; Taylor,

2007). Lecture based classes passing on theory

related information to passive learners has a

negative effect on students’ ability to think critically

(Taylor, 2010); however, finding alternative methods

to engage with large numbers of students is proving

challenging.

All level four students joining Teesside University

Business School study a core Business Enterprise

module designed to help students to develop key

skills through experiential learning. Whilst students

have access to theory underpinning the topics

covered in the module this information sits on the

‘side-line’. External guests and cross-institutional

colleagues deliver bespoke sessions in the lectures,

which introduce the students to ‘theory in practice’

through the sharing of experience. Technology is

embraced in the seminars to stimulate creativity

through interactive engagement with tasks. The

delivery of the module is challenging for many

students moving from further education where there

is more ‘hand holding’ in the design of the

curriculum. Mature students studying the module

adapt more easily to the delivery style and therefore

act as ambassadors in supporting the ‘younger

students’ through the challenges presented. This

paper considers improved engagement with the

module through the positive actions taken by the

module ambassadors.

StREAM Workshop: What is the data telling me?

Glenda Saint John (SolutionPath)

11.45am-12.25am, T1.01

StREAM is a powerful digital platform (learner

analytics) with a primary focus of helping each

student to understand and manage their unique

learning journey at Teesside University.

Offering a daily engagement score and highlighting

the interactions and participation points with their

course, students can use StREAM to reflect on their

own learning behaviours and collaborate with staff

to get the very best from their learning.

Further benefits of the system include:

Improved attainment: 65% of students who

have used StREAM at Nottingham Trent

University achieved a GPA equivalent of a

2:1 or first.

Supporting wellbeing: York St John

University were able to measure the

impact of tutor interventions within 6

weeks.

Improved Retention: Coventry University

identified and retained over 240 students

in a single semester.

This workshop will focus on reading the data and

understanding how it can be used to support

personal tutor coaching conversations, to be able to

identify potential risks and trigger points along with

discussion on potential actions to take.

It will be an interactive session using a Q&A

approach therefore attendees are encouraged to

bring any scenarios, questions etc. that can be

actively worked through. Attendees should leave

the session with the knowledge to support their

students to enhance their learning journey

experience at Teesside.

AFTERNOON SESSIONS

Enhancing Student Health and Wellbeing in the

Curriculum.

Dr Anne Llewellyn, Deputy Director (Learning

Development, Student and Library Services)

1.40pm-2.10pm, T.1.02

2.20Ppm-2.50pm, T1.02

There has been a significant increase in the number

of Higher Education students presenting with

mental health issues, placing mental health and

wellbeing firmly on the policy agenda (Dandridge,

2018). The transition to Higher Education carries a

number of stresses, with as many as 82% of

students reporting that they suffer with stress and

anxiety and 20% stating that they have suicidal

feelings (Veiber, 2017).

The Teesside University Mental Health, Wellbeing

and Resilience Strategy for Students (2019-2025)

supports a holistic approach to student support from

prevention through to intervention, with the aim of

empowering all students for learning and life.

This session will discuss the value of embedding

resources in the curriculum to help to prevent some

of the significant impact of social and academic

transitions into higher education. Resources such

as the AMOSSHE Resilience toolkit will be explored

within a holistic model of student wellbeing which

integrates personal identity into a constructivist

paradigm of knowledge gain and skills

development.

The Role of TUSU in Promoting Student

Success

Jon Berg (Chief Executive, Students Union),

Alan Lofthouse (President Education, Students

Union) and Chris Walton (Activities Manager,

Students Union)

1.40pm-2.10pm, T1.07

2.20pm-2.50pm, T1.07

Every year thousands of students from different

backgrounds join the many societies, sports clubs,

and other opportunities in the Students’ Union. They

make friends and have fun together at university,

with a positive correlation between participation and

improved academic outcomes (continuation and

attainment) over the past decade. This session will

look at the metrics, methods, structures, and

partnerships with University colleagues that have

made this possible.

Partnership Success Stories: Students As

Researchers

Dr Sam Elkington (Principal Lecturer – Learning

& Teaching, Academic Registry)

1.40pm-2.10pm, T1.03

2.20pm-2.50pm, T1.03

The Students as Researchers Scheme (SARS)

provides opportunities for undergraduate and

postgraduate students to work as paid research

assistants on a variety of discipline and pedagogic

research projects across Schools and Departments.

In this student-led session, we hear, first-hand,

about the personal experiences of past and current

Student Researchers. The students will be

discussing the role the scheme has played in their

own development, as well as advice for those

students thinking about getting involved in future

iterations of the scheme.

Trauma-Informed Teaching and Learning: Enhancing Student Success Lynn Miles (Senior Lecturer in Education,

School of Social Sciences, Humanities & Law)

2.55pm-3.35pm, T1.01

As a more diverse range of students now attend

university careful thought needs to be given as to

how to meet the needs of those individuals with

psychological, physical and learning difficulties

(Wyatt et al., 2014).

Statistically, 50% of adults in England will have

experienced one Adverse Childhood Experience

(ACE) before they are 18 years old and 10% will

have suffered 4 or more (Bellis, 2014); the chances

of exposure to ACEs in the North East of England is

likely to be much higher (Thorley et al, 2019).

Perry (2006) states that nearly one-third of the adult

population bring into their classroom a history of

abuse, neglect, developmental chaos, or violence

that influences their capacity to learn. He adds

there are also those who, in response to stress-

inducing pedagogical methods, have acquired

cumulative educational trauma leading to ‘fear

conditioning’.

In September 2019 Teesside University’s

Department of Education launched a unique MA

Education (Trauma-Informed Practice). This course

brings together contemporary knowledge, theory,

practice and interventions, delivered by a team of

experts using ‘trauma-informed’ approaches to

support front-line practitioners in meeting the

complex needs of children and young people.

It is essential that ‘trauma-informed approaches’ are

used to present this course as 96% of the students

have experienced considerable adversity in their

lives. These students are also studying trauma and

working on the front-line is challenging professions,

putting them at substantial risk of vicarious trauma.

Informal discussions with current students suggest

using ‘trauma-informed’ approaches have reduced

anxiety, increased their engagement, motivation

and attendance and has enabled them to learn in a

way which suits their needs. Further formal

research will be conducted this summer, following

completion of the trauma modules.

This talk will summarise the approaches and

reinforce the need for all educators to be

incorporating such methods into their teaching.

The practicalities of embedding mental health,

well-being and resilience within the curriculum.

Joanne Irving -Walton (Principal Lecturer (Learning and Teaching), School of Social Sciences, Humanities and Law) 2.55pm-3.35pm, T1.07 Universities are increasingly recognizing the need

to focus on supporting the mental health and well-

being of their students. There is also a greater

emphasis being placed on the role of HEIs in

the development of resilience within their student

body. Student support services have a crucial role

to play in this agenda, but the reality is that

increasing levels of demand are outstripping

capacity whilst referral to support services tends

only to occur when students are already

experiencing significant difficulties. Likewise, there

are a large number of students who will never

engage with wider support interventions but whose

journey, experiences and outcomes could be

enhanced by a greater focus on the development of

strategies to enable them to manage the almost

inevitable encounters with their own academic

emotions that their time in higher education will

expose them to. This workshop will therefore

explore the practicalities of embedding approaches

to mental health, well-being and resilience within

the taught, course-level curriculum. To do this the

session will focus on the approach that one team is

adopting during the revalidation process and will

explore how a range of strategies and

adaptations could be applied to different subject

areas and contexts. Throughout there will be

a focus on making links between the strand

of mental health, well-being and resilience and

other core strands that also require an

embedded curriculum focus. This will encourage

teams to take a fully integrated approach that

utilises available time and resources in a way

that supports staff as well as students.

Self-directed Value Co-creation in Learning

Dr Ran Cao (Lecturer in Business, Teesside

University Business School)

2.55pm-3.35pm, T1.03

This presentation aims to change the mind-set

about who is responsible for learning and the

production of learning resources. It generates

understanding of the learning experience in higher

education sector by initially proposing the ‘Self-

directed Value Co-creation (SDVC)’ concept,

bringing together two streams of research: 1) self-

directed learning theory from adult education

discipline and 2) value co-creation developed from

the Service-dominant Logic in Service Marketing

discipline.

Students with a traditional learning mind-set tend to

rely heavily on their lecturers or tutors, and the

learning resources provided. If anything goes

wrong, educators also tend to be the first to be

blamed. Although designs such as adopting a

flipped learning approach does incorporate

individual learners, other influential resources and

market actors as value co-creators that are

available within their learning ecosystem has been

overlooked.

Meanwhile, the struggles with generating excellent

learning outcomes for every student remain.

Educators have been constantly investing efforts to

develop richer teaching resources but still result in

many students who do not understand what is

expected of them in their studies. The Service-

dominant Logic may provide some insights about

why resources do not necessary generate value for

students, and offers further support for a ‘Self-

directed Value Co-creation (SDVC)’ approach.

Assessing future ready students in sport and exercise: food for thought Jocelyn Tantawy (Principal Lecturer (Programmes) School of Health and Life Sciences Dr Matthew Wight (Lecturer in Biomenchanics & Strength Conditioning Student & Library Services 2.55pm-3.35pm, T1.02

To succeed in a diverse job market the future ready

sport and exercise science graduate needs to

contextualise and restructure scientific evidence to

form practical solutions. Nutrition plays an important

role in fuelling for and, recovering from, exercise

however, sport and exercise graduates are not

qualified dieticians and need to understand their

scope of practice. Our level 6 “Nutrition for Physical

Activity and Health” module had underperformed

over the past two years. It was clear that the

assessment had become dated, and the students’

scope of practice lacked clarity. Using Teesside

University’s future facing learning strategy a new

assessment was designed.

Discussions with students, external examiners and

employers helped to shape the assessment as did

recent industry perceptions of a graduate skills gap

(Ingham, 2015). Students could choose a case

study from a variety of scenarios, based on real life.

They were tasked to review the relevant literature

and develop an ‘educational resource’ to be used

by their client. We wanted to give them the chance

to be creative and show they understood the body

of evidence well enough to convey key messages

simply and effectively. It was crucial they could

show where their expertise lay and when to refer to

other professional.