ABSTRACT. The peer evaluation component of the Team Based Learning (TBL) process provides students the opportunities to develop a range of professional competencies. It encourages students to recognise the diversity of skills required to function effectively as a Team. It supports personal development as it encourages reflection on their individual accountability and contributions to the team. While also supporting their professional development providing opportunities to provide feedback to peers to communicate areas of teamwork strength while also articulating opportunities for development. However, students can struggle with the process finding it challenging to provide ‘criticism’ of their peers; to develop the skills to formulate professional feedback comments; to overcome the emotional impact of receiving feedback, and to create an action plan for further development (Burgess et al., 2021). These challenges highlight the requirement for additional training and support to enhance students feedback literacy as part of the TBL process.

This workshop will require participants to actively engage in the TBL and peer evaluation process, providing the opportunity to experience the accountability of team decision-making and the peer feedback process. Following active participation there will be opportunities to discuss their experiences of contributing to a team assessment, constructing and receiving ‘effective’ feedback and how peer evaluation supports teamwork skills development as well as students personal and professional development. The session will conclude with an opportunity for participants to ask questions and hear insights from both students and staff involved in the Gateway to Medical Studies student-staff partnership project, highlighting the benefits and challenges of peer evaluation and TBL from both of their perspectives.

This workshop aims to help staff recognise the challenges students encounter participating in peer evaluation and to support students’ development of feedback literacy and to articulate the personal, professional and teamwork skills they develop through engaging in this learning and assessment process.

Burgess, A., Roberts, C., Lane, A.S. et al. Peer review in team-based learning: influencing feedback literacy. BMC Med Educ 21, 426 (2021). https://doi.org/10.1186/s12909-021-02821-6

By the end of this session participants will have had the opportunity to:

Recognise the teamwork skillset developed by students during the TBL process.

Understand the common challenges and barriers students face during peer evaluation in TBL.

Recognise the importance of confidence building to ensure honest and constructive peer evaluation and feedback.

Discuss strategies to support students to develop the professional skillset to both provide and receive constructive and written feedback.

ABSTRACT. Are you curious about harnessing the power of Staff-Student Partnerships (SSP) but don’t know where to start, what to expect, or why you should even consider using it?

We aim to demystify the SSP process, from concept to output, for a wide range of SSP applications and objectives ranging from undergraduate final year projects to the UofG competitively funded schemes (SoTL, LTDF, & SSPS), by sharing the human-side of our personal SSP adventures (warts and all) and our lessons learnt.

The success of SSP is directly related to the experience of the students/interns involved, the interactions between all parties, the support provided, and the clarity of design and communication. We will focus on this, with our student/intern co-facilitators sharing their insights, suggestions, and guidance as well.

This workshop aims to showcase the power of engaging with students to undertake SoTL, to develop L&T outputs, and to connect with the student body, thereby enhancing the relevance, authenticity, and impact of SSP projects and outputs. Together we hope to motivate participants to undertake Staff-Student Partnerships (SSP) and enjoy the rewards that this brings.

If you have an idea for a SSP project, bring it with you and use this opportunity to get some personal support and address your questions at our drop-in discussion tables, hosted by our co-facilitators after the main presentation and information portion of the workshop.

By the end of this session, participants will have a better understanding of the power and the pitfalls of staff-student partnerships, with the benefits ultimately outweighing any barriers.

Participants will have been introduced to, and guided through, a variety of SSP approaches and will have had the opportunity to reflect on how they can harness the SSP for their own aims and objectives. Participants will have a better understanding of how a project can be developed, as well as carried out, with SSP and they will gain a deeper understanding of how SSP is perceived, understood, and felt by the students/interns, further enabling more effective collaboration. In addition, participants will have had the opportunity to ask questions and get direct support from the workshop facilitators during the workshop, thereby jump-starting the process of considered and informed planning for launching their own SSP project.

ABSTRACT. With the expanding nature of scholarship in Higher Education, having an agreed source of information to work from is helpful in facilitating communication and integration across diverse teams and disciplines who engage in scholarship. In this session we aim to start the process of developing and creating an online, open access, collaborative compendium for those working in the scholarship of teaching and learning. We will start by building the bones of a large glossary that can be referred to by staff and students, old and new, through an interactive discussion and workshop to establish structure and entries. In addition, we will facilitate an active discussion as to what additional information should be contained within future iterations of the compendium that would reduce barriers into SoTL and that would allow new members to become more active in the area. We welcome all contributions and would recommend attendees consider terms and definitions for the glossary in advance to make the most of the session.

By the end of this session, participants will: 

• Have contributed to the compendium will all contributors being recognised as authors on the online compendium 

• Have access to the compendium for future reference 

• Have the means for making future contributions to the compendium 

ABSTRACT. This workshop aims to be a fun and creative way to explore the fundamental qualities of ‘humanness’ that differentiate us from GenAI.

Harnessing the power of visual thinking, we will (re)discover in this workshop what fascinates us about our subject, what drives our passion, and how we can inspire that same enthusiasm in our students.

The session is shaped by Hirschauer’s ‘Theory of Human Differentiation’ (2023) applied to GenAI. This framework is useful in exploring that while GenAI can mimic aspects of human cognition and behaviour, it fundamentally lacks the depth of human existence. GenAI remains a tool, whereas we, as humans, are meaning-makers, creators, moral agents, and capable of being passionate about our subject.

We will engage in several drawing activities, grounded in two key principles: 1) everyone can draw, and 2) drawing is a powerful tool for thinking (Tversky, 2011). Unlike spoken words, visual representations externalise thought and make abstract ideas tangible. By mapping concepts onto a visual format we gain new insights and engage more deeply - and all we need to do so are 5 symbols: dot, line, square, circle, triangle.

At its heart, this session is about rediscovering and celebrating what we love about our subjects, what fuels our curiosity, and how we can spark that same passion in our students, making learning an exciting and deeply human experience.

The aim is for participants to generate concrete ideas on how to bring uniquely human strengths - those that set us apart from GenAI - into their teaching, learning, and scholarship.

ABSTRACT. The session introduces colleagues to the Internationally Relevant Curriculum Scales (IRCS), a survey tool that enables staff to systematically evaluate their course materials, teaching and classroom interactions for international relevance and cultural inclusivity. Through using the tool interactively in the workshop, the facilitators will demonstrate how the data can be analysed and translated into actionable improvements, helping colleagues identify priority areas to enhance their teaching.

Workshop outline:

Introduction to the IRCS and how to use it.

Participants use the survey to self-assess the international relevance and cultural inclusivity of their course.

Facilitators will support participants analyse the results in real time.

Discussion of the results and feedback from participants.

Reflection on teaching practice and how to enhance it by identifying priority areas and workshopping possible improvements.

By the end of this session participants will have had the opportunity to

1. Use the IRCS to gather data

2. Analyse the data

3. Reflect and plan changes to their course

ABSTRACT. Following on from a similar workshop at a previous conference, this writing workshop will enable participants to write a case study blog to illustrate a focused active learning method or strategy in practice. For example:

A - action learning sets

B – brainstorming, buzz groups 

C – case-based learning, challenge-based learning, COIL

D – debate, doughnut rounds 

E – escape rooms 

F – field trips, fishbowl, flipped classroom 

G – game-based learning, gamification 

H - hackathons 

I – Inquiry-based learning, interactive classroom 

J – jigsaw classroom 

O – object-based learning 

P – phenomenon-based learning, problem-based learning, project-based learning 

R – role-play 

S – SCALE-UP, simulations 

T – team-based learning, think-pair-share 

W – world café 

Z - zines 

By the end of this workshop, participants will have:

Drafted a case study blog focused on an active learning method or strategy

Identified further opportunities for good practice sharing and collaboration between delegates

It is recommended that participants bring an electronic device so that they can fill out the case study digitally, but paper copies will also be available.

Authors of completed case studies will be invited to contribute these towards the Active Learning Blog. All contributions will be peer reviewed.

ABSTRACT. In this session, the Transforming Curricula Workstream will introduce the Curriculum for Life  (C4L) – its key concepts and innovative principles, that will give all students on a General Degree a chance to interact with students beyond their discipline and disrupt traditional ways of learning focused on content trajectories. The suite of courses will provide students with the opportunity to consider, confront and reflect upon real world challenges. The session will also introduce colleagues, who are interested in redeveloping existing or developing new C4L courses, to the C4L criteria and take them through case study examples of C4L courses – explaining how to complete the C4L annex to surface the key criteria required of this innovative suite.

ABSTRACT. Did you know that UofG has a SoTL Ethics Committee specifically for teaching focussed and SoTL applications? This is open for applications from any member of staff across the Colleges and University Services who is conducting scholarship research.

Come along to this informal session to meet with members of this committee and find out more about who we are and how we can support you with your ethics applications.

By the end of this session participants will have:

had the opportunity to talk to members of the SoTL Ethics Committee

been able to look over the application forms and supporting guidance and ask questions about how they might use them

ABSTRACT. Due to unforseen circumstances the facilitators have withdrawn from the conference

ABSTRACT. Many teaching practitioners are aware of the importance of using collaboration and co-creation in their practice. However, acting on such awareness and embedding collaborative and co-creative approaches in our teaching often seems daunting. In this workshop, participants will have the opportunity to reflect on the challenges of introducing collaboration and co-creation in their practice, and to discuss practical ways forward with colleagues across the university.

Dr Vincenzo Pusino, Lecturer in Electronic and Photonic Devices (School of Engineering) and Dr Catherine Reid, Lecturer in Teacher Education (School of Education), have recently completed the Postgraduate Certificate in Applied Practice (PgCAP). As part of this workshop, we will share our challenges in recognising students as active contributors to classroom environments, and what this recognition means for our practice. Participants will be invited to consider collaboration and co-creation as a journey that entails challenging preconceptions about what forms HE must take and overcoming fears such as “losing control” of the classroom environment. The workshop will provide participants an environment where we can explore ideas about co-creation and collaboration with other practitioners.