Knowing our students and working in partnership

Dr Ellen Buck, PVC Education and Student Experience, Middlesex University

Speaker

Dr Michelle Morgan, Dean of Students, University of East London

Abstract

Higher education is facing unprecedented challenges which are being exacerbated by sector funding issues including reduced government funding, frozen tuition fees, rising costs, and a reliance on international student fees. We are seeing institutional deficits, course closures, and staff redundancies. More is expected to be done with less. More than ever, it is critical not only for the sector to come together as one but for different departments and services within an institution to actively work together if we are to improve the experience, progression, retention and success of our students and staff.

This keynote will:

• Highlight the current challenges and pressures facing higher education in the UK
• explain why understanding the prior learning experiences of our student body on entry and their expectations is so critical in supporting and enabling their progression and success
• And the role that a whole institutional integrated approach throughout the student journey plays in supporting this.

Between visibility and invisibility: Understanding and creating the conditions for Muslim students’ belonging and partnership opportunities  

Abstract: At Middlesex University, Muslim students constitute approximately 35% of the UK undergraduate population – a figure significantly higher than the national average. Despite this, the extent to which Muslim students are meaningfully understood and recognised within institutional narratives of belonging and student–staff partnership remains underexamined.  

This workshop explores the paradoxical positioning of Muslim students as both highly visible and routinely marginalised. Drawing on data relating to access, success, and progression, we will explore the layered and intersectional realities of Muslim students’ experiences. Collectively, we will reflect critically on how institutional praxis can move towards genuinely fostering a holistic sense of belonging, and practical considerations for developing approaches that enable Muslim students to participate safely, confidently, and authentically in partnership work.  

Lego® Serious Play® as an approach to create spaces of collaborative learning  

Dr Alan Wheeler – Liaison Librarian, Middlesex University, London 

Abstract: Lego® Serious Play® (LSP) is a ludic method built on the dual principles of constructionism and constructivism. In short, this collaborative method centres on the building of Lego® models to express aspects of learning and experience that might be difficult to access and share via traditional means. In my role as a librarian at Middlesex University, I formulate and facilitate LSP workshops specifically designed to be collaborative, inclusive, and playful. This workshop will demonstrate, in real time, how LSP can transform a neutral physical environment into one that is messy, creative, unreplicable, unpredictable, liminal, engaging, and wholly collaborative. The theme of the models I will be asking participants to build (both individually and collectively) on the day will be centred around the concept of what makes collaborative learning spaces desirable. Therefore, the workshop will have two interlocking aims; it will demonstrate how LSP can transform a space to be collaborative, whilst allowing participants to construct their own meanings of why collaborative spaces matter. 

From stories to projects: Innovative practice by MA Interiors students 

Mr Michael Westthorp - Senior Lecturer in Interiors, Middlesex University, London 

Dr Francesca Murialdo - Director of Programmes in Interiors, Middlesex University, London 

Ms Methmi Dankoluwage and Ms Sharnagati Bhosale - MA Interiors students, Middlesex University, London 

Abstract: Our cross-disciplinary experiment brought together Middlesex MA Interiors and UCL MSc Urban Planning students to imagine new possibilities for an area of Kilburn. At the project’s heart was a commitment to shared responsibility: the two cohorts had to decide how to consult one another, while we all treated the student-collected community stories not simply as inputs, but as catalysts for collectively rethinking local healthcare and wellbeing provision. Students treated these accounts as forms of prior knowledge, evidence of lived expertise that could shape more responsive and inclusive design proposals. By handling the decision-making process, students took full responsibility for interpreting the stories. Through student-led collaborative mapping exercises, we translated concerns, aspirations, and everyday experiences into spatial ideas, locating potential interventions on a large, shared map of Kilburn. Students acted as agents of change, co-designing speculative yet grounded solutions that bridged policy, planning, and interior spatial strategies. The workshop environment itself modelled an egalitarian, inclusive learning space, where dialogue, making, and interdisciplinary exchange shaped the direction of inquiry. To extend the impact of the collaboration, the students decided to produce a set of cards distilling their proposals into accessible prompts for further community and wider academic discussion. 

Students as partners: Co-designing a final year project bootcamp to improve topic selection and early project development 

Prof Serengul Smith - Director of Programmes, Intelligent & Interactive Systems, Middlesex University, London 

Dr Kelly Androutsopoulos - Senior Lecturer in Computer Science, Middlesex University, London 

Abstract: We have organised several student events (funded by SATSEB), including a winter check-in event to help students who are stuck or have fallen behind, an event to introduce third-year students to their final-year project, and a Computer Science hackathon. In all events, third-year students voiced their concerns about the final-year individual project module, e.g. how to pick a project to work on, getting support to complete the project within the 12-week term, and what is expected from a project. 

As supervisors of final-year projects, we find that students are slow to pick a project topic, struggle to balance working on their project with other modules and commitments, leave writing their reports to the last minute, and do not attend all of the supervisor meetings. 

During the one-day Computer Science hackathon, whose theme was “Smart Campus of the Future”, students worked in teams of three on topics including smart campus navigation, student life assistants, campus safety and security, and sustainability systems. Students had to decide on a topic quickly, design the solution they would work on, and allow enough time to get an implementation running. Academic staff were available to provide feedback, discuss ideas, and offer technical support. 

From discussions with students, we co-designed a learning activity to support students with their final-year projects. We propose organising a one-day intensive workshop (called Final Year Project Bootcamp/Design Sprint), where students explore potential topics for their final-year individual projects, review relevant literature, and begin developing initial ideas and designs with academic guidance. By the end of the workshop, students will have chosen a topic and created a draft report that would form part of the submission for the first coursework. 

A person-centred approach to course redesign: A case study 

Nicole Bahbout - Person Centred Psychotherapy, Metanoia Institute 

Jens Bakewell - Person Centred Psychotherapy, Metanoia Institute 

Rhianna Broadway - Person Centred Psychotherapy, Metanoia Institute 

Ambika Erin Connoly - Person Centred Psychotherapy, Metanoia Institute 

Abstract: This presentation explores how staff and students worked in partnership to redesign our person-centred psychotherapy programme. Grounded in our shared values, the process itself became an expression of person-centred practice, with students positioned as active contributors to change. We will reflect on how this collaborative approach shaped the curriculum and assessment design, and consider how a self-directed curriculum can support ongoing reflection, dialogue, and development within the course and the wider profession. In doing so, we will highlight the possibilities and challenges of co-designing education in ways that centre student voice while maintaining the integrity of a professional training programme.

Early reflections from this process suggest increased student engagement and a stronger sense of ownership within the learning community.

Exploring the gap between student awareness and practice: Evidence from a module-level AI integration intervention 

Mr Jas Ahmad - Associate Professor in Business & Management, Middlesex University, London 

Dr Ioana Mitea - Lecturer in Business & Management, Middlesex University, London 

Abstract: How do business schools develop graduates who can harness AI's power without compromising the critical thinking, ethical judgment, and independent reasoning that will define professional competence in the foreseeable future? 

Existing approaches — institutional guidelines, one-off workshops, self-declared statements of “originality” — build awareness of AI limitations and risks in use but fail to shift behaviour. Students know the risks; they still over-rely. Our research investigates this awareness-practice gap directly. 

The research embedded AI literacy within a postgraduate strategic analysis module with scaffolding activities, in-class practice and opportunities for guided reflection. We investigated how discipline-based, module-level AI pedagogy can develop critical judgment and professional responsibility alongside technical proficiency. Strategic analysis — demanding environmental scanning, data synthesis, and high-stakes recommendation-making — offers an appropriate testing ground: AI adds real value, but uncritical use carries real consequences. 

Our findings reframe the challenge. Teaching students about AI limitations is necessary but insufficient. We identified three distinct learner profiles: transformative users who deploy AI strategically while retaining critical control; efficiency-focused users vulnerable to dependency and likely to use AI instrumentally; and sceptical users who resist the value of AI altogether. Our conclusion indicates that each profile demands differentiated pedagogical responses. Effective AI literacy, our study argues, requires embedded, discipline-specific design that goes beyond awareness to target behaviour change. 

MDXAttendance: Transforming student engagement through digital attendance tracking  

Ms Ivana Flore - Assessment and Appeals Officer, Middlesex University, Mauritius 

Mr Praveer Towakel - Research assistant, Middlesex University, Mauritius 

Abstract: Student attendance is a key indicator of engagement, progression, and academic success. Our previous system was manual, time-consuming, and lacked real-time insights. Simultaneously, students expressed a need for clearer visibility into their attendance to better understand and manage their academic journey. Through feedback gathered in PVGs, students actively helped shape the development of a new solution. This led to the launch of MDXAttendance in September 2025, a digital platform co-created with students. 

The platform uses a dynamic QR code for students to record their attendance, fostering ownership over their academic journey, and provides secure access to personal records and module-level attendance percentages, directly addressing students’ needs. This approach reinforces a model of shared responsibility, positioning students as active partners in their learning experience. 

Since launch, over 82,000 entries have been recorded across more than 1,500 students and 84 modules. Initial analysis shows attendance varies by session timing: lowest on Thursdays and in the late afternoon, and highest on Monday mornings. Thursday 10:30 AM sessions drop to 73.1%, over 20 percentage points below average. Students aged 18–20 attend at 96.2% compared to 91.8% for those over 30, suggesting different engagement challenges. 

These insights enable early trend identification, proactive interventions, and targeted strategies to enhance student success. Moreover, the model demonstrates wider applicability: informing curriculum design, optimising timetabling, and facilitating outreach to students with low engagement. It demonstrates how attendance data, when made visible and accessible, can drive meaningful engagement goals well beyond the classroom. 

Belonging through co-creation: A student-led foundation year community event to enhance engagement and transition 

Dr Blessing Oyedemi Mbaebie - Lecturer in Bioscience, Middlesex University, London 

Abstract: Foundation Year (FY) students frequently arrive in higher education with varied educational backgrounds, unclear aspirations, and limited confidence in navigating university systems. During a learning activity on a SMART course exploring future career pathways, FY students delivered presentations that unexpectedly revealed deeper issues such as a lack of belonging, significant transition anxieties, limited understanding of university structures, and patterns associated with low retention. Their insights highlighted a need for more relational support, community building, and opportunities to connect their goals with a sense of identity within Middlesex University. 

In response, we co-created a “Belonging Pizza Party” with FY students, an informal, student-led event designed to strengthen belonging, enhance academic advising, and build social and academic confidence. Students influenced the event’s aims, selected activities, contributed to planning and hosting, and will co-evaluate the impact on peer engagement, wellbeing, and transition once the event takes place on 20 March 2026. 

This ALTC session presents our approach to empowering students as agents of change by using their own learning activity outputs to redesign aspects of the FY experience. We offer a practical, low-cost, scalable model demonstrating how student-led insights can shape inclusive transition support, create meaningful community spaces, and positively influence university retention, progression, and overall engagement at a critical stage of their academic journey. 

Beyond the lecture hall: Creating inclusive learning spaces across real-world research environments 

Ms Seada Kassie - Senior Lecturer in Psychology, Middlesex University, Dubai 

Ms Mentalla Abdelghany - Research Intern/UG Psychology Graduate (2024), Middlesex University, Dubai 

Ms Drishti Meghnani - Research Intern/UG Psychology Graduate (2025), Middlesex University, Dubai 

Abstract: Creating meaningful collaborative learning spaces requires deliberate design, particularly when the learning extends beyond the classroom into clinical environments. This presentation examines how a 15-month undergraduate research internship programme at Middlesex University Dubai was structured across two physical settings: a campus training environment and a long-term care facility for older adults in the UAE, where students contributed as co-researchers to an ethnographic study of dementia care. 

Campus-based sessions prepared seven psychology students in observational research methodology, research ethics, and person-centred care frameworks before they transitioned into the care facility as active researchers. The programme was designed with equity of access as a core principle, whereby recruitment was open to all second-year students, final-year students, and recent graduates of the psychology programme, and the resulting cohort spanned differences in cultural background, language, age, and neurocognitive profile. Intern pairings were designed to ensure equitable access to a substantive research opportunity regardless of individual starting points. 

Student reflections indicate that situating learning within a real clinical environment, with appropriate scaffolding, produced gains in cultural competence, empathy, methodological skills, and professional clarity that the conventional classroom could not have generated. Student co-researchers will contribute to this session through recorded testimonials. The model is transferable across disciplines where real-world placements or research partnerships with students are feasible. 

Challenging language hierarchies, creating belonging: Insights from a student‑led language café 

Mrs Nirvana Krishnaveny Lavictoire - Lecturer, Middlesex University, Mauritius 

Abstract: With the internationalization of higher education, universities are rapidly adopting English as a Medium of Instruction (EMI). This often transforms the linguistic ecology of universities into a contested space where academic requirements, personal identities, and cultural affiliations may clash. This study, drawn upon in this presentation, investigates how a student-led language café on campus contributes to reshaping language hierarchies in a postcolonial higher education context while enhancing students’ sense of belonging and participation. 

While previous research has focused predominantly on formal educational spaces, this study examined a peer-facilitated informal environment in which students act as co-constructors of knowledge. Situated in a transnational university where English is implicitly positioned as the only legitimate academic language, the study explored how students’ perceptions evolve as they organize and participate in the language café. Specifically, it examines whether and how students’ understandings of language hierarchies shift, and how their views of “one English” as a fixed, superior norm are challenged or reconfigured through multilingual engagement. 

The study adopted an arts-based partnership approach to compare students’ perceptions before and after attending the café. Informed by postcolonial and critical sociolinguistic perspectives, it utilizes student-as-partner approaches to examine how language ideologies are negotiated within informal, student-led spaces. By linking language practices to students’ sense of belonging and engagement, the study demonstrates the value of multilingual, peer-led initiatives in fostering inclusive and collaborative learning environments. 

Students as co-creators to career success 

Ms Claire Yates - Careers and Employability Service Manager, Middlesex University, London  

Ms Ivanka Quereshi - Placement and Work Experience Consultant, Middlesex University, London 

Mr Jack Tims - Head of Careers and Futures, Middlesex University, London  

Abstract: This session explores the conference theme “Students as Agents of Change” by showcasing how our Student Career Assistants programme positions students as genuine partners in shaping careers education and student belonging on campus. 

Career Assistants have transformed key areas of our service through authentic co creation. Their insights directly shaped the redesign of our drop in triage model, utilising of AI to deliver career support, interactive workshop delivery, and enhancing understanding of the service among the student groups. They also generated innovative marketing campaigns and awareness ideas rooted in real student behaviour, leading to noticeable increases in accessibility, footfall and digital engagement. Through this partnership, Career Assistants acted as consultants and creators, not simply helpers to our staff. 

During the session, Student Careers Assistants will provide case studies of their impact, development of MDX Graduate Competencies and enhanced career readiness. We will also reflect on what staff learned from students -not just about them -including how student behaviours, language, and expectations challenge long held assumptions. We will showcase some results from focus groups and testimonials from students. 

This proposal highlights how empowering students meaningfully reshapes services and creates real world, student-driven impact. 

Adopting generative AI in assessment design: A pilot study on the re-designed international foundation programme (IFP) at Middlesex University, Mauritius  

Mr Atish Soonucksing - Programme Coordinator in Accounting & Finance, Middlesex University, Mauritius 

Ms Nirvana Krishnaveny Lavictoire - IFP Lecturer, Middlesex University, Mauritius 

Dr B.K. Ashley Hoolash - Head of School: Foundation Education, Middlesex University, Mauritius 

Dr Tasneem Mustun - Head of School: Business and Law, Middlesex University, Mauritius 

Abstract: Generative artificial intelligence (AI) has made it increasingly difficult to determine whether a student's work, such as a reflective task assessment, reflects their own effort or an AI-generated output. Hence, there is a need to move away from assessments prone to academic misconduct to a new design that integrates generative AI as a core pedagogical feature rather than a threat. 

Guided by QAA’s Principles on Assessment and Advice on Assessment Strategies, the pilot study aims to (1) evaluate the impact of AI-integrated assessment on students’ critical thinking, (2) examine the development of AI literacy and academic writing skills, and (3) explore student perceptions of authenticity, fairness, and integrity. 

Central to the project will be a meaningful student partnership that will co-design elements of the assessment, including task structure and evaluation approaches. Students will also act as key contributors through feedback and reflection, thereby influencing key design decisions. 

The research adopts a mixed-methods, quasi-experimental design approach. Students’ performance scores on traditional and AI-integrated assessments will be compared, along with insights drawn from focus groups. 

The study contributes to debates on assessment in the AI era, amid rising academic misconduct and questions about whether universities should embrace AI in the redesign of assessments. 

Peer education: Exploring personalised and partnership-driven approaches to improving the student (and staff!) experience 

Abstract: Discover how peer learning can transform the experience for first-year students and others in transition, and drive success in higher education. With over 40 years of evidence supporting its benefits—from smoother transitions into university and stronger academic performance to leadership and career development—institutional peer learning practices are more relevant than ever. 

Drawing on the facilitator's practice from across Europe, this interactive workshop will explore the evolving role of peer education in today’s personalised and partnership-driven higher education landscape. Join us to share ideas, examples of peer learning, and gain practical tools and strategies to explore and implement impactful peer learning initiatives at Middlesex. 

Spoke placements: providing a range of practice learning environments for apprenticeship nursing students  

Ms Laura Whitehead - Senior Lecturer in Adult Nursing, Middlesex University, London   

Abstract: The FD SC Nursing Associate apprenticeship programme is proud of the real-world context of its students working in the NHS and other healthcare settings. The programme is approved by the Nursing and Midwifery Council (NMC), and programme requirements are set to ensure students experience a range of practice learning environments. 

Students on the two-year programme experience assessed placements within their own place of work, but also complete nine ‘spoke’ placements of two weeks each. These are placements away from their own place of work, in very different areas of healthcare, and thus different physical learning environments. 

The learning from these placements is significant, and students are able to bring their learning into their own place of work, which has proved to be beneficial for themselves, their workplace, service delivery, and patient care. 

Students will co-present the session and share their narratives around their experiences. There is significant involvement from employers within this ‘collaborative space’, as students essentially ‘swap’ around each other’s areas of work. This is known as a ‘reciprocal placement model’—a collaborative space in action. This model will be applicable to other programmes working in collaboration with employer partners. 

Prior learning supporting ambition with the MSC adult nursing programme  

Lucy Heath - Programme Leader, Lecturer in Adult Nursing, Department of Nursing and Midwifery, Middlesex University, London

Abstract: The MSc Adult Nursing with registration commenced in February 2025 with our first cohort of 33 students, with a second cohort in January 2026. The cohorts include both home students and international students, undertaking the two-year programme to achieve their ambition of Nursing and Midwifery Council (NMC) registration. 

The students have a wide range of previous experience that is built on as they transition into and continue their higher education journey in the UK. The programme requires a recent undergraduate degree; we have not specified a healthcare or science subject, although many students do have this background. 

The admissions process involves candidates mapping their prior learning to learning domains related to adult nursing. This is managed through a supportive workshop and completion of the mapping with a critically reflective narrative, which is marked and associated credit awarded if successful. 

The students use their prior learning during the programme for their own development, as well as for peer support, which will be explored during the session, with students co-presenting the session with us. It allows students to build on their experiences, share knowledge, support each other, and realise their ambitions. 

Drug box case study 

Linda-Marie Strachan - Lecturer, Nursing Education Fellow (Adult), Middlesex University, London 

Abstract: Designing the Drug Box Case Study was informed by the aim of enhancing students’ knowledge of medications by strengthening the link between theory and practice. This approach provides an authentic and student-led learning experience. Traditionally, we use a case study format in which I present a patient scenario and the medications involved. By contrast, the Drug Box activity “flips the classroom,” where students construct their own case study based on the selection of ‘drug boxes’ they choose. I collect and repurpose real medication boxes from my clinical area, enabling students to familiarise themselves with drugs they are likely to encounter in practice. Working in small groups, students explore the pathophysiology and pharmacology related to each medication, including pharmacokinetics, pharmacodynamics, and considerations of polypharmacy. 

Students respond positively to case studies rooted in authentic clinical experience, especially when I draw on examples from my own practice. Pharmacology can be conceptually challenging, and students often struggle to recognise the importance of pharmacovigilance and potential medication interactions. By providing only limited initial information, students are encouraged to actively seek further details, supporting deeper understanding and critical thinking. 

Workplace‑integrated co‑design: How portfolio learning positions students as architects of their advanced practice development 

Tina Moore - Senior Lecturer in Adult Nursing, Middlesex University, London 

Abstract: This presentation introduces ‘The Capabilities of Advanced Practice Module’, an innovative core module designed to position students as active co-creators of knowledge within a workplace-embedded curriculum. Framed by the four pillars of Advanced Practice (clinical practice, leadership and management, education, and research), the module enables learners to critically analyse their practice, identify capability gaps, and generate new insights that directly influence service improvement and professional role development. 

Students begin with a structured self-assessment mapped to the four pillars, forming the basis for negotiated learning plans developed collaboratively with academic advisors, clinical supervisors, and managers. This co-design process ensures that learning is meaningful, personalised, and aligned with organisational priorities. Reflection and portfolio development are central, supporting students to document capability growth, evaluate evidence, and articulate their evolving professional identity. 

A blended learning strategy integrates academic content with work-based activities, specialist input, and self-directed learning opportunities. Evaluation demonstrates enhanced confidence, capability development, and successful transition into advanced practice roles, with positive feedback from clinical supervisors and evidence of career progression. 

This session will explore the pedagogical design, theoretical foundations, and impact of this co-designed, capability-based approach, highlighting its contribution to transformative learning and workforce development. 

Co-design with students of the MDX Climate Action Plan 2025 

Dr Chris J Moon - Senior Lecturer Eco-entrepreneurship, Middlesex University, London 

Abstract: Stakeholder consultations with MDX students took place in 2025 to help develop a draft Climate Action Plan for the university. The students acted as facilitators of brainstorming sessions with internal and external stakeholders; ideas were generated and then discussed before a Climate Action Plan 2025 was drafted in line with the requirements from the Department of Education. 

Three main components of the CAP were considered by participants: decarbonisation, carbon literacy, and nature-based solutions. Additionally, a curriculum audit was undertaken across the university, identification of NBS was carried out, and best practices across other HEIs were reviewed. 

The presentation will overview what was achieved in partnership with students, and the benefits of co-design with students to support their learning within the curriculum and through extracurricular projects. In fact, students will now be co-participants in the carbon literacy training as a result of this project, which will lead to direct impact on carbon reduction. 

Hear My Voice: Students as agents of change in our local communities 

Dr Helen Bendon – Interim Head of Department, School of Film, Middlesex University, London 

Abstract: Changing the Culture embodies the university’s role as an anchor institution in our local communities. Our work drives meaningful change at the University and beyond through student co-creation and collaboration with a network of community partners. This presentation will draw on some recent Changing the Culture collaborations with ACI students, community partners, and the local authority, and will propose a model for other disciplines to engage. 

Hear My Voice draws on our institutional strategy to act as an anchor institution. Working with the London Borough of Barnet since 2023, projects have been embedded into existing curricula to support ACI students in contributing to institutional and borough-wide campaigns to end violence against women and girls. We have developed engagement strategies to support young men in generating positive messaging and allyship that actively works against positioning them as “the problem.” 

The insights and lived experience students bring to this agenda add knowledge exchange value to the partners/service providers we work with in Barnet. Sharing this work through 16 Days of Activism, exhibitions, forums, and online campaigns also brings benefits to students in the form of CV development and professional exposure, as well as embedding important VAWG awareness and social responsibility into learning.

Decolonizing diplomatic practice and diplomacy from Westphalia to West failure

Tunc Aybak - Senior lecturer in Politics, Middlesex University, London 

Nickson Deng Peter Kuccath - Ambassador Extraordinary and Plenipotentiary of the Republic of South Sudan to the United Kingdom, MA International Relations and Diplomacy Student, Middlesex University, London 

Abstract: Traditional diplomatic theory often prioritizes the "Westphalian" state system, framing non-Western contributions as peripheral or "irrational". This session, co-led by me as a lecturer and a senior diplomatic practitioner student, aims to disrupt this narrative. We present a pedagogical framework that moves beyond "token inclusion" of non-Western actors toward a fundamental re-evaluation of diplomatic practice. By merging "tacit practitioner knowledge" with "decolonial theory," we offer strategies to transform the classroom into a site for "worldmaking after empires". This session aims to: 

Interrogate Hegemonic Narratives: Identify how "whiteness" and Eurocentrism shape current IR and diplomatic curricula 
Integrate Practitioner Epistemologies: Demonstrate how the lived experiences of Global South diplomats can challenge structural inequalities in international norms 
Apply Decolonial Pedagogy: Provide participants with tools to implement horizontal classroom frames, such as "roundtables" over "vertical" lectures, to encourage inclusive debate.

From prompt to pedagogy: Lessons from experimenting with ai-generated lecture production 

Sophia Drakopoulou - Senior Lecturer in Media, Culture and Communication, Middlesex University, London 

Abstract: This session presents reflections from a teaching experiment exploring the use of artificial intelligence to automate the production of lecture materials in higher education. A workflow was developed combining a custom ChatGPT agent for session design and lecture scripting, Microsoft Copilot for slide generation, and AI voice-over tools to produce approximately 15 minutes of lecture content. The experiment investigated whether AI-supported workflows could support efficient production of teaching materials while maintaining pedagogical clarity.  

Students were invited to review the generated lecture videos and provide feedback on their learning experience. Their responses revealed contrasting expectations. Some students reported that the structured video format, similar to YouTube educational content, made concepts easier to follow. Others emphasised the importance of lecturer presence, noting that facial expression, tone, and body language support comprehension in traditional teaching.  

A central finding concerned slide design. Students reported confusion when spoken narration diverged from the text displayed on slides. In traditional live lectures, slides often function as prompts while the lecturer elaborates verbally. However, in AI-narrated videos, students interpreted slides more like synchronised subtitles, expecting a closer correspondence between spoken explanation and visual text. This suggests that slides designed for live teaching do not translate directly to narrated formats and that AI-generated lecture production may require a script-driven approach to slide design. The session reflects on lessons learned from this experiment and considers how student feedback can inform emerging AI-supported teaching design practices. 

Beyond the classroom: Examining student co-creation through the MDX Media Majlis initiative   

Ruta Vaidya - Senior Lecturer in Journalism and Digital Media, Middlesex University, Dubai 

Suchetha Satish - Student, Middlesex University, Dubai 

Abstract: Students as co-creators of knowledge has been proven to be an effective teaching and learning tool. This paper examines the MDX Media Majlis as a faculty-led initiative that facilitates the co-creation of knowledge and learning, positioning students as active collaborators in shaping their own educational landscape. 

Moving beyond the constraints of traditional classrooms, the initiative functions as an experiential environment where volunteers rotate through roles in scripting, hosting, production, industry liaison, and beyond. This structure empowers participants to take collective ownership of events from initial concept through pre-production, live execution, and post-production, actively contributing to a dynamic and evolving learning ecosystem. 

This study employs a qualitative approach, adopting auto-ethnographic accounts that combine direct observation, participant reflections, and interviews to critically assess how student-driven participation cultivates professional competencies and collaborative learning. By framing the MDX Media Majlis as a "learning playground," where trial, error, and shared discovery are integral to the process, the research highlights how such student collaborative initiatives bridge the gap between academic theory and real-world media practice. 

The paper argues that these participatory, co-creative models are vital for building student agency and forging meaningful, direct connections between emerging practitioners and the industry, demonstrating that when students actively shape the learning landscape, education becomes a lived and transformative experience.

From participation to partnership: Co-creating belonging through the AFE social club 

Mr John Magpayo - Lecturer in Accounting & Finance (AFE), Middlesex University, London 

Mr Saieesan Selvanathan - MDX graduate, AFE, Middlesex University, London (Financial policy advisor at the Cabinet office) 

Ms Ivy Gayon - 3rd year BA Accounting and Finance student, AFE, Middlesex University, London 

Ms Pont Kyar Phyu - 2nd year BA Accounting and Finance student, AFE, Middlesex University, London 

Abstract: The AFE Social Club is an award-winning student–staff partnership initiative designed to strengthen belonging, wellbeing, and peer connection within Accounting, Finance, and Economics. Recognised through the CIMA Global Award and an MDX Outstanding Achievement Award in 2025, the club is positioned in this session not only as a wellbeing initiative, but as a pedagogically relevant model for inclusive learning and teaching, where belonging, confidence, and peer relationships are treated as foundations for student engagement and participation. 

The session directly addresses Students as Partners in Learning and Teaching by showing how students have acted as co-designers, co-facilitators, critical friends, and co-presenters. Student members have shaped the club’s format, activities, and communication, contributed reflective feedback on its impact, and will contribute to the conference session either live and/or through short recorded reflections. Their voices will be central to explaining what partnership feels like from a student perspective, and how informal spaces can support learning confidence, cross-year peer support, and academic community. 

We will share the club’s design principles and a practical, adaptable framework that colleagues from other disciplines and professional services can use to co-create belonging-focused partnership spaces with students. 

Reflections from student leaders – Ingredients to successful student-led initiatives  

Rashita Puthiya - Senior Lecturer in Accounting and Finance, Middlesex University, Dubai  

Tiara Lopez - Middlesex University, Dubai Alumna  

Akshidha Shaji - Year 2 BA (Hons) Accounting and Finance student, Middlesex University, Dubai 

Abstract: The Financial Modelling Club (FMC), a student-led upskilling initiative at Middlesex University Dubai, has completed four years since its launch in 2022. While the curriculum is designed by our academic partner, the Financial Modelling Institute, Canada, the training materials are co-constructed by the faculty along with the student trainers, who are responsible for running the hands-on workshops. The student leaders are also responsible for creating promotional materials, liaising with the academic partner, managing communication and social media, and designing the annual competition. Over the last four years, each new team of student leaders has made incremental improvements, such as augmenting learning resources and creating in-class engagement activities. Based on the most recent participant feedback, the team for the next academic year has proposed expanding the training to include advanced-level certification. 

At ALTC 2026, we seek to showcase the success factors of this continuing initiative through the lens of student leaders. Built on the foundations of Self-Determination Theory (Deci and Ryan, 2000), the initiative has generated interest among students in taking on leadership roles for the workshops, following their initial participation as attendees in earlier years at the university. Through the personal experiences of student leaders, the presentation will offer insights to faculty and the professional services team on effectively partnering with students to build essential graduate competencies through well-designed student-led initiatives. 

From consumers to co‑designers: How primary education students critique and experiment with AI‑supported planning  

Rebecca Lerman – Director of Programmes, Primary Phase Lead, Middlesex University, London  

Clare Harding – Senior Lecturer in Education, Middlesex University, London  

Dr Anne Mulligan - Senior Lecturer in Education, Middlesex University, London 

Abstract: This project investigates the role of Artificial Intelligence (AI) in supporting curriculum planning within Primary Education, with a particular focus on how students engage critically and creatively with AI-generated outputs. As AI tools become increasingly accessible in classrooms, understanding how student teachers interpret, question, and utilise AI-generated suggestions for planning sequences of learning is vital, drawing on the experiences of postgraduate teacher apprentices working in schools.  

The project explores how Primary PGCE students interact with AI platforms, guided by the practices suggested by the apprentices, and prompted to generate lesson sequences, adapt learning outcomes, develop resources, and propose next steps in learning. Students examined and created AI-generated sequences, identifying strengths, inaccuracies, and omissions, and compared them with teacher-created plans. Their critiques reveal developing metacognitive awareness, as students articulated why certain sequencing choices supported or hindered the process of planning effectively.  

Alongside critique, students experimented with modifying AI prompts to influence outputs, demonstrating an early understanding of prompt engineering and the iterative nature of AI-assisted planning. Student perspectives will be visible in the session through recorded excerpts of their analysis of their AI-supported planning. Findings suggest that integrating AI in planning tasks can reduce workload, promote critical thinking, develop digital literacy, and foster collaborative dialogue about effective sequences of learning. However, the study also highlights the need for explicit scaffolding to ensure students evaluate AI critically rather than accepting it without question. The research contributes to growing evidence around AI literacy in primary settings and the pedagogical potential of involving learners directly in AI-supported planning processes. 

Student mentors as change agents: A grassroots approach to supporting students  

Dr Yousra Osman - Department of Education, Middlesex University, Dubai  

Ruta Vaidya - Senior Lecturer in Journalism and Digital Media, Middlesex University, Dubai

Suchetha Satish - Digital Media student, Middlesex University, Dubai

Melissa Simmons - student presenter

Abstract: This presentation explores the role of peer mentoring in supporting inclusion and the transition of first-year undergraduate students, while also examining how the mentoring experience develops leadership skills for senior student mentors. Implemented within the undergraduate Education department at Middlesex University Dubai, the peer mentoring programme has been running informally for the past two academic years, with feedback indicating a positive impact on students’ sense of belonging, confidence, and engagement. 

From September 2025, the programme is being explored as part of an action research project guided by the question: How can peer mentoring be used to support inclusion and student transition in higher education, and how can the insights of peer mentors contribute to grassroots improvements in departmental practices that support students? 

The project places particular emphasis on the role of student voice and lived experience in shaping departmental understanding of the first-year transition. Through their close interaction with Year 1 students, peer mentors are uniquely positioned to identify challenges, needs, and opportunities that may not always be visible through formal institutional structures. Their reflections and feedback therefore act as a valuable source of bottom-up insight to inform how the department can better support incoming students. 

Data collection will include surveys exploring students’ perceptions of confidence, support, and leadership development; semi-structured interviews examining participants’ experiences in greater depth; and reflective journaling by the researcher to explore how insights from the mentoring process may inform ongoing programme development and departmental decision-making. 

The research aims to examine whether peer mentoring can serve as a meaningful intervention to promote inclusion, ease the transition into university life, and strengthen student well-being. Importantly, it also explores how mentoring initiatives can act as grassroots mechanisms for departmental learning, enabling student-led insights to inform supportive practices. The presentation will share the proposed methodology and emerging reflections from the programme. 

Designing for belonging in higher education 

Abstract: Students are arriving at university with increasingly complex lives, competing demands and diverse educational histories. Yet many of our teaching practices still assume a “typical” student who no longer exists. If we want to support meaningful engagement, we must first understand who our students are and the varied, often challenging journeys that brought them here. 

Belonging has become a strategic priority for institutions, but the risk is clear: we talk about belonging far more than we design for it. This session focuses on key transition points such as arrival, induction and assessment and explores how relational pedagogy can help with a shift beyond generic initiatives toward approaches that genuinely resonate with today’s learners. 

Together, we will interrogate stages in the student journey and ask: What assumptions are shaping our practice? Where are we designing for convenience rather than connection? Participants will reflect on their own student‑facing delivery and explore practical, responsive strategies that build trust, strengthen relationships and create learning environments where students feel seen, supported and able to thrive. 

Teaching for sustainability: perspectives and practices for different disciplines 

Speakers:

Dr Meri Juntti - Associate Professor of Environmental Governance and Dr Tremaine Baker - Director of Programmes in Education, Middlesex University, London

Discussion chairs:

Ms Simona Hoque, Ms Robin Gaweda, Ms Farah Tarhini, Ms Fatima Haruna, Dr Homeira Shayesteh, Mr Aakil Visram -  Middlesex University, London

Abstract: This session engages students and staff to discuss what sustainability means and how it should be integrated into teaching at Middlesex. It is evident that graduates in all sectors need a critical understanding of what is driving the current sustainability crises, from climate change to growing inequality. They also need skills and knowledge to realise transformational, strongly sustainable solutions that offer credible alternatives to the status quo. This session invites staff and students to share experiences and brainstorm solutions to further a critical understanding of sustainability and to build skills and knowledge across different disciplines. It builds on the outcomes of the Sustainability Whitepaper Process, which has run throughout 2025/26 as a series of workshops bringing together staff and students to produce a stronger ambition for sustainability at Middlesex.  

The session will start with a 5-minute introduction to the themes arising from the process, pertaining to ‘hope and agency’, ‘diversity and decoloniality’, and ‘environmental sustainability’. A team of students will then chair 3–5 World Café tables, where participants stay for a minimum of 20 minutes to brainstorm and articulate solutions to integrate into teaching in different disciplines. The outputs will be collated and communicated to all staff via Yammer.

Collaboration and Co-design: Digital Literacy in HE   

Mohib Anis – APP Project Lead / Digital Skills & Engagement Officer, Middlesex University, London

Phil Pleasants – Digital Skills Manager, Middlesex University, London

Mark Shilingis – Digital Skills & Engagement Officer, Middlesex University, London

Raveena Pillay – Digital Skills Intern, Middlesex University, London

Abstract: Our proposed MDXALTC session presents a ‘work-in-progress’ exploration of digital literacy research by the Digital Skills and Engagement team. The session will present co-design approaches, including student workshops, focus groups, and iterative pilot activities, used to shape the development of a Digital Skills Hub. Contributing to this work is an Access and Participation Plan initiative focused on understanding and addressing unequal access to digital skills and support, particularly for students from lower-income backgrounds or with limited prior experience. These inequalities can create significant barriers to engagement, confidence, and progression. Drawing on the recent JISC student and staff digital experience surveys, the session will also share emerging insights into how learners engage with digital tools, and how disparities in access and confidence impact academic success. By sharing early findings, challenges, and planned next steps, this session invites discussion on scalable approaches to reducing digital inequities and empowering students as partners in shaping their learning experience and future. 

Knowing students starts with a name: Experiences of MDX staff and students in name recognition and belonging  

Manasa Saravan - Research Assistant, Middlesex University, London 

Co -Presenters:

Brigita Valantinaviciute, Dr Homeira Shayesteh, Dr Katerina Loukopoulou - Project Co-Leads, Middlesex University, London  

Abstract: Recent research has highlighted the importance of “name recognition” in higher education learning environments, where name diversity is the norm rather than the exception. However, how much do we know about the actual impact of this practice on students’ sense of belonging and success at Middlesex? Supported by the Access and Participation Plan (APP) Interventions Fund, this project has used mixed methods and student co-creation to develop a new toolkit aimed at enhancing cultural belonging reinforcement practice among both students and staff.  

The project explores the lived experiences of culturally diverse students, particularly in relation to their sense of belonging, engagement, and name recognition. Students have been actively involved as co-creators, contributing to resources that reflect their own conceptions of identity, including how they prefer to be addressed and how their names are pronounced. The aim of this presentation is twofold: first, to share the project outputs; and second, to test the developed toolkit and resources with a new audience as part of the evaluation process. 

MeDeX Middlesex educators’ exchange 

Student co-presenters: 

Zainab Majeed - BA Education Student, Middlesex University, London  

Selin Eris - BA Primary Education Student, Middlesex University, London   

Misbah Kahn - MA Education Student, Middlesex University, London  

Abstract: We will present the conceptualisation and development of a bi-yearly multi-modal publication situated within MDX's Department of Education. Co-created with a student editorial board and staff partners across the department, this project was designed to enhance the sense of belonging within our programmes and wider professional communities. As an open-access resource, the gazette celebrates and showcases the research, writing, and practice emerging from the department, supporting learning across modules and serving as a shareable resource for schools, early years settings, community partners, and prospective students. 

Objectives include: strengthening belonging and sense of community; promoting inter-programme exchange; advancing equity and addressing graduate outcome gaps; supporting students’ academic identity, confidence, and employability; and broadening our understanding of what academic research ‘is’ and how it can be shared. 

This presentation will outline the development and realisation of the project and provide a template that could be used to create similar publications in other faculties. 

Widening horizons: Final year and career kickstarter project  

Dr Lisa Overton - Senior Lecturer in Politics, Middlesex University, London 

Dr Mia Scally - Senior Lecturer in Forensic Criminology-Forensic Psychology, Middlesex University, London 

Abstract: This presentation is based on initial evaluation and reflections of the “Final Year & Career Kickstarter Project,” taking place in May/June 2026, funded by Access and Participation (APP). The project is a three-day interactive role-play for 2nd Year Undergraduate students in The School of Law and Social Science (LSS) who meet one or more APP intervention groups. Fifteen participants become project workers at a fictional third-sector organisation responding to an unfolding disaster. Participants work with project leads, post-graduate facilitators, industry professionals, the MDX Careers and Futures Team and staff mentors to strengthen academic achievement in their final year and develop graduate outcomes for the future, widening their career horizons. The presentation examines: 

• Initial evaluation exploring students’ confidence in leadership, problem-solving and resilience throughout the event 
• Inclusive and engagement in the project throughout 
• Student reflection on meaningful participation  
• Impacts on students within and beyond the rest of their university journey 
• How effective co-design of outcomes resources can be for wider cohorts beyond project participants  
• Feedback as data to evaluate student learning journeys  
• The future of the project – medium and long term evaluation points plus wider scope for embedding across the university .

Outreach in partnership – Supporting our future students  

Abstract: We will be presenting a general overview of what we do as a department with our students acting as student ambassadors and our faculty colleagues in partnership. Plus we will focus on a specific project as an example - The Boys Project we are doing with a local North London school - William Ellis and their Y10 learners and in true partnership with faculty colleagues in ACI, led by Dr Helen Bendon. This project has already been put forward to the APP group and has received funding and backing. This project is in its infancy of phase 1 currently but will be tackling issues of male disengagement that are current and topical. This project will incorporate specialist outreach delivery, work experience and skills opportunities for KS4 learners, but also MDX students and Alumni, who will be in the role of supporting facilitators and staff throughout the project. For the session we will use a combination of presentation slides, student/alumni testimonials, visual examples of our work. We will present the example project in partnership with Dr Helen Bendon. Depending on timescale – there is scope to do an example activity with the group to highlight aspects of our delivery if desired.

Co‑producing clinical skills teaching: students as partners 

Robin Parsons – Senior Lecturer in Midwifery, Middlesex University London 

Dr Jo Killingley Maddick – Director of Programmes for Midwifery, Middlesex University, London 

Abstract: This session presents a co-produced midwifery clinical skills event developed through partnership working between students and academic staff. Building on the success of the last academic year, this event was designed to bring together first- and third-year cohorts for a peer-led learning experience. Both cohorts of students were invited to plan the event, collaborating with lecturers to identify their learning needs and design activities. 

Shared decision-making was embedded throughout the design, planning, and execution of the event, positioning students as active partners in learning. Students influenced the choice of topic, scenario design, and debrief process. During the event, third-year students facilitated teaching, both through small-group-led sessions and reflective discussions, with lecturers providing hands-off support and moderation. 

The event provided students with opportunities to gain confidence with clinical skills and strengthened inter-cohort relationships. The event also provided third-year students with an opportunity to develop their leadership and teaching skills, essential for their future midwifery practice. 

Challenges included co-ordinating teaching schedules and facilitating a large number of students through the clinical skills labs. Ensuring student buy-in at the start of the programme also required adaptation and a flexible approach to introduce students to new ways of working. 

Students as partners in practice: Embedding NMC requirements through co-creation across nursing and midwifery programmes 

Dr Jo Killingley Maddick - Director of Programmes for Midwifery, Middlesex University, London 

Mrs Marion Taylor - Director of Programmes for Nursing, Middlesex University, London 

Mrs Dee Anderson - Senior Lecturer in Child Nursing, Middlesex University, London 

Mrs Aneta Polec - Director of Programmes in Adult Nursing, Middlesex University, London 

Abstract: Students as co-creators are a fundamental expectation within Nursing and Midwifery Council (NMC) Standards for Education and Training, requiring approved education institutions to demonstrate student involvement in programme design, delivery, evaluation, and enhancement. This presentation explores how Students as Partners has been operationalised across Nursing and Midwifery programmes following recent major programme modifications. 

Presented collectively by Directors of Programmes, the session demonstrates how regulatory requirements have been enacted through authentic partnership rather than consultation. Students have worked collaboratively with staff as curriculum partners, contributing to assessment redesign, inclusivity review, practice learning preparation, and evaluation processes during programme modification and approval. Student input directly influenced decision-making, resulting in tangible changes to curriculum structure, learning experiences, and assessment approaches. 

Student-authored artefacts and recorded reflections will be embedded within the session to ensure student perspectives remain visible beyond term time. We will also critically reflect on challenges encountered when balancing regulatory compliance, professional accountability, and meaningful power-sharing. 

By reframing regulatory expectation as a pedagogical opportunity, this session illustrates how Students as Partners can move beyond compliance towards reciprocal, transparent, and sustainable partnership embedded across professional education programmes. 

An AI-supported tutoring system for public speaking practice: Providing personalised feedback for students' presentations 

Dr Giacomo Nalli, - Lecturer in Computing Science, Middlesex University, London 

Mr Leonardo Mogianesi - Visiting Researcher, Middlesex University, London 

Abstract: Although public speaking is a key skill in education, students rarely have access to personalised, inclusive, and sustainable practice environments. SMAP-ST (Smart MBTI-Adaptive Public Speaking Tutor) is an intelligent tutoring system for training in oral presentations, involving text- and voice-based interaction with a virtual tutor. Developed and refined with students as partners, the system was shaped through a collaborative process that reflects the idea of designing inclusive and collaborative learning spaces. Students rehearse presentations on selected topics through guided interaction and receive immediate feedback on their communication style. 

In this way, SMAP-ST also enhances the student journey through data and dialogue, as the data collected is used to monitor performance and encourage reflection on emotional tone, empathy, sensitivity, creativity, and recurring linguistic patterns. The system's distinctive feature is its MBTI-based personalisation, where the tutor adapts the tone and structure of the feedback provided to suit different personality types. This promotes a more inclusive approach to developing oral communication skills in an educational context. 

Co-constructing legal seminars: Balancing doctrinal rigour and Gen Z engagement in transnational classrooms 

Dr Aurelie Mendoza Spinola - Senior Lecturer in Law, Middlesex University, Mauritius     

Abstract: This project explores seminar design in a transnational legal classroom in Mauritius, influenced by a hybrid civil law–common law environment and broader dynamics from the Global South. It addresses the transition from a lecture-driven civil law tradition to a student-centred common law model, balancing academic rigour with student collaboration and co-design. 

Using an evidence-based, autoethnographic, and iterative methodology, the project develops and tests a context-sensitive seminar model that combines structured doctrinal input with participatory, student-led activities. Students act as partners through co-construction of seminar formats, feedback cycles, and reflective evaluation of learning processes. 

The findings indicate improvements in participation, confidence, and learning awareness, while also highlighting ongoing challenges related to authority, feedback representativeness, and the applicability of pedagogical frameworks from the Global North, particularly in relation to Gen Z learners. The presentation will include student contributions and practical examples from seminar activities, offering a transferable model of inclusive and dialogic legal education relevant across disciplines and institutional contexts.

Safe to speak: A co‑designed toolkit for psychologically safe student‑staff feedback conversations 

Mr Vikram Gungah – Lecturer in Business, Middlesex University, Mauritius 

Mrs Nirvana Krishnaveny Lavictoire – Lecturer, Middlesex University, Mauritius 

Student co‑presenters 

Abstract: The problem is not that students lack voice, but that they operate within a structure Clark (2020) identifies as triggering "the self-censoring instinct"—where speaking honestly feels emotionally costly, and learning, collaboration, and creativity collapse as a result. This means that students do not lack insight or perspective; rather, they navigate environments where candour carries emotional cost, and learning, collaboration, and creativity are systematically suppressed. 

Student–staff feedback conversations are intended to drive improvement, yet they often fail because students do not feel psychologically safe enough to speak honestly (Edmondson, 1999; Boud & Dawson, 2021). Edmondson defined psychological safety as "a shared belief that the team is safe for interpersonal risk taking" and demonstrated that in hierarchical settings, team members self-censor to avoid the interpersonal risks associated with speaking up, particularly when vulnerability is not reciprocated by those in authority (Edmondson, 1999). 

This research aims to present a co-designed framework and toolkit developed through a partnership between students and staff at Middlesex University, addressing the gap between the aspiration for student voice and the conditions required for it to flourish. The study draws on baseline survey data and focus groups with students and staff, identifying key barriers to psychological safety, including fear of repercussion, imposter syndrome (Cokley et al., 2017), inequitable participation, and power asymmetries (Cook-Sather et al., 2019). 

Ultimately, the work aims to show that students and staff collaboratively designed a toolkit comprising pre-conversation contracts, power-aware facilitation structures (Bovill, 2020), shared language cards, and reflection guides for repair when safety breaks down. 

Moreover, a pilot evaluation will unearth measurable improvements in perceived psychological safety (Edmondson, 2018) and qualitative accounts of previously silent voices emerging. 

The toolkit that will be developed will aim to provide the learning and teaching community with a practical, replicable model for transforming feedback conversations from performative rituals into genuine sites of co-creation and change—positioning students as true agents of their own educational journey (Healey et al., 2014; Mercer-Mapstone et al., 2017). 

The aim is to equip staff and students with practical tools to navigate power, vulnerability, and voice. This research offers a scalable model for transforming feedback cultures across higher education. In doing so, it repositions students not as passive recipients of education, but as genuine co-creators of the conditions in which learning thrives. 

The Citizenship Theatre Project 

Mariam Abonil - Senior Lecturer in Criminology, Middlesex University, Dubai  

Abdulrahman Mohammed – Law Alumnus, Middlesex University, Dubai 

Abstract: The MDX Dubai Citizenship Theatre began in September 2019 based on an idea from an IFP Law student during a Social Science class. Three years later, during his final year in Law, that same student co-produced the Citizenship Theatre based on secondary research into theatre pedagogy for the social sciences, using education and creativity as drivers for social reform and awareness. Through this innovative academic activity, Foundation students presented global problems related to the UN SDGs in a non-traditional theatre format for public interaction. Students gained negotiation, critical thinking, problem-solving, group work, communication, and presentation skills for the social sciences and created dialogue beyond the classroom.  

The project is now in its fifth season, after being awarded a 'Special Innovation Award in Teaching and Learning' in its first year, and serves as an example of students co-creating integral elements of syllabi, as well as being involved in the teaching and learning aspects of these ideas for long-lasting impact on both campus and community. In this session, the Social Science module leader and the IFP Law alumnus who co-produced the first season will present the initiative’s objectives and outcomes, reflecting on both the pedagogical and social benefits of this ongoing project. 

Sunday Blake - Parliamentary Engagement and Education Policy Manager at GuildHE 

Abstract: Sunday will share insights from her research on belonging and inclusion in higher education. Reframing the debate around "campus wokery", she will explore what critics get wrong about inclusion in higher education - and how supporting students to bring their whole selves to university strengthens academic rigour and creates authentic student experiences. Her session will explore how inclusive curriculum and pedagogy, and co-production transform both learning and belonging.