Registration for day 2 will be open from 09.30-10.30. Once you have signed in, please join us in the Foyer for a poster session and morning refreshments.

Keynote session: Universities as partners for lifelong learning - a paradigm shift
By Professor Dr. Claudia Peus, Founding Director of the TUM Institute for LifeLong Learning, Senior Vice President for Talent Management and Diversity, Technical University of Munich, Germany

In a world of rapid technological transformation, shifting geopolitical dynamics, and evolving societal structures, the need for continuous learning and skill development has never been more crucial. As a forward-thinking institution, the Technical University of Munich (TUM) founded the TUM
Institute for LifeLong Learning in 2019 to navigate these profound changes.

Keynote speaker, Senior Vice President for Talent Management & Diversity of TUM and Founding Director of the TUM Institute for LifeLong Learning, Professor Claudia Peus, will provide an overview of the essential “Future Skills” that individuals and organizations must cultivate to thrive in this dynamic landscape. Drawing from the expertise of the TUM Institute for LifeLong Learning, Professor Peus will delve into the innovative programs and methodologies that empower leaders and professionals from all realms.

1a: Equality, Diversity and Inclusion in Postgraduate Research: Why It Matters and What We Can Do 
By Rachel Van Krimpen, Faculty Director of Equality, Diversity, Inclusion and People for the Faculty of Science at the University of Nottingham (UoN)

This session will provide a sector-level view of developments in and drivers for equality, diversity and inclusion in postgraduate research. It will outline key challenges and highlight emerging good practice and opportunities, focusing on:

• What has been achieved so far?
• What else do we need to do?
• Why does this matter for research supervisors?

1b: ChatGPT in summative exams? Findings from a "Pilot ChatGPT exam" at TUM
By Dr. Matthias Baume, ProLehre, Technical University of Munich
(Hybrid session)

The intensive and dynamic development of language models such as ChatGPT and their influence on university teaching have been the subject of much discussion for several months. However, there is an almost complete lack of practical experience and evaluation results, particularly in the area of summative examinations and for larger cohorts.

At the Technical University of Munich, we have taken the current developments regarding the supportive use of AI in summative examinations as an opportunity to design, implement, and evaluate a large "Pilot ChatGPT Exam" based on the existing state of knowledge.

The aim was to gain initial experience with a larger exam in which ChatGPT is explicitly integrated and, in some cases, also required to complete the tasks. The pilot exam was then evaluated in more detail using a special questionnaire in order to record not only the students' exam results but also their individual experiences of using ChatGPT in the exam context.

In the presentation, we first introduce the current state of research on the use of ChatGPT in examinations and then explain the specific design and implementation of the summative pilot exam with the use of ChatGPT. Finally, we summarize the findings from the evaluation of the pilot exam.

1c: Empowering learners: Implementing student-led insights and design in Imperial Learning Analytics 
By Helen Walkey, Central Learning Analytics Team

Imperial Student Shapers have completed a joint project with students Nanyang Technological University, Singapore in which they explored student views on use of learning analytics to support student success. Their findings tell us that students want control over their data and to use data insights to help them learn well. The Imperial College Learning Analytics (ICLA) team is building on the students’ feedback and design ideas to develop data tools for learners and continue the students’ work to disseminate best practice guidance for ethical use of their learning data. In this presentation, we will discuss the key messages from students and their implications, relate these to lessons learned from other institutions and how they are informing our plans. We will also share prototype tools. For example, the students identified a lack of awareness of the details of how the university uses their data and a gap in trust. We plan to close this ‘trust gap’ and ensure transparency by giving students access to their own learning analytics, and empowering them with the skills to interpret, reflect and act on data insights.

2a: Exploring Inclusive Supervisory Practice: Practical Tools and Approaches (Please note that this workshop is capped at 30 participants. These spaces will be allocated on a first come first served basis. Also note that this workshop will run into the lunch break and end at 14:00. If you are attending this session, lunch will be provided) By Rachel Van Krimpen is Faculty Director of Equality, Diversity, Inclusion and People for the Faculty of Science at the University of Nottingham (UoN). 

In this interactive workshop, you will have the opportunity to explore equality, diversity and inclusion in the context of your own supervisory practice. The workshop will focus on the role of the supervisor in PGR admissions, then move to consider the role supervisory teams play in an inclusive PGR student experience and how you can support success for PGRs from a diverse range of backgrounds. Attendees will:

• Explore embedded biases in PGR selection processes through case studies and consider implications of this for their role as a PhD supervisor
• Explore tools to support inclusive supervisory practice, including:
  • Practical approaches to developing an inclusive environment, supporting belonging and creating psychological safety
  • Coaching approaches to support open conversations with PGRs

2b: (Self-) Reflection in Lifelong Learning - A Powerful Learning Tool 
By Dr Kristin Knipfer, Technical University Munich (TUM)

Abstract TBC

2c: Live well to Learn well 
By Abby Sanderson, Wellbeing Manager, Move Imperial

A session to share an overview of the services and programmes offered by Move Imperial and looking at the benefits of being active while studying. Different ways to engage in our activity will be discussed as well as showcasing some of our larger events that happen each year.

3a: Ignite session
Presentation 1: Undergraduate students’ preconceptions of a world-leading, high-achieving STEMMB university: potential implications for students’ ability to learn well at ICL (Learning Well project) 
By Dr Sue Sing, Dr Tiffany Chiu and Dr Richard Bale

‘…that's something that the teachers did mention…you need to work hard, there's like no time to play. It's Imperial…’ (Sachith, Y3 Medicine, FG26)

The Learning Well project is a two-year study researching Imperial undergraduate students’ study strategies and impact on their mental wellbeing (funded by the President’s Excellence Fund for Learning & Teaching). Qualitative data has been gathered through student focus groups and this has enabled the project team to develop a rich understanding of different, and often complex and competing, aspects relating to their experiences of being a learner at a world-leading, high-achieving STEMMB university. This IGNITE presentation will share insights from one area of focus: students’ preconceptions prior to coming to Imperial; it will consider the extent to which these matched their actual experiences and will suggest possible implications these ideas pose for students’ ability to learn well and in healthy and sustainable ways during their time at this university. The learning and outcomes from this project will be applicable across the College’s departments and faculties. To end, the project team will draw attention to points for further consideration as well as sharing details of upcoming opportunities to potentially contribute to this work.

For more information: Learning Well project

Presentation 2: Unveiling the ‘Hidden Curriculum’ – industrial action and the medical workforce. What do pre-clinical students think?
By Dr Stephen Naulls, Dr Anna Ogier, Dr Lisa-Jane Edwards, Eve O'Connell, Cate Goldwater Breheny, Dr Rasha Mezher-Sikafi, Dr Richard J Pinder, Imperial College London

Following months of widespread industrial action in the National Health Service (NHS), we sought to investigate the impact on early-years medical students: those in their first two years of undergraduate training. We wanted to understand how professional values and professional identity formation might be affected and how educators could provide appropriate and additional support.  Whilst later-stage medical students are exposed to media portrayals as well as first-hand interactions with staff and patients, we were particularly interested in exploring whether early-year medical students’ understanding may be disproportionately shaped by external narratives such as mainstream and social media. 
 
In partnership with student shapers, We designed  a new educational intervention entitled “Out of Hours Conversations”. This panel-based session provided a forum to discuss and explore what students had heard, what they believed, and how they felt about these potential challenges to their professional identity formation.  
 
In this presentation, we present our reflections and feedback findings. We discuss the wider relevance, value and risks of creating semi-formalised opportunities to uncover the hidden curriculum. 

Presentation 3: Evaluating and enhancing the future prospects of STEMB students using humanities, social science and languages learning
By Dr Michael Weatherburn, Field Leader of Humanities & Social Sciences and Data Science Institute Academic Fellow at Imperial College London

Phase one of this pilot study used survey data of alumni from one UK-based STEMB-orientated university, analysing alumni experiences of, and insights into, the value of interdisciplinary humanities, social sciences and languages (HSSL) learning for future value. Studying survey responses from 52 alumni, we discovered alumni experiences were mixed. Some were generally positive about their experiences and recommended current STEM students undertake HSSL learning. Others thought the learning experience did not contribute positively to their careers or skills development.  

In addition to confirming the current scholarly consensus on the challenges of obtaining rich and thorough survey responses, we also seek to contribute to scholarly debate from a second methodological perspective: namely interdisciplinarity, higher education management and organisational consolidation; a topic of substantial current debate, particularly in relation to HSSL subjects. 

Building on these findings, step two of this project proposes interviewing targeted alumni with the intention of drawing on their experiences and creative ideas to reform and enhance our HSSL and related interdisciplinary curricula, particularly learning outcomes and related assessments. We aim to develop this as a larger research project seeking Learning and Teaching Innovation support. 

3b: Ignite session
Presentation 1: Activate Student Mentoring Training: Collaborating, Creating Safe Spaces and Learning 
by Dr Caroline Hargreaves, Graduate School

Imperial’s total student body continues to grow and the Graduate School collaborates with students, staff and alumni to develop support for our postgraduates. As part of Imperial’s Race Equality Charter the Graduate School was tasked with developing a mentoring programme.  

From its creation and piloting in 2022/23 the Activate Student Mentoring Programme is expanding to now support two streams, recipients of Imperial’s Scholarships for Black heritage students and PhD students of Black, Asian and Minority Ethnic (BAME) heritage, and recipients of Imperial’s Master’s Scholarships to support disabled students and disabled PhD students.

The training is developed in collaboration with students, staff and alumni and our mentors are PhD students, alumni and staff. We have also been working with staff across College to share our materials and help develop their training for other mentoring programmes. 

These collaborations create safe spaces for us to learn from each other and continue to develop provision to support our students, with training for both mentors and mentees to enhance mentoring partnerships and facilitate sensitive conversations.  

My presentation gives an overview of our development and the challenges we face extending the programme. Looking forward to sharing our experience and learning from each other through discussion.

Presentation 2: Challenges and opportunities for decolonising the curriculum at Imperial and the role of the library as a ‘neutral’ space: The use of the LEGO® Serious Play® method to facilitate focus groups to explore views of library staff 
by Coco Nijhoff, Senior Teaching Fellow, Library Services

What are the challenges and opportunities for diversifying and decolonising the curriculum at Imperial? What is the role of the library in advancing a College-wide decolonising the curriculum initiative? This ignite talk presents data and preliminary findings from focus groups designed using the LEGO® Serious Play® method. Library staff in key roles built models based on prompts linked directly to the research questions, providing insights for this work-in-progress MEd research.

Presentation 3: Learning well within interprofessional and multidisciplinary teams 
By Dr Felicity Lalloo, Stephanie Powell and Dr Arti Maini, Primary Care

In the context of an increasingly complex and multi-morbid patient population, multidisciplinary teams in primary care and the NHS more widely are expanding, helping to facilitate the delivery of integrated, inclusive and people-centred care ​(World Health Organization, 2015)​. It is therefore important for medical students to have the opportunity to work and learn with other colleagues and students to support “interprofessional, multidisciplinary working” ​(General Medical Council, 2015)​.    

This presentation will describe the existing opportunities across the undergraduate primary care curriculum where working or learning with health and social care professionals, community groups, and students from other disciplines is occurring or being promoted. We will discuss the value that these add in supporting students to learn, and the holistic skills gained for both students and faculty, including collaboration, inclusive working and a deeper understanding of the lived experience of patients and communities. 

References :

• General Medical Council. (2015). Promoting excellence: standards for medical education and training. https://www.gmc-uk.org/-/media/documents/promoting-excellence-standards-for-medical-education-and-training-2109_pdf-61939165.pdf  
• World Health Organization. (2015). WHO Global strategy on people-centred and integrated health services: interim report. In Service Delivery and Safety.  

3c: Ignite session
Presentation 1: A Follow-up Study of Interdisciplinary Learning as Feeling on the I-Explore UG Research Computing Module at Imperial by Dr Liam Gao, Graduate School

Satisfying the diverse needs of students in our Interdisciplinary Research Computing course presents a significant challenge. This course draws second-year undergraduate students from different departments across the College. To foster a more effective learning environment, we recognize the importance of considering students’ emotional experiences. Emotions play a crucial role in the learning process. As students engage with dynamic computing concepts and collaborate with interdisciplinary peers, their feelings impact their overall experience. Understanding their feelings and how their feelings evolve through the course, allows us to have insight into our course design and its alignment with students’ existing computational skills. This study, remains preliminarily, investigates longitude data collected from the class 2023 and 2024. Although the sample size is small (13 subjects from 2023 and 14 subjects from 2024), we have found some interesting relationships between students’ learning feeling and the changes of feeling in five categories, including three positive emotions (Enjoyment, Excitement and Curiosity) and two negative emotions (Anxiety and Confusion). By comparing the feeling data from the two years’ groups, we have not found strong evidence that prior experience of programming could impact on students’ experience within our course settings. 

Presentation 2: ReCoDE – project-based cognitive apprenticeship learning for research computing and data science
By John Pinney, James Deslauriers, Chris Cooling, Jianliang Gao, Jeremy Cohen, Diego Alonso Alvarez and Katerina Michalickova, Imperial College London

We’ll introduce ReCoDE (Research Computing and Data Science Exemplars) – a nascent learning resource for postgraduate students and early career researchers. ReCoDE contains entry-level end-to-end scientific computing projects annotated for efficient learning. 

The exemplars come from various disciplines and are created by GTAs in collaboration with the RCDS staff and Research Software Engineers. Each GTA is asked to design a learning experience around a piece of programming code that solves a real problem in their area of expertise. The RCDS team supports the students with developing the pedagogy behind the experience, while Research Software Engineers support adherence to best practices for quality code. The approach is not prescriptive, and we encourage the GTAs to reason about their decision-making process including good and bad solutions. During the process, the GTAs enhance their teaching, software engineering and project management skills.

ReCoDE complements the RCDS courses that impart technical content.  The aim is to show how to combine many different lines of skills and knowledge into a single project. Using this cognitive mentorship approach, we better prepare our audience for the computational aspects of their research. 

This summer, together with Student Shapers, we will begin an advertisement campaign for students, supervisors and teaching staff.

Presentation 3: Can 360° Immersive Videos Enhance Medical Students’ Readiness for Primary Care Placements?
By Dr Gautham Benoy, Primary Care and Public Health

Background: Medical students report feeling underprepared for early primary care clinical placements. This project explores using immersive (360°) videos to introduce clinical placements. These videos may support preparation through increasing familiarity with premises and staff roles. They can also elicit emotional responses to consultations through increasing empathy and motivation for learning. 

Methods: We are developing immersive videos using a 360° camera with input from students and people with lived experience of health conditions. The first video explored clinical environments through a guided GP practice tour and staff interviews.
This was shown in conventional (2D) format to first-year students as part of the curriculum. Students were then invited, on a voluntary basis, to view the immersive format using a virtual reality headset. Immersive videos of simulated consultations involving diverse clinical scenarios are in production. Students will experience the videos from the patients’ perspectives; we anticipate this will inspire and help them to prepare for consultations with diverse patients. 

Results: This is a work in progress, exploring the potential of integrating immersive videos into the curriculum. We are evaluating the impact of these videos through focus group discussions. We will share our reflections on developing these videos and next steps. 

Plenary session: Outcomes from the Strengthening Learning Communities project by Amy Smith, Jessie Durk and Michael Fox, Imperial College London

The Strengthening Learning Communities project aimed to investigate how students experiences are related to awarding gaps. Over the past three years we have investigated quantitatively how awarded grades vary between demographic and protected characteristic groups as well as exploring the culture and norms within the discipline of physics and what it means to be a physics student at Imperial College London. In this symposium, we will highlight some of the results of this work, reflecting on what we have learned and how that will impact the ways of teaching and learning in the Department of Physics in the future. We will also share lessons learned from the project for the Imperial community more widely, including the tracking of awarding gaps across student characteristics, analysis of norms and belonging across departments, challenges in linking data across the University and the development of discipline-based educational research communities.