Presentations

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Please note that presentations containing video content may take longer to download.
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Keynote Presentation

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Student Mental Health and Wellbeing: Considering the Curriculum - Dr Pauline Hanesworth, Advance HE
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Session 1

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1.1 What does Student-Led Teaching Award data tell us and how can we use it at a national level? (QAA Scotland and sparqs)

1.2 Apprentice engagement at Forth Valley College (Forth Valley College and sparqs)

1.2 Let’s work together – an insight into partnership degrees (Forth Valley College and University of Stirling)

1.3 A new approach to Student Partnership Agreements through a dynamic, flexible and responsive online platform (City of Glasgow College)

1.3 Students as partners: Creating a collective responsibility for course evaluation and improvement (Inverness College UHI)

1.4 Thematic review of student support (The University of Edinburgh)

1.4 Turning up the volume on the distant learner voice (University of Dundee)

1.5 Student Engagement Project at Artesis Plantijn University College Antwerp, Belgium

1.5 Responding to the lack of student engagement, participation and voice in the quality assurance (QA) process at Stellenbosch University, South Africa

1.6 The student-led year-long induction (Edinburgh Napier University)

1.6 Student-led curriculum innovation projects: Creation of resources to aid the transition of international students; and Bridging the gap between student and researcher: the development of the Research Skills MSc project module (University of Glasgow)

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Session 2

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2.1 Tackling the FE attainment challenge: small changes, big impact! (Scottish Government and sparqs)

2.2 Engaging the diversity of students: developing inclusive engagement practices (The Student Engagement Partnership and Middlesex University London)  - You can also view the Mentimeter results from session 2.2

2.3 Young Inspectors’ Programme: “Because kids know what schools should be like for kids” (Education Scotland, Aberdeen City Council and sparqs)

2.3 Listening to the pupil voice in college setting (sparqs)

2.4 Decolonising through co-curricula (The University of Edinburgh)

2.4 Reverse mentoring - Students mentor senior staff at Dublin City University (Dublin City University)

2.5 Driving institutional enhancement activity in partnership with our students (Robert Gordon University)

2.5 Student as partners? Exploring student engagement in the creation of new Technological Universities in Ireland (Letterkenny Institute of Technology and Dublin Institute of Technology)

2.6 Developing co-created principles to underpin an ethical policy for the use of learning analytics (University of Stirling)

2.6 Responding to the student voice and using data: Improving the student experience by supporting students' representatives (QAA Scotland)

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Session 3

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3.1 Students as partners in colleges’ self-evaluative activity and enhancement planning (sparqs, with input from Fife College and Edinburgh College)

3.2 NSS: I can’t get no satisfaction! (sparqs)

3.3 Revitalising the student surveys (Heriot-Watt University)

3.3 Student-centred learning and course evaluation tools (National Union of Students in Denmark)

3.3 Driving forward the delivery of a Student Partnership Agreement (University of Aberdeen)

3.4 Developing a new class rep system (Borders College)

3.4 How to make West Lothian College SPARKLE – Support, Partnership, Alliance, Representation, Knowledge, Learning and Evaluation. Students as partners in evaluation and improvement (West Lothian College) 

3.5 Working with students for students: building real partnership for quality enhancement in Australian tertiary institutions (Student Voice Australia)

3.5 Enhancing student engagement through a national partnership in Ireland (National Student Engagement Programme, Ireland)

3.6 Participation through the British Sign Language (Scotland) Act 2015 (Deaf Action)

3.6 'Silent Voices' - Exploring minority student experiences at the University of Winchester

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Student Engagement Framework

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