Learning and Teaching Conference 2025

Quinn is SOS-UK’s Director of Education. She leads SOS-UK’s campaigns, advocacy and programmes to transform the education system in response to the climate and ecological crisis and to weave sustainability through all aspects of student learning. Quinn leads on education policy and advocacy in the UK and internationally, including the green skills agenda, curriculum reform work, and youth voice in decision making.  

Quinn holds a Masters in Education from the UCL Institute of Education (London, UK) and a BA in Geography and Political Science with a concentration in Sustainability from the University of British Columbia (Vancouver, Canada).  

Quinn was named a ‘Top 30 Under 30’ Environmental Educator in 2017, by the North American Association of Environmental Education and is a trustee for the UK National Association of Environmental Education. 

Lawrie is the Senior Research Lead at Jisc, and holds visiting professorship in Digital Leadership at the University of Chester, and is a Senior Research Fellow (Comhalta Taighde Sinsearach) at Munster Technological University. His most recent work is in the academic behaviours around Generative AI, and Crisis Leadership in Post Digital Education. He has conducted significant work around digital practice and leadership, both in the UK and Internationally, and has a long history in managing significant national projects, and providing strategic guidance in higher education. Lawrie has also significantly contributed initiatives aimed at inclusivity and support for minority groups in academia. His leadership of a longitudinal research project focusing on the experiences of Black, Asian, Minority Ethnic, Disabled, and International Students during lockdown demonstrated how changing academic behaviours impacts on the Awarding (Attainment) gap in HE. Lawrie also worked in inclusion and accessibility for both staff and students, building the first UK wide Technology and Disability advisory service in higher education.

Rethinking Digital First: including social justice in digital education 

Professor Lawrie Phipps, Senior Research Lead at Jisc 

Since the 1990s, universities have had widespread access to digital services, enabling staff and students to use virtual learning environments, digital communication tools, and digital publishing platforms. From the mid-2000s, societal access to digital collaboration and communication expanded significantly with the rise of social media and content creation platforms. However, this broad accessibility has often been mistaken as universal capability and capacity, prompting governments, NGOs, and industries to adopt a “digital-first” approach. 

This presentation explores the role of digital technology in education, examining its adoption and the implications for inclusive practices. It looks at the “digital divide” within education and considers how a social justice perspective can inform the design of digital education. In addition, it will also look at how institutions are engaging with their responsibility to serve their communities and what that might mean in public digital spaces. It explores current debates surrounding digital spaces and platforms, societal digital divides, and the critical importance of equipping graduates not only with digital skills and capabilities but also with digital empathy and resilience.  

1. Exploring the role of an AI chatbot for academic support in critical care education 

David Robertshaw, Vicky Cockerill, Ian Baker 

This session will present the initial findings of a research study investigating the use of an AI chatbot as a personal tutor in a Level 6 Critical Care module. The study aimed to evaluate the chatbot’s impact on student learning, engagement, and application of knowledge in a challenging academic and clinical environment. Using a mixed-methods approach, the research is collecting data through student surveys, incorporating quantitative measures of satisfaction and effectiveness alongside qualitative insights into experiences and challenges. 

The presentation will offer practical insights into the chatbot’s potential to enhance learning outcomes and address individual educational needs. It will also explore identified barriers, including technical limitations and concerns surrounding AI reliability, and provide recommendations for effective integration of chatbots into education. Attendees will have the opportunity to engage with research on the role of AI in education and explore practical strategies for leveraging technology to support diverse learning needs in critical, application-based disciplines. Participants will be enabled to develop similar AI interactivities in their own context. 

2. Improving the Use of Coaching Skills in Personal Academic Tutoring to Enhance Student Success 

Jenny Richards, Melanie Pope, Andrea Ward 

Over the past decade, Personal Academic Tutoring (PAT) has evolved, adopting a more holistic approach to personalise the support offered to students. This approach emphasises the importance of both academic success and the social development of students (Lochtie et al, 2018), thereby positively influencing their sense of belonging and facilitating their transition into university life (Yale, 2017).    
This shift in the role of tutor has prompted a change in practice at Derby to embed the use of coaching skills into PAT sessions, to support the delivery of the PAT policy as well as the Learning and Teaching Framework factors of success.   
Coaching approaches have been successfully applied to different settings, including business, management and wellbeing. Research highlights the usefulness of coaching skills to foster learning ownership in students, develop workplace skills (Gurbutt and Gurbutt, 2015), increase student retention and improve their academic performance (Bettinger and Baker, 2014). Furthermore, the quality of the PAT relationship is crucial; students who feel cared for were more likely to succeed (Yale, 2017), demonstrating the importance of tutor skills in delivering PAT sessions.   
This presentation will outline the approach to PAT in BLSS, where students are randomly allocated tutors from different disciplines. It aims to equip academic staff with the confidence to utilise coaching skills in PAT sessions, to deliver high quality tutoring, through a series of evidence informed inputs covering skills such as active listening, building rapport and setting expectations. Early findings and learning will be shared from the development of this CPD opportunity.   

3. Connecting Pedagogies: Exploring Students Perceptions on Mentorship Programmes 

Mercy Musikavanhu, Marian Taimu and Aobakwe Motang 

The evolving landscape of higher education necessitates that students navigate complex academic, technological, and career-related challenges. These dynamic shifts have heightened the demand for structured mentorship programs to support students' academic and professional development. This study explores undergraduate students’ perceptions of mentorship programs, examining their perceived benefits, challenges, and preferred mentorship models. A qualitative research design will be employed, utilizing structured questionnaires distributed to tertiary students in Botswana who are currently engaged in mentorship programs. The study will adopt a simple random sampling technique to ensure a representative sample of undergraduate students. Existing literature suggests that mentorship programs contribute to students’ academic success, career readiness, and personal development, though challenges such as mentor-mentee mismatches and accessibility constraints may arise. Additionally, the study will investigate key attributes of effective mentees, as well as the quality of mentor-mentee relationships. The research aims to develop a relevant and evidence-based framework tailored to the mentorship needs of undergraduate students by analysing student perceptions. The findings will offer valuable insights into optimizing mentorship structures, enhancing student engagement, and improving mentorship outcomes in higher education settings. This study contributes to the growing discourse on pedagogical strategies that foster student support and career preparedness within tertiary institutions. 

1. Empowering Neurodivergent Voices: A Path to Neuroinclusive Practical Teaching 

Sara Smyth, Sara Croft 

As the launch of the new Bioscience Superlab approaches this September, discussions around pedagogical practices in specialist spaces have sparked interest, and thoughts were considered on how we could ensure it is a neuroinclusive environment tailored to support neurodivergent students' unique learning experiences. Pedogeological practises have been at the heart of these discussions but, whilst there was a lot of research around neurodivergent learning in the classroom, there was little to go on around neurodivergent learning in a laboratory setting. 

Through a thoughtfully designed survey, neurodivergent students were given an anonymous platform to express their views, share past experiences, and articulate expectations for laboratory practices. By empowering neurodivergent students to advocate for their preferences and raise awareness of their needs, this project fosters a culture of understanding, empathy, and conscientious teaching practices. It highlights neuroinclusive design as a cornerstone for creating supportive academic environments. The outcomes of this project serve as valuable guidance for educators, offering fresh perspectives on how neurodiverse learners navigate laboratory settings and how these spaces can be refined for optimal engagement and confidence whilst fostering a culture of understanding, empathy, inclusivity and embedded conscientious practice. 

2. Innovation in Curriculum Design: Allowing Higher Education Students to Choose Their Own Assessment Methods  

Kelly Winfield 

Innovation in curriculum design is essential for adapting to the changing needs of students and the demands of society. Traditional assessment methods often do not account for diverse learning styles, potentially limiting the ability to accurately measure student capabilities. This presentation proposal outlines a study that explores the impact of allowing students to choose their own assessment methods within a higher education context, assessing its effects on student engagement, motivation, and learning outcomes over an academic year.  
 
The existing literature highlights the limitations of traditional assessment methods in addressing diverse learning needs, with some research suggesting that alternative assessments can more accurately reflect students' abilities. The positive relationship between student autonomy and engagement is well-documented, yet there is limited research on the specific impact of allowing students to choose their own assessment methods. This study aims to fill this gap by exploring the potential benefits and challenges of such an approach. 
 
This research will contribute to the growing body of knowledge on curriculum innovation in higher education by exploring the impact of flexible assessment methods. By investigating the potential benefits and challenges, the study could inform future curriculum design practices, making them more responsive to student needs. 

3. Enhancing Cognitive Engagement and Collaborative Learning in Masters in Public Health Students: Using Digital Pedagogy 

Sabha Nisar, Mel Smith 

This study explores the use of Padlet as an innovative approach to fostering cognitive engagement and collaboration among students in the Master’s in Public Health programme at the University of Derby. Grounded in the CoDil framework, the study sought to create a learning environment that deepened knowledge and honed critical skills for real-world public health practice by the UKPHR standards (Reinhold et al., 2024;PHF, 2021). This study aims to cultivate these competencies in students, enhancing their academic and professional growth while aligning with the University’s access and participation plan to improve student outcomes and employability. 

Using a mixed-methods approach, the study incorporated Padlet-based activities into classroom lectures, followed by data collection through a survey based on the assessment tool developed by Greene and Miller (1996). Semi-structured interviews were also conducted in a focus group discussion to gain deeper insights into students’ perspectives. Three themes were identified through thematic analysis: ‘Enhanced understanding’, ‘Interaction, motivation’, and ‘Peer collaboration and teamwork’. Quantitative data was analysed using SPSS. The results were compelling: 83.2% of students reported that the activities were both cognitively engaging and collaborative, with Padlet’s use significantly contributing to goal attainment and motivation (p<0.001). Furthermore, congruent with several studies (Haleem et al., 2022; Gill-Simmen, 2021a), Padlet enhances learning outcomes, helping students plan and monitor their academic and professional progress. This case study highlights the value of integrating Padlet as a versatile digital tool to support both student and educator development in public health education. Its use enhances blended learning, fosters interdisciplinary collaboration, and promotes inclusive learning. For educators, it offers an efficient way to provide real-time feedback and monitor progress, contributing to improved summative outcomes. Overall, the findings advocate for the continued use of digital tools like Padlet to enrich teaching practices and support sustained professional growth. 

1. Connecting Students as Active Researchers in the Creative and Cultural Industries 

Ava Hunt 

This paper will reflect upon my practice as an applied theatre practitioner, using a/r/tography research methods occupying the roles of artist, researcher and teacher simultaneously.  The fluid nature of this methodology contributes directly to how research informed pedagogy benefits student learning.  The inclusion of my students in research to generate new knowledge in applied theatre.  The nature of applied theatre and drama practices with, by, and for communities or young people employ participatory and active modes of learning.   Using research informed teaching methods has created new knowledge being published in peer reviewed journals and books, this reflects international recognition of the benefits of active learning (Stinson). Destinies was an award-winning project with unaccompanied asylum seekers and the opportunity for both undergraduates and master’s students to participate and contribute to my research findings provided rich and powerful learning opportunities for them as well as participants.  Inquiry-based learning allows these rich pedagogic opportunities to become embedded in the student’s own practice (Healey). Learning is captured in their essays, portfolios, and practice, enabling students to recognise the importance of producing knowledge that has “different meanings in different contexts” (Healey 2004, 714).  But the benefits for the students has gone beyond the learning outcomes of the module, alumni have reported the direct benefit of being active researchers in the creative and cultural industries and how this has contributed to their career trajectory. 

2. Empowering students as ‘change agents’ in the media industry through the Transforming Journalism Conference experience 

Caroline Jones 

In turbulent times across the media industry, there is increasing pressure on students, graduates and early-career professionals to not only demonstrate editorial, technical and digital literacies but also to ‘bring new ideas to the table’ (Broersma and Singer, 2021). This need to be innovative – in effect, to become ‘change agents’ (Ottaway, 1983) – can put immense stress on learners, with emphasis placed on the individual practitioner to be the ‘saviour’ of the future (Brouwers and Witschge, 2020), sometimes to the detriment of original thought and imagination. Educators, therefore, are obliged to provide opportunities and safe spaces for students to be creative, allowing them to experiment with new ideas and take risks within a supportive learning environment (Jones and Nelson, 2024). This presentation will explore impactful pedagogical practice which connects students with research as active participants, encouraging them to be confident generators of new knowledge and disruptors in their field (Broersma and Singer, 2021). Specifically, it examines efforts being made to do this by the University of Derby’s MA Journalism programme. Each year, students participating in its annual Transforming Journalism conference are tasked with arguing what new approaches, attitudes or behaviours should emerge within the media industry, challenging them to consider sustainable development, social justice and facilitating marginalised voices as possible outcomes of their ideas. This presentation will explore the positive effect of this approach on students’ confidence, creativity and knowledge generation, while demonstrating the importance of educators empowering their learners to be effective change agents and active citizens when entering industry. 

1. The School of Sport and Exercise Science “Equity, Diversity, Inclusion and Belonging (EDIB) Toolkit” 

Laurice Fretwell 

The School of Sport and Exercise Science (SSES) has developed an “Equity, Diversity, Inclusion and Belonging (EDIB) Toolkit”. The Toolkit encourages and supports colleagues to innovate within their modules by offering practical strategies to create an engaging, inclusive, and supportive learning environment. Additionally, it helps colleagues implement the University's digital learning baselines.  
 
The toolkit was built from the gathering of best practice within the SSES, reviewing local data, and through the consultation of emerging practice and research findings from across the sector; it contains a range of activities that can be incorporated into in-person taught sessions.  Embedding multiple smaller activities into standard practice, rather than relying on a single intervention, will help to enhance BAME students’ sense of belonging and contribute to closing the awarding gap.  These challenges are complex and multifaceted, requiring a nuanced approach rather than a one-size-fits-all solution. The toolkit contains 15 suggested activities such as: sharing a “get to know your module leader” slide to help build relationships, mixing groups for projects to support wider peer networks, actively promoting EDIB-related events. 
 
38 staff are involved in an EDIB Toolkit pilot, trialling a minimum of two self-selected activities each over the 2024/25 spring semester
 
The pilot will be evaluated according to the Theory of Change model utilising quantitative data (e.g., performance data) and qualitative data (e.g., surveys). Key findings will be presented, alongside implications for further development of the EDIB Toolkit. 

2. Empowering Active Learning: Unleashing the Power of Adobe Express, Clipchamp, and Media-Based Assessments 

Matt Gilooly, Chris Bell 

This session will explore how academic colleagues can leverage accessible media tools such as Adobe Express and Clipchamp to foster active pedagogical approaches and develop students’ valuable digital communication skills.  
 
We'll demonstrate how to integrate media-based assessments, such as video essays, narrated presentations, and animated explainers into your curriculum. We’ll also explore how student-created media not only deepens understanding of course concepts but also enhances communication, creativity, and collaborative problem-solving – skills highly sought after in today's workforce.  
 
This workshop will provide practical strategies for designing effective media assignments. You'll learn how to utilise the intuitive interfaces of Adobe Express (including its animation and stock media capabilities) and Clipchamp (with its text-to-speech voiceover and Microsoft 365 integration) to enable high-quality content creation. We’ll also explore how resources such as Pexels and Adobe Firefly can enhance your existing content.  
 
By the session end, participants will have gained confidence in incorporating these widely accessible tools which, when used meaningfully, can help transform students from passive recipients of knowledge to active content creators, and even develop their sense of purpose and self-esteem

1. Think, Reflect Succeed: An approach to effective attainment raising outreach with secondary-age learners 

Krisha Bainham, Nathan Robertson 

The Widening Participation (WP) Team’s Think, Reflect, Succeed (TRS) programme has been developed in response to drivers to support young learners to raise attainment. The programme offers a new approach for provision of raising attainment outreach and is a move away from the traditional offer of revision technique activities.   
 
Developed by the WP Team using the teams’ own reflections, research into best practice, and ‘what works’ evidence, the programme is delivered to up to 200 local learners from under-represented groups per year in collaboration with the DANCOP partnership who have helped support scale-up of the programme.  
 
TRS takes metacognitive and self-regulated learning strategies as the basis for sessions on reflection, critical thinking, and researching skills. Evaluation is mapped using a theory of change (ToC), and evaluated through a mixed methods approach, giving both quantitative and qualitative data against which outcomes and impact measures are tracked.  
 
This presentation will review the development of TRS and the emerging findings within the context of institutional, local, and political drivers, with a further analysis of socio-economic, demographic and geographic factors.  
 
It puts forward the view that metacognitive and self-regulated learning strategies have a positive impact on raising attainment, and that the use of theories of change and mixed evaluation methods are highly beneficial for measuring success, outcomes and impact. 

 2. Leveraging Generative AI Tools in Blackboard Ultra and Office 365 to Support an Innovative and Accessible Curriculum 

Chris Bell; Keith Taynton 

In the evolving landscape of higher education, digital platforms are increasingly integrating advanced technologies into existing systems to enhance teaching and learning experiences. Blackboard Ultra's generative AI tools, including the AI Design Assistant, AI Conversations, alongside Microsoft Copilot, are at the forefront of this transformation.  
 
During this academic year, these tools have helped colleagues to curate structured, engaging, and personalised module content. The AI Design Assistant automates the generation of discussion prompts, and assessment items, providing tutors with the opportunity to use these tools as a catalyst for more engaging and active approaches to teaching. Alongside these productivity gains, the AI Conversation tool in Blackboard Ultra can also facilitate dynamic role-playing scenarios, which can help foster deeper student learning whilst building empathy and compassion.  
 
Additionally, Copilot in Microsoft Office 365 has supported academic colleagues with real-time assistance in drafting documents, providing inspiration for learning materials, and synthesising information, thereby streamlining administrative processes and enhancing learning and teaching.  
 
This short session will explore the implementation and impact of these AI-driven features across the University, highlighting case studies and feedback from both academic colleagues and students. Initial findings suggest that the integration of Generative AI in Blackboard Ultra not only streamlines processes but, when used meaningfully, also enhances the overall student experience by promoting creativity, critical thinking, and active learning in the curriculum. Furthermore, the wider use of Generative AI in our virtual learning environment demonstrates the potential for AI to support accessibility and drive educational equity by helping to create a flexible, personal and inclusive learning environment, where all students have access to the resources and learning they need to succeed. 

3. From Struggle to Success: Enhancing Numeracy Skills in Higher Education and Beyond 

 Ovidiu Bagdasar, Naomi Bowers-Joseph, James Howell 

Many students in higher education face challenges with basic math skills, even in STEM fields. While they may grasp physical principles, tasks like rearranging equations or manipulating algebraic expressions often prove difficult. This struggle can hinder academic progress, leading to frustration, anxiety, lower grades, and, in severe cases, disengagement or dropping out. The numeracy gap—the disparity between desired and current skill levels—has broader societal implications, as poor numeracy is linked to reduced earning potential, limited career opportunities, and difficulties with financial management,  costing the UK economy billions each year. 
 
This talk will explore how innovative teaching methods and digital tools have been integrated into mathematics pedagogy for large computing classes, incorporating research on math anxiety and formative assessment. Novel numeracy training courses, developed by Derby academics and powered by the Elevate My Maths platform, have significantly enhanced student experiences and outcomes. Over 1,500 digital badges have been awarded for course completion, reflecting their success. 
 
These courses align with the "Numeracy, Statistics, and Financial Literacy" Skill Set of Develop@Derby, are integrated with Blackboard, and are accessible to all University of Derby students and staff, international partners, applicants, regional learning communities, and organizations seeking workforce upskilling. 
 
Additionally, updates will be shared on the latest course offerings, deployment strategies, student engagement and performance, the Numeracy Without Borders initiative with Harris Learning Solutions, and the impact on key university performance indicators. 

Embedding Education for Sustainable Development: A Strategy for Connected Pedagogy 

Quinn Runkle, Director of Education at SOS-UK (Students Organising for Sustainability) 

The University of Derby has made a strategic commitment to embed Education for Sustainable Development into all its programmes of study. This keynote presentation will explore the importance and value of this commitment to our students as future graduates and leaders within society and the economy. It will discuss pedagogies which have the potential to actively connect students to each other, their places of study, communities and industry in the collaborative pursuit of a more sustainable and equitable future. 

1. Thriving, not just surviving: Developing and evaluating a neuro-inclusive pedagogical model in higher education 

Jack Parker 

Despite the exponential increase in neurodivergence within the population, neurodivergent students remain underrepresented in UK higher education (HE) and are ten times more likely to withdraw from their studies. It is essential that universities make reasonable adjustments for them and crucially, that they provide a pedagogically evidence-based, curriculum.  

While standalone inclusive pedagogies such as Universal Design for Learning, strengths-based approaches, social-emotional learning, restorative justice, differentiated instruction, and assistive technology each offer promise, they are rarely integrated into a coherent, practical framework for HE teaching. This presentation proposes an innovative, evidence-based teaching model that synthesises these pedagogies into a unified model, designed to support neurodivergent students and, by extension, enhance inclusivity for all learners. 

The model will be co-produced with neurodivergent students and staff to ensure that it reflects lived experience, accessibility, and pedagogical effectiveness. It will offer strategies for inclusive curriculum design, assessment, and classroom practices. The presentation will share preliminary findings from the model’s development and discuss implications for institutional policy and practice in creating neuro-inclusive learning environments, ensuring equitable access to education for all. 

2. Growth and development of Derby Language Centre's EAP in-sessional support for 'international' students 

Alex Hudson 

Derby Language Centre advertises its classes as ‘In-sessional EAP (English for Academic Purposes) support classes for international students and/ or students whose first language isn’t English’. Students that we work with come with many labels such as, international, EU, EAL, WP, or even home students who need support with academic English. There is not one term to sum up all the students we work with. As Tibbets and Chapman (2023) state any attempt to do so could lead to our support being seen as a deficit model, whereas issues around academic literacies are not exclusive to international students. What is clear is that what connects all these students is that language use is viewed as an obstacle by them to success at university (Bond, 2020) and that our support is seen as a bridge to overcoming this barrier. By making it clear to ourselves who we are and what we do, identifying ourselves to colleagues and through collaboration with colleagues to set up an integrated non-credit bearing academic writing support module on the Masters in Public Health programme, we have been able to develop and grow our in-sessional support offer, reaching out to support more students. This talk will discuss how this module came about, how we mediated in terms of academic cultural orientation, as well as academic literacies, with staff and students, and how we have used the knowledge we have gained to inform and adapt our support in other subject areas.  

1. Enhancing Student Support After Assessment Failure at the University of Derby  

Simon Williams, Tom Rigby, Ariana Skillington 

Student failure in higher education can negatively impact academic progression, well-being, and retention. Despite existing support services, inconsistencies in accessibility and effectiveness leave many students feeling isolated and unsure of their next steps. This research explores the experiences of students following assessment failure at the University of Derby, identifying gaps in support and proposing evidence-based recommendations to support students.  

University of Derby Occupational Therapy students undertaking a leadership placement in the school of Allied Health and Social Care conducted research into students’ experiences around assessment failure.  Using a phenomenological approach, collected qualitative data via an online questionnaire. Thematic analysis revealed key issues, including unclear signposting to support services, inconsistent feedback practices, and the psychological impact of failure. Findings highlight the need for structured, standardised interventions to promote resilience and engagement.  

Short-term recommendations include personalised tutor feedback, proactive, supportive communication, and structured one-to-one meetings. Long-term strategies focus on post-failure support policies, strengthening the role of Personal Academic Tutors, and implementing peer mentoring schemes to create a culture of shared learning. Grounded in Self-Determination Theory, this study highlights the importance of autonomy, competence, and relatedness in student recovery. Reframing failure as a learning opportunity, universities can enhance retention, well-being, and academic success. 

2. Empowering Student Placements: The 'All About Me' Sheet for Personalised Learning and Support  

Laura Fox-Lee 

Research into placement support plans is scarce, with existing examples often lengthy, practitioner-led, and misaligned with student needs. These approaches frequently assume that students can articulate their support requirements in predefined terms, which may not reflect their actual experiences or needs. 
 
This session introduces the All About Me sheet, a one-page support plan designed by placement students. The tool enables students to communicate their needs in their own language, shifting the focus from diagnosis-based assumptions to personalised, practical support. For example, rather than stating a condition such as autism and relying on others’ interpretations, students can specify that they need processing time after meetings. This approach fosters student empowerment while ensuring support is relevant and meaningful. 

3. Learning Support Mentor: A Model For Supporting Student Success 

Theresa Critchlow 

Mental health challenges among student nurses are a significant concern, with many experiencing issues like social isolation, post-traumatic stress, and anxiety. Studies show that around 50% of nurses report symptoms of burnout, anxiety, and depression, while about one-third experience depression.  
 
This project combined two approaches to enhance academic support and student success. The CHIME (Connection, Hope, Identity, Meaning, and Empowerment) framework, used in mental health and recovery programs, ensures holistic and individualized care. Applying CHIME to students facing similar difficulties can support their recovery and success.  
 
Jeffery's Nursing Universal Retention and Success (NURS) model aims to improve nursing student retention and success by addressing academic, environmental, psychological, and professional factors. This model is adaptable and supports diverse student needs through proactive strategies. 
 
By merging these models, the project introduced "Peer Led Support Mentors" (LSMs). These mentors provided non-judgmental, empathetic support, acting as critical friends and guides. They worked with colleagues to ensure high achievement and positive progression, engaging and motivating students to overcome learning barriers. Trauma Risk Informed Management (TRiM) training was also provided, allowing for a holistic approach to managing traumatic events. 
 
The programme included 168 students across seven cohorts at two sites. LSMs conducted 98 targeted interventions with 43 students throughout the year. This led to a 2% improvement in first-attempt pass rates, a reduction in attrition from 6.3% to 3.7%, and a 7% increase in program engagement. Overall, the project achieved excellent honours and 100% employability for graduates in Summer 2023 and Spring 2024. 

1. Decolonising Interdisciplinary Pedagogic Approaches: Echoes from the Global South  

Igor dos Santos Mota, David Holloway, Melanie Pope 

The urgent need to decolonise university curricula, in order to tackle awarding gaps and promote equity and belonging through modes of inclusive teaching and learning, has prompted a wave of progressive pedagogy, especially in the Global North – much of it advocating shifts in the subject matter and perspectives embraced within particular disciplines, or changes to teaching tonality and style (Morreira et al, 2021). Given the context, this paper aims to analyse pedagogic approaches from the Global South, more specifically from Brazil, and its potentials for interdisciplinary thinking and action, in order to help decolonise our curricula. As a research corpus, the following pedagogies were analysed, based on the referenced authors: Afro-Brazilian Pedagogies (Da Rosa, 2019; Pinheiro, 2021), Quilombola Pedagogies (Firmeza et al., 2022; Bispo dos Santos, 2023), Indigenous Pedagogies (Krenak, 2022), Pedagogies of Circularity (Ferreira, 2021) and Pedagogies of/from Crossroads (Rufino, 2019, 2021). Early results show that there is an innate interdisciplinary nature to the pedagogies analysed, mostly linking ancestral epistemologies through articulation of theory and practices. UK education systems could make good use of the learnings from these pedagogies, adapting it to the given cultural and social landscapes. It should be considered that decolonising our educational literature and teaching theory will help us drive change to our educational contexts, promoting social justice and democratic education to our students 

 2. Enhancing Connected Pedagogies through Research-informed Internationalisation of the Curriculum in Higher Education 

Dr Gemma Marmalade, Dr Maria Urbina Montana, Dr Jennifer Marshall  

In an increasingly globalised world, the internationalisation of the curriculum (IoC) in higher education institutions is crucial for fostering connected pedagogies that promote intercultural understanding and social justice. This presentation led by academics from the College of Arts, Humanities and Education IoC working group at the University of Derby aims to explore innovative strategies for integrating IoC into academic programmes, examining its impact on student engagement, learning outcomes, and community building. 

The presentation will begin by defining the concept of internationalisation from its most current research-informed perspective and its relevance in today's educational landscape. We will highlight case studies we have implemented as a working group, evaluating best practices that not only enhance academic rigour but also cultivate a sense of belonging among diverse student populations. Participants will engage in discussions on how IoC can be tailored to accommodate local contexts while maintaining a global perspective. 

Key themes will include the role of collaborative learning and the incorporation of diverse perspectives into curricula to facilitate cross-cultural interactions. Furthermore, we will address challenges faced by educators and institutions in embedding IoC and offering practical solutions to overcome these barriers. 

Attendees will gain insights into how IoC can serve as a powerful tool for promoting social justice and equity in higher education. The presentation will encourage participants to rethink and update their pedagogical approaches and inspire a commitment to sustainability and inclusivity in their teaching practices, ultimately leading to the development of a more interconnected and just global community. 

1. Embedding Sustainability Mindset Principles in Enterprise Education: A Toolkit for Practitioners 

Barbara Tomasella, Anne Wylie, Alison Lawson 

This project transforms enterprise education by developing comprehensive tools to measure and nurture sustainable competencies among future business leaders, inspired by the Sustainable Mindset principles pedagogy (Rima). Located at the intersection of entrepreneurship, sustainability, and pedagogical innovation, the initiative responds to the urgent need for business education informed by pedagogies that support the development of skills or knowledge needed for future leaders aligned with the Sustainable Development Goals. What distinguishes this toolkit is its focus on a whole person learning pedagogy. Rather than merely teaching sustainability concepts, the project cultivates the emotional and spiritual intelligence necessary for transformative leadership in sustainable futures (Rimanoczy, 2020).  
The pedagogical framework emphasizes active citizenship through systems thinking that positions organizations within their broader societal context. The project develops assessment and related measurement tools that prioritize critical reflection and personal development. These approaches enable practical application of sustainability principles in entrepreneurial contexts. By equipping students with both the technical knowledge and ethical foundation needed for sustainable enterprise, the project prepares a new generation of business leaders who understand that long-term economic success depends on addressing social and environmental challenges (UN PRME, 2007). These graduates will possess the mindset and skills needed to lead transformative change toward more sustainable business practices. 

The project builds on previous research (EE-SMP, 2024), which focused on active learning activities, in creating practical resources that enable educators to embed sustainability mindset principles across enterprise education modules.  

2. Enhancing Student Learning Through Industry Collaboration: A Case Study with Leonardo Hotels 

Leonard Cseh, Edward Gallier 

This session explores an innovative collaboration between academia and industry, developed over several years in partnership with Leonardo Hotels, UK & Ireland. The initiative aimed to bridge the gap between theoretical learning and real-world application by integrating interactive guest lectures and live industry briefs into the curriculum. Senior industry professionals led a series of four-hour interactive sessions where students engaged with real challenges facing the organization, allowing them to analyse, design, implement, and discuss strategic solutions.  
Building on this foundation, the collaboration expanded to support Level 5 students in a sustainability module through a live industry brief. Students selected one of five key development areas and engaged in virtual interactions with Leonardo Hotels in weeks 3 and 5. This process culminated in an on-site session at Leonardo Hotel, Derby, where students presented their research-in-progress to senior industry colleagues. The professionals provided critical feedback, offered insights for further development, and acted as consultants, guiding students with real-time industry data.  

This applied learning approach not only enhanced students’ module-specific competencies but also contributes to subsequent coursework in Hotel Revenue Management and Facilities & Venue Design in spring 2025. The initiative resulted in a 100% first submission rate, a 100% first-time pass rate, 100% student satisfaction and an 11.2% increase in grade averages for Academic Year 2024-25 compared to 2023-24. Furthermore, it led to a 6% improvement in the overall university grade average, demonstrating the effectiveness of industry-academic partnerships in enhancing student outcomes. 

3. Gamification at EU Business School: The Use of Brainstorming Prompts and Leaderboards in Developing a Leadership and Management Module 

Miguel Medina 

Steve Jobs said innovation distinguishes a leader from a follower, and in educational settings gamification is identified as a powerful educational tool to foster innovation, improve student competences and meet learning outcomes. Understanding the role of gamification in education, therefore, means understanding under what circumstances game elements can drive learning behaviour. This proposal explores the use of gamification as an innovative teaching technique to foster student engagement and capacitate would-be graduates beyond competencies, exams and written or oral assignments, using a case study methodology. The proposed piece of work analyses how some gamification techniques have been used in one of the BA (Hons) in Business Management module taught at EUBS, namely Developing Leadership and Management (henceforth, DLM) during the 2023-24 and 2024-2025 academic years.  

The document is based on a comparative analysis of two techniques, brainstorming prompt and leaderboards, that were used during the DLM seminars on some occasions. The document includes insights on relevant aspects such as class dynamics, student engagement, role setting, goal achievement, group action or concept clarification. The document contains some concluding remarks and aims at providing some recommendations for improvement. Hence, the proposal captures the experience over two academic years in relation to these 'good practices' and shares the extent to which these techniques get students acquainted with some of the most pressing concerns concerning today’s leadership and management development: interpersonal skills, managerial abilities and organisational support. Level 6 students are about to cross the Rubicon, and gamification can help them improve their leadership and management traits. 

1. AI and Inclusive Education for Neurodiverse Students: A Quantitative Investigation on Career Readiness and Labor Market Inclusion 

Rafailia Nikoletta Kallioupi, Penny Louka, George Pilafas 

This presentation explores inclusive pedagogical innovations that bridge the gap between education and the labour market for neurodiverse students (e.g., autism, ADHD, dyslexia). Appreciating the unique cognitive abilities and challenges of neurodivergent students, this study emphasizes flexible teaching methods that prepare students for careers and professional success. Major strategies include AI-driven career advising, employing machine learning to customize professional advice, decision-making, and career-readiness skills based on individualized cognitive profiles. Additionally, learning pathways are tailored to cater to different cognitive styles to facilitate utmost engagement and usability in career preparation. Sensory-friendly learning environments combine "quiet learning spaces" with AI-boosted immersive workplace simulations minimizing cognitive overload while mirroring real-world professional environments. 

The study employs a quantitative research design, analysing the impact of AI-based and inclusive pedagogical interventions on the career aspirations and employment readiness of neurodiverse students. Using structured surveys and standardized assessment tools, data is collected from students in higher education institutions. Key metrics include self-perceived career preparedness, confidence in job-seeking, interview competence, and employment placement rates. Statistical analyses, including comparative and inferential techniques, measure the effectiveness of AI-driven career guidance and inclusive pedagogical strategies in enhancing employability outcomes. 

This research intersects artificial intelligence with inclusive education and proposes an AI-powered, scalable model for supporting neurodivergent learners in their transition to the workforce. The findings aim to provide further and higher education providers with data-driven insights into the optimal use of AI in developing inclusive career pathways, ultimately aligning education with employment for neurodivergent individuals. 

2. Belonging through “Mattering” in a Design studio 

Jo Ray, Charlotte Clewlow, Emma Rowlson 

MA Design aspires to a responsible + restorative design approach, that strives to honour the knowledges of our community while bringing new skills and perspectives. We embed ‘Convivial’ practice-led design research methods (Stappers & Sanders) as a key tool for students in problem-finding and problem-solving processes. Testing Gauntlet’s assertion that "Making is connecting" we explore spatial, embodied, and material processes in our pedagogy.  
Our goal is to create a space where our diverse cohort of students—spanning different ages, genders, cultural backgrounds, and neurodivergent experiences—can sense, articulate, and attend to their responsibilities to each other and to the wider community. 

Framing our practice through the generative qualities of ‘Matter’ (Barad) and process(Whitehead), we investigate how these concepts contribute to the conditions for belonging within creative learning environments.  

In this session we explore intentional and emergent co-creative processes such as Mapping, Model making, Movement, improvisation, and laughter as part of our pedagogic practice, and  invite reflection on the implications of this pedagogic approach. 

We critically question the implications of drawing on students’ lived experiences in the studio setting. For our neurodivergent, international, and gender-diverse community, is this an opportunity for decolonizing practice, or does it risk becoming another form of oppression? This session seeks to explore the potential of participatory practices to create inclusive, ethical, and responsible learning environments that foster a sense of belonging for students and staff as a community. 

1. Enhancing Digital and Employability skills through the Jisc Discovery Tool 

Charlotte Gregory-Ellis 

This presentation explores the integration of the Jisc Discovery Tool within higher education curricula to enhance students' digital capabilities and employability skills. By embedding this tool, particularly in career-focused modules and Personal Academic Tutoring (PAT) sessions, we aim to bridge the gap between pedagogical practices and the digital proficiency required in the modern workforce. 
 
The Jisc Discovery Tool offers a comprehensive framework for assessing and developing digital capabilities, making it an ideal resource for embedding within the curriculum. Research indicates that digital proficiency is increasingly critical for employability, with employers seeking graduates who possess strong digital skills. 
 
The session will evidence the effectiveness of the Jisc Discovery Tool in enhancing students' digital skills, illustrate how integrating the tool within career-focused modules and PAT sessions can improve employability, and share best practices and insights from the implementation process. 
 

2. Connecting Pedagogies with students and staff using a digital portfolio to purposefully address the theory-practice gap in initial teacher education 

Laura King 

This study explores the experiences and impact of Beginning Teachers using a digital portfolio and reflection as a pedagogy linking university-based learning to practice in schools. The aim of this pedagogic research is to improve student learning, experience and outcomes, making learning more engaging.  

Students participated in a reflective activity using PebblePad in their workshop within their School Practice Module. Participants in the study completed a semi-structured questionnaire. The findings have been analysed using thematic analysis.  

The impact of this research is to strengthen student learning and transformative change through deeper understanding of student experiences of reflection through a digital media. This connects pedagogies with students and staff through using the digital portfolio in a purposeful way. The findings have direct links to the Access and Participation Plan (University of Derby, 2020) because it demonstrates that students perceive this pedagogical approach to reflection to be inclusive and enables them to engage explicitly in making links between university-based theory and practice in school. This contributes to their developing teacher identity and builds skills for employability in the future. 

3. ITaP – a solution to the missing link between theory and practice   

Grace Hoskins and Beth Holmes 

This presentation explores pedagogies that connect students with colleagues, each other, and communities of practice in Initial teacher Education. It shows how students connect with research as active participants.  
The implementation of ‘intensive training and practice’ (ITaP) is new to the programme (DfE, 2022).The intention is to strengthen the praxis between exploring theory and classroom practice using the model of:

• introduce
• analyse
• prepare
• enact
• reflect  

(National Institute of Teaching, 2023) 

The ITaP explored comes at a pivotal point in the ITE journey where Beginning Teachers (BTs) in their first school placement develop their knowledge, application and reflections on how pupils learn. This is refined to develop understanding of these learning processes through the BTs reflections (Brookfield, 2017). In this ITaP BTs explore that if pupils are regularly encouraged to retrieve information from memory, it can help pupils consolidate material and help them remember what they have learned (EEF 2021 a and b). A common misunderstanding for teachers can be that retrieval practice takes place at the beginning of a lesson as a single planned activity (Evidence Based Education, 2023). An unforeseen result of this ITaP was the creation of opportunities to explore a lethal mutation (Brown and Campione, 1996) as BTs were encouraged to debunk such myths and engage with research. This led at times to tensions between theory and the practice they were witnessing (Segal, 1998, Petrarca and Bullock, 2014).

The interpretivist research approach taken attempts to explore the phenomenon identified and identify next steps. This work could be significant for other HE professional training programmes where tensions between theory and practice are identified. 

1. Evaluating Inclusive Pedagogic Practice in Higher Education: What Does Success Look Like?  

Helen Teasdale 

Success in Higher Education Institutions (HEIs) has traditionally been measured through macro-level outcomes such as institutional academic performance and retention rates. However, these metrics overlook individual student priorities, the intersectionality of student populations, and the best practices of inclusive education within HEIs.  
  
Measuring students’ sense of belonging (SoB) offers a compelling alternative. Research highlights that belonging in Higher Education (HE) is a key factor in academic success and retention (Pedler et al., 2021). Students with a strong sense of belonging also exhibit higher engagement (Mulvey et al., 2022), greater academic self-confidence (Pedler et al., 2021), and improved well-being (Suhlmann et al., 2018). However, not all student demographics experience belonging equitably (Museus et al., 2018).  
  
This session presents research on developing a resource that uses sense of belonging to evaluate the effectiveness of inclusive pedagogy at the micro (classroom) level across an intersectionally diverse HE student population. While educators and institutions worldwide strive to create inclusive learning environments that support both academic success and student well-being, there is currently no established method for assessing inclusive pedagogy at the classroom level. By positioning belonging as a key metric in evaluating inclusive pedagogy, this project aims to provide a more holistic understanding of student success.  

2. Empowering the Disadvantaged Learner: Connected Pedagogies through Metacognition, Oracy and Drama practices

Anna West and Caroline Barthe 

This interactive session explores how connected pedagogies (Mercer & Dawes, 2014) can be used to enhance outcomes for disadvantaged learners across the post-16 sector. Drawing on research from Mercer (2000), Alexander (2008), the Education Endowment Foundation, and the Oracy Commission, the session demonstrates how oracy, drama and metacognition can work together to support academic progress, emotional literacy, and student confidence. 

Attendees will take part in short, research-informed oracy activities that model inclusive, empowering practice, with practical strategies transferable to both vocational and academic settings. 

This session offers valuable insights for colleagues working in Higher Education, particularly those supporting widening participation, student engagement, or inclusive curriculum design. The strategies shared—grounded in dialogic teaching and whole-person learning—can help bridge attainment gaps, enhance student voice, and create more equitable learning environments in HE. 

By focusing on the power of structured talk, reflective thinking, and creative expression, the session supports colleagues in designing learning experiences that foster deep understanding and support student success at all levels. 

3. Inclusivity doesn’t mean ‘exclusivity’ 

Louise Robinson 

Less than 0.3% of the national UG and PG student population is made up of persons who have hearing loss, fewer still who are deaf and whose first language is British Sign Language (BSL). Derby has the largest deaf population in the UK, so you may naturally expect that the community of deaf HE students is greater than at other institutions - but this isn’t the case. This ongoing research is looking at ways of identifying and overcoming potential barriers which may be preventing deaf students from entering HE and assessing the current educational, social, and technical environments to evaluate factors around inclusivity and support. Alongside this, current research and recommendations around teaching deaf students are being considered with regards to inclusive practice and how these adjustments may benefit all students and move more towards universal design for learning whilst possibly providing optionality of assessment. As well as encouraging more deaf students into HE and raising career aspirations, we must then consider the working environments upon graduation – one of them possibly being an academic environment. Therefore, as well as considering the institution as a place to learn, we must also consider it as a place to work and how well adapted our environments are for staff who are deaf or have hearing loss, whether they are academics or support staff. A greater level of deaf awareness as well as inclusive technologies, best practice (or at least understanding worst practice!) and movement towards positive terminology would help to build a more welcoming and inclusive environment.

1. Enablers and Barriers to Healthcare Degree Apprenticeships - lessons for learning  

Denise Baker, David Robertshaw 

The NHS Long Term Workforce Plan (2023) identified apprenticeships as a key strategy to address workforce shortages in healthcare. However, barriers such as financial constraints, limited placement capacity, and challenges in employer-education provider coordination hindered their expansion.  

This study explored these barriers and enablers through a mixed-methods approach, including a narrative literature review, surveys, and interviews with apprentices, higher education professionals, and NHS employers. Findings highlighted four key themes: financial sustainability, employer-education collaboration, capacity and infrastructure, and public perception.  

The research revealed that while apprenticeships promoted workforce retention and widened participation, issues such as funding instability, supervision shortages, and stigma continued to impact their scalability. Addressing these challenges through improved funding models, enhanced collaboration, and strategic policy support would be essential for integrating degree apprenticeships into the NHS workforce strategy. How can lessons learned from this research inform apprenticeship delivery and pedagogy in all sectors?  

2. Scoping review of the use of generative artificial intelligence in nurse, social worker and teacher training 

Michael Balkow, Ian Baker 

Artificial Intelligence (AI) systems based on large scale language models such as ChatGPT can create coherent and convincing humanlike writing in seconds. Many public service professions, such as social work, clinical psychology, counselling, nursing and teaching need core skills in the writing of documentation, yet writing is not the core aim of the job – rather spending time with service users and communities. The introduction of Generative AI has the possibility of assisting with written tasks within professional roles, freeing up more time for workers to connect with those they support.  
  
As AI is set to become increasingly common in the workplace, higher education establishments need to consider the widespread impacts of generative AI and the use of such tools within processes and practices; vital skill development to prepare students for employment and industry where AI may be the norm. Coupled with this, the ability to critically evaluate generative AI usage in terms of concerns around bias, confidentiality, ethics, and deskilling will be key to shape future workspaces considering to what extent AI will assist or replace human processes.   
 
To examine this a scoping review was conducted to explore how using Generative AI within higher education could prepare pre-registration students in nursing, social work, and initial teacher education, for using Generative AI in their practice. This was a seed corn funded project, under the University of Derby’s Public Services Strategic Priorities. 
 
The review summarised that there are multiple potential professional applications of AI in industry but a lack of coverage in university curriculums, which will be needed to train the future workforce in AI competence.    

3. Competency-based education for sport and exercise science: Entrustable Professional Activities (EPAs) for student development  

Dr Charlotte Chandler 

Entrustable Professional Activities (EPAs; Bradley et al., 2022a, 2022b) represent the safe and effective conduct of activities associated with a profession’s requirements. They have the potential to be embedded within taught curriculums and assessed as a method of formally recognising and documenting students’ capabilities. Competencies are linked to to work-based actions and represent an opportunity for students to develop skills and knowledge required for applied practice. Typically, individuals working within sport and exercise science (SES) will complete a period of Supervised Experience (SE) with the British Association of Sport and Exercise Science (BASES) to become accredited, often having completed a Masters degree beforehand. BASES endorse our MSc Applied Sport and Exercise Science (Psychology) programme, which confirms that graduates possess the requisite ‘Knowledge’ competency to progress to SE. There are three additional competencies to be met by completing SE, and the presentation will share insight from a current project exploring how the ‘Skills’ competency could be embedded within the psychology pathway. The project has involved a) mapping the components of the BASES ‘Skills’ competency to the pathway, and b) interviewing students and graduates of the programme to gauge their awareness and perceptions of their development in relation to these competencies. The presentation will also share reflections on how this data has informed understanding as to how the Skill competencies could reflect EPAs and therefore the potential for formal assessment of competence in future cohorts. 

1. Redefining the concept of students' engagement 

Olesysa Tomyuk 

One of the most rewarding aspects of an educator's work is witnessing students' progress and engagement. However, an increasing number of papers raise concerns about student disengagement or shifts in students' attitudes toward learning.  While educators strive to understand the causes of this change - whether it’s a generational shift, the aftermath of COVID-19, or the influence of social media - it is also worth examining the situation. 

This presentation aims to redefine student engagement based on the current realities of learners. It proposes a new understanding of success in the classroom through emerging indicators of engagement and adapting the interpretive frameworks that can not only improve student outcomes but also renew educators’ sense of purpose and satisfaction. This topic aligns with the sub-theme “Pedagogies that connect academics and students to enhance socially just outcomes in higher education and in society at large” 

The research aims to determine whether student engagement levels are genuinely declining or merely evolving into new forms. It is grounded in an inductive approach and includes a comparative study based on primary qualitative data, gathered through surveys with students and educators across three private higher education institutions in Switzerland (SEG). Preliminary findings suggest that while traditional indicators of engagement may be less visible, students are still actively involved in learning - just in ways that educators may not immediately recognize.  

Developing emotional intelligence and recognizing how modern students express engagement could positively impact "reading" students more effectively and uncover new ways to foster meaningful learning experiences. 

 2. Compassionate Communication in the HE Curriculum: A Control Comparison Study 

Caroline Harvey and Frances Maratos 

There is a growing body of evidence demonstrating the benefits of embedding compassionate approaches within higher education for student wellbeing, social inclusion and prosocial behaviour. The present study builds upon the Compassionate Communication Skills pedagogy developed here at the University of Derby and extends previous research in this area by employing a controlled cluster trial, mixed methods approach. The project aims to explore the impact of 2 different compassionate communication pedagogic interventions as compared with a control condition.  
Students from the University of Derby and the University of Hull are participating in the mixed methods research. A 3 X 3 design enables comparison across 3 intervention conditions: i) Standard intervention; ii) modified intervention; iii) control with no intervention, with data being collected at 3 time points: baseline; post intervention; and follow-up (circa 3 months). The impact of the interventions on the flows of compassion, social comparison, self-criticism and self-reassurance, wellbeing and confidence during group work will be assessed. Focus group data from students in the two intervention conditions explores the broader impact of the pedagogy, including on prosocial behaviours, and will be analysed using reflexive thematic analysis.  
Data collection is nearing completion, and results will be reported at the conference. 
 
Delegates will gain an understanding of the pedagogic approach used in the intervention conditions and will have the opportunity to consider the impact of this approach for our students. Preliminary analysis of the focus group data reveals positive findings and the full results will be shared for the first time at the conference.