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Bush House 8th floor:
This session is comprised of two research/ scholarship presentations
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Session Title: Improving assessment and feedback experiences for neurodivergent students
Presented by: Helen Coulshed and Alexander Palmer
Assessment rarely meets the needs of student diversity, particularly disabled students. (1,2) Teaching and assessment are often not designed to be inclusive, and support for disabled students is often considered solely through the lens of accommodations, often perceived as awarding an unfair advantage, and as othering disabled students. (3) Neurodivergent students must also contend with the stereotyped beliefs and lack of awareness of neurodivergence from peers and staff, which may contribute to limited support and understanding during their studies. (4,5) This project investigated how to support neurodivergent students through improved marking criteria, communication, and feedback literacy.Research was co-constructed with neurodivergent students, who co-designed and facilitated accessible interviews and focus groups. These neurodivergent students were also the primary data analysts, enabling in-depth engagement with rich qualitative data. Student participants were recruited from a range of faculties, departments, and levels of study. This talk describes how and why neurodivergent participants experienced disadvantages or difficulties, outlining the key concepts identified from thematic analysis. From this, potential changes are proposed, identified from analysis of participants’ discussions, and linked to literature, to specifically support neurodivergent students in assessment and feedback.
1 J. H. Nieminen, Teach. High. Educ., 2022, 1–19.
2 J. McArthur, Assess. Eval. High. Educ., 2016, 41, 967–981.
3 J. H. Nieminen and S. E. Eaton, Assess. Eval. High. Educ., 2023, 0, 1–16.
4 D. Weiting Tan, M. Rabuka, T. Haar and E. Pellicano, Autism, DOI:10.1177/13623613231219744.
5 C. M. Syharat, A. Hain, A. E. Zaghi, R. Gabriel and C. G. P. Berdanier, Front. Psychol., 2023, 14, 1–16.
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Session Title: Towards implementing the employability agenda: Programme wide approaches to embedding and extracting employability in postgraduate taught education
Presented by: Vaheshta Sethna, Catherine Jones, Jasmine Gi Yi Ho
Trends in the labour market require higher education institutions to undertake a systematic approach to including employability skills within their programmes. This presentation will demonstrate the integration of careers and employability learning activities into the curriculum of a multidisciplinary postgraduate programme in developmental psychopathology.
First, we draw reference to and identify existing theoretical employability models, relevant for developing learning activities and evaluation of student competencies. Second, we share a programme wide approach of embedding discipline-specific skills, generic skills, self-management skills, within the curriculum. This is demonstrated via diverse student learning opportunities and activities, including traditional pedagogic contexts, such as attending specialized career-advising seminars, small-group formative assessment work, or participating in a work-related placement. Third, we present the concept of extracting employability from across the programme. This entails staff highlighting, knowledge, attributes, skills accessible from each module – i.e. surfacing the inherent employability value of a module. Finally, the benefits and challenges of these approaches are examined, including individual reflection and the tracking of development by students.
With this example of integrating employability into our program curriculum, we anticipate that its general structure has wider applicability, enabling other programmes to adapt it according to their specific discipline. Thereby equipping students across faculties to seek future opportunities better aligned with their strengths and goals.
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Inclusive Education
The Future of Teaching & Learning
Student co-presenters
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Classroom BHSE 1.01:
This session is comprised of two research/ scholarship presentations
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Session Title: Development of ‘Careers Monopoly’ to address multifactorial challenges of inclusion, success and wellbeing
Presented by: Rachel Hunt
The inclusion, success, and wellbeing of students at university is a multifactorial challenge. Amongst other aspects of the university experience, there is good evidence that confidence in career planning and direction, awareness of skills gained from their degree and student friendships can promote engagement, constructive behaviours, and inclusion. This presentation will evaluate the development and implementation of ‘Careers Monopoly’, which was designed to address these areas during the induction of our Year 2 Biochemistry students. Careers Monopoly is a variant of traditional Monopoly; instead of accumulating money by buying, selling and renting properties, students accumulate skills tokens (careers currency) by buying, selling and obtaining wages from careers. Alongside the careers on the board, the game features cards which promote resources available from KCL Careers & Employability, and prompt students to recognise the skills they are gaining in their degrees. Students play in groups of six to promote re-establishment of friendships and networks at the beginning of the academic year. This presentation will discuss design and production of the activity, what we learned from its implementation, considerations for colleagues who may wish to implement a similar activity, and how we plan to evaluate the intervention quantitatively using King’s Career Readiness Data.
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Session Title: On Campus Lectures in a Lecture Capture World: The Challenge of Attendance in a Culture of Hyflex Education
Presented by: Candela Delgado Marin
I teach a module titled Business and Society to international foundation students who wish to progress to a Business Studies UG. My lectures are non-traditional in format: I wear a lapel and move across the stage and into the audience as I speak, I integrate regular interactive Polls, but, most importantly, I constantly ask students questions during my lectures. Additionally, my slides are predominantly visual, not heavily worded and animated and populated with diagrams and symbols. Interestingly enough, 70% of students who completed my final student survey in Term 3 (nearly a 100 respondents) stated that attending lectures was very valuable. And yet, attendance decreased gradually. In this session, I want to reflect on how our current cohort is still formed by COVID-19 A-Level students and how re-learning to engage with face-to-face education is proving challenging. So, how do we increase that “interactivity” and make the most of Lecture Capture without it impacting attendance? I firmly believe in the benefits of on-campus learning on progression, but, also, on life-skills development, academic literacy excellence and overall student wellbeing.
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Inclusive Education
The Future of Teaching & Learning
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Classroom BHSE 1.02:
This session is an interactive workshop
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Session Title: Can your copilot land your plane?
Presented by: Martin Compton and Abdulla Sodiq
"Can Your Copilot Land Your Plane?" is an interactive workshop designed for educators keen to explore the potential of Microsoft Copilot, an AI tool powered by GPT-4 and Dall-e3 that we at King's (staff and students) can use for free and with data protection when loggged into our university accounts. This workshop is ideal for those who are new to this technology or have minimal experience. Participants will bring their own laptops and engage in hands-on activities, exploring a variety of teaching and assessment prompts. The session will demonstrate how Copilot can be used as a Socratic chatbot, a resource creator, a content reformatter, and an image generator. Attendees will leave with a deeper understanding of how to harness the power of AI in their teaching practices as well as some of the potential issues when integrating Copilot (and similar tools) into their curriculum. Join us to discover whether your AI copilot can fly or even land your educational plane.
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The Future of Teaching & Learning
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Classroom BHSE 1.05:
This session is comprised of two research/ scholarship presentations
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Session Title: The development of educational resources on teaching digital clinical communication based on a qualitative synthesis
Presented by: Jia Liu
COVID-19 massively impacted healthcare delivery with telehealth consultations becoming a vital component. This qualitative systematic review explores the factors affecting clinical communication on digital platforms (telephone, video and online). Initial literature search in eight databases yielded 21,949 records, refined to 68 following screening by title, abstract and full text. Qualitative synthesis identified three descriptive themes and two analytical themes. The descriptive themes are 1) adapting informational gathering; 2) navigating emotional terrain; 3) negotiating behavioural changes, in clinical communication on digital platforms. The two analytical themes are the necessity for ‘collaborative decision-making’ between clinicians and patients in choosing digital communication, and the recognition of 'webside manner' as an increasingly vital competence for clinicians navigating the digital landscape. The results indicate that a hybrid model is essential, depending on patient/clinician preferences and disease severity. A targeted approach to address barriers is beneficial, with particular emphasis on enhancing digital literacy. Based on the results, a collection of resources was developed, including case scenarios that aim to enable students’ experiential learning through digital consultations with simulated patients. The review also informed the planning of a future empirical study that explores digital clinical communication and shares best practices to inform healthcare education.
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Session Title: Inclusive Experiential Learning: What works in creative industries education?
Presented by: Mabel Machado, Trish Scott and Estrella Sendra
Experiential learning pedagogy allows students to acquire knowledge and refine skills that can be readily applied in professional settings. Its focus on practice and creativity holds the promise of generating meaningful classroom interactions and learning, preparing students better for the reality of work. As the cultural and the creative industries become increasingly competitive, courses and other educational initiatives with a focus on practice constitute a unique opportunity to facilitate a fairer incorporation of graduates into the labour market, and to tackle diversity and inclusion (D&I) challenges in the UK’s cultural and creative economy (ACE, 2021; Ali et al. 2022; Comunian et al, 2024). Based on two years of designing, planning, and delivering practice-oriented curricula at the Department for Culture, Media and Creative Industries, the authors propose three initiatives with the potential of enhancing experiential learning while simultaneously contributing to wider efforts to promote D&I in the sector. These are: inclusive content curation, solutions-oriented assessment, and Open Space methodology. The authors explain the process of developing these initiatives with reference to Kolb’s (1984) model of experiential learning, offering concrete pathways to strengthen the connections between the classroom and the world of work with inclusion at the centre.
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The Future of Teaching & Learning
Inclusive Education
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Classroom BHSE 1.06:
This session is an interactive workshop
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Session Title: Transformative EI: Academic Success
Presented by: Tiago Horta Reis da Silva
Emotional intelligence (EI) has garnered increasing attention in educational contexts due to its potential impact on academic success. This interactive workshop proposes a conceptual framework for transformative emotional intelligence (TEI) and its influence on academic achievement. Drawing upon established EI theories and educational psychology literature, the framework integrates key components of emotional regulation, empathy, self-awareness, and social skills within a transformative learning paradigm. TEI is defined as the capacity to recognise, understand, and manage emotions effectively, leading to personal growth and positive behavioural changes. This framework elucidates the reciprocal relationship between TEI and academic success, emphasizing the role of emotional regulation in enhancing cognitive processes, motivation, and learning outcomes. Furthermore, it explores the socio-cultural factors that shape TEI development within educational settings, highlighting the importance of supportive learning environments and teacher-student relationships. Implications for educational practice and future research directions are discussed, underscoring the significance of fostering TEI as a means to promote holistic student development and academic excellence.
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Inclusive Education
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Classroom BHSE 1.08:
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Session Title: Working in partnership with our students to enhance education: principles and priorities
Presented by: Abbie King
Student-staff partnerships empower students to become active agents of their educational experiences through engaging in a critical dialogue, decision-making and meaningful change with staff. Students are the experts when it comes to understanding what it is like to be a student right now and staff provide invaluable pedagogical, disciplinary, and structural knowledge and expertise. And what’s more, staff often find when properly supported to work in partnership with students, it brings a multitude of benefits including bringing the joy back into educating students.
In this workshop, led by Abbie King (Lecturer in Education and Student-Staff Partnership Lead at King’s Academy), we will begin to set a vision for supporting and amplifying student-staff partnership at King’s. The session will begin by setting the scene for what we mean by student-staff partnership and how it benefits us as a whole community. We will then work together to explore the ways we are already working with students and how these could be better supported or elevated. Finally, we will co-create a set of principles for student-staff partnership at King’s. Participants can opt into a new network of staff and students who are interested in further developing this work at King’s.
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Student Partnership & Voice
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