Poster 21: Radical Listening and Dynamic Reflection: Eliciting the Student Voice in Diverse Classrooms Heather Ball, St. John’s University & Kate Simpson, University of Glasgow The ability to reflect on one’s own learning is a foundational skill, but there is limited empirical research on how to engender the skill (Alt, Raichel & Naamati Schneider, 2022). […]
Poster 22: Centering Students when Evaluating Impacts of a Departmental Grade Alignment Policy Catherine Rawn, University of British Columbia Academic policy can impact faculty and students’ experiences of the teaching and learning environment; this research seeks to foreground student voices in such policy evaluation. Our context is a large psychology department with a longstanding policy […]
Poster 23: The Power of Learning Communities Jennifer Leptien, Iowa State University Learning Communities at Iowa State University (ISU) have maintained a successful, high-impact experience for new students that has continued to grow and thrive for 30 years. The effectiveness of this program is demonstrated by enrollment growth, increased student retention, and higher graduation rates […]
Poster 24: Employer-Led Interdisciplinary Student Projects: What Actually Works? Joy Perkins (Heriot-Watt University, UK) & Stuart Durkin (University of Aberdeen) This poster outlines the partnership approaches underpinning the 30-credit module, ‘Employer-led Interdisciplinary Project’. This module is offered to penultimate year undergraduate students in the School of Social Science, University of Aberdeen. A central feature of […]
Poster 25: Embedding Active Bystander Training Across Academic and Clinical Spaces Dr Kiran Bhavra, Dr Mashuda Khandokar, Dr Takunda Nhiwatiwa, Dr Amardeep Sidki and Dr Kike Solanke, University of Leicester …Active bystander training can increase confidence and capability to address microaggressions and discrimination and may support behaviour change. However, delivery often remains either classroom based […]
Poster 26: Lessons Learned from the Student-Staff Partnership Process of Decolonising a Psychology Course De Amicis, L., Vincent, M., Wen, S., Thompson, H., and Chang, H.C., University of Glasgow …The decolonisation of academia has been strongly invoked in UK universities and worldwide, highlighting the harm that current Global West/North based curricula and pedagogy, reflecting an […]
