Where available, recordings can be accessed by UoY staff by following the links to previous conference programmes below:

• 2022 – Working together to develop a university for public good
• 2021 – The Changing University
• 2020 – Inclusive and Engaged Learning
• 2019 – Creating valuable learning partnerships in the contemporary university
• 2018 – Research-led teaching – in pursuit of excellence
• 2017 – The York Pedagogy – making it work

2022 – Working together to develop a university for public good

Contents

You can use the links below to navigate the available abstracts and recordings

• Welcome talk and keynote lecture
• Presentation 1: Using MOOCs to facilitate international lifelong learning for Prehistoric Archaeology
• Presentation 2: The Advantages and Disadvantages of Personalised Audio Feedback (PAF) at the Europe Campus in the Era of Sound-Bites and GDPR: A Two Case Analysis
• Presentation 3: University Art Collection as a bridge between academia and the public – from research and teaching to community cohesion and engagement
• Presentation 4: Video projects: Enhancing student’s digital skills to enhance employability
• Presentation 5: Solutions-based learning, critical pedagogy and the challenge of climate change education
• Presentation 6: Fostering partnerships for the public good; collaboration, innovation and impact
• Student Panel Session
• Closing Talk and Conference Poster Awards

Welcome talk: Louise Rudd, Chair of the 2022 Learning and Teaching Conference

Keynote Speaker: Professor Udy Archibong MBE, University of Bradford – “Optimising the learning environment for inclusive education”. 

This session aimed to explore the different means of improving the learning and teaching environment to meet the needs of diverse learners. It sought to discuss the sociological, emotional, and psychological domains that may contribute to improving a person’s learning experiences to promote belonging. It addressed different kinds of knowledge and methods of knowledge production. It also involved a consideration of differences in learning styles, abilities, backgrounds, experiences and other factors that may impact diverse learners.

Session recording (UoY Panopto login required)

[Back to 2022 contents]

Presentation 1: Using MOOCs to facilitate international lifelong learning for Prehistoric Archaeology

Andy Needham, Iain Barr, Don Henson♰, Becky Knight, Andy Langley, Nicky Milner, Steph Piper; Archeology / Centre for Lifelong Learning

Aim: To communicate experiences in building and running an online course for non-specialist learners and explore the type of impact a MOOC can have in the area of international and lifeline learning amongst diverse populations of learners after three years of delivery.

Takeaway: The presentation will provide a sense of workflow and time commitment associated with the creation, delivery, and upkeep of a MOOC. The presentation will provide insight into the type and extent of impact that can be generated amongst a non-specialist and diverse audience.

We report on the development and delivery of a Massive Open Online Course (MOOC) via Future Learn. By virtue of limited coverage in school curricula, the extent of knowledge of prehistory amongst the general population can be variable. The MOOC was designed to promote Mesolithic Archaeology, based around new excavations at Star Carr, Yorkshire, UK. This MOOC is a guided learning resource for the public to develop their knowledge of archaeology, excavation methods, and how artefacts or site features advances our understanding of past behaviour. The MOOC assumes no background knowledge of archaeology, and can be used in tandem with free online resources and open-access academic books detailing the Mesolithic site of Star Carr and 10 years (2005-2015) of new excavations and discoveries at the site. The MOOC was launched in 2019 and is open throughout the year, delivered with the help of expert educators for one month on an annual or bi-annual basis. The MOOC has attracted thousands of participants each year from across the world and over a wide age demographic. The comments left by learners for each other, and to expert educators, provides important insight into the efficacy of the resource and its impact. As we approach the fifth run of the course, we reflect on our experiences of building and delivering the MOOC and evaluate the feedback received, with particular interest in the extent to which it has proved to be an effective learning tool for lifelong learners both nationally and internationally.

Session recording (UoY Panopto login required)

[Back to 2022 contents]

Presentation 2: The Advantages and Disadvantages of Personalised Audio Feedback (PAF) at the Europe Campus in the Era of Sound-Bites and GDPR: A Two Case Analysis

Christakis Liasidis, Business Administration and Economics

Aim: Tips for making the recorded feedback messages more understandable, less boring, and more ‘fun’.

Takeaway: An interactive discussion will be held with participants on the challenges faced in PAF and engaging with them to propose solutions relevant to their particular subject areas and/or issues with PAF in general (including GDPR).

This session (presentation) raises the issue of personalized audio feedback (PAF), a practice that has been piloted recently at the Europe Campus.

Two cases of such practice will be presented (UG & PG level), discussing the positives and areas of concern that have emerged, and proposing adjustments to improve the overall student learning experience.

The issue of GDPR (General Data Protection Regulation) is also raised, considering that audio feedback sent to a student from a module leader could easily be widely disseminated (FB, Internet, Blogs) etc.

Colleagues may be interested in this session because they will become more acquainted with PAF practice, and if they already use it, they can become further engaged in figuring out ways out of the deadlock that such practice can create.

Issues such as PAF, as well as group/class general audio feedback, will be discussed in an effort to find an appropriate balance between individualized and general audio feedback that seeks to balance the needs of students and the department as a whole.

Best practice ‘tips’ will be provided related to improving this practice to ensure that students indeed listen to the entire recorded audio file and do not just focus on their mark.

Those who come from disciplines where PAF may appear inappropriate and impossible (e.g., Engineering, Applied Sciences), since feedback needs to be given on numerical exercises, would see the value of it, and attempt to follow a similar practice with certain alterations.

Session recording (UoY Panopto login required)

[Back to 2022 contents]

Presentation 3: University Art Collection as a bridge between academia and the public – from research and teaching to community cohesion and engagement

Helena Cox, Borthwick Institute for Archives / History of Art

Aim: My talk will focus on student and public engagement, including life-long learning and impact. I will talk about using art to reach out to the public, and I will touch on both local, national, and international collaborations. The core of my talk deals with using the university art collection to promote community cohesion and enhance the student and academic experience.

Takeaway: The participants will learn about the existence of the University Art Collection (which is not a widely known fact at the moment!) and will find out how the art collection can be used to boost academic research and impact, enhance the student experience and create lasting collaborations across the university. They will also find out how the art collection can help with community engagement and cohesion, and how we plan to use the collection to foster and strengthen the links to our local communities.

The University Art Collection currently holds over 900 artworks dating from 1500 to the present day, including painting, sculpture, pottery, textiles, prints and photography. Public art played an important part in the concept of the original campus, and the collection has been growing organically since the 1960s. In January 2022, I became the inaugural Art Curator, overseeing the collection. In this talk, I will share the amazing opportunity that I see for the Art Collection to engage with both students, academics as well as the public. I will elaborate on the different roles that the Art Collection plays in fulfilling the ‘University Strategy 2030’ and I will present an outlook on the many benefits that the collection brings to the University’s varied communities. This includes working closely with the students and students’ unions, facilitating object-led learning, as well as engaging in research activities across departments and specialisms. I will also focus on the ways of opening the campus to the public and connecting to our local communities using art as well as putting the collection on the cultural map of York. Such outreach will include national and international collaborations as well as fostering local links. This is a historic moment for the Art Collection which I believe will become a priceless platform for strengthening the mutually beneficial connection between the academic and local communities in York and beyond.

Session recording (UoY Panopto login required)

[Back to 2022 contents]

Presentation 4: Video projects: Enhancing student’s digital skills to enhance employability

Ana Cruz, BAED

Aim: Enhancing students employability through video projects

Takeaway: As a student understand how digital skills and particularly video projects can enhance their employability profile., For educators some lessons learned and best practice will be shared to enhance students digital skills, their employability profile and enhancing both student engagement and satisfaction.

During the pandemic and after the lockdowns video interviews, online meetings and remote working increased dramatically. This has highlighted the need for students to be more digitally literate and even more confident with the use of technology and online presentation skills and digital communications. Evaluation methods in universities also need to be aligned with market needs and the digital skills required from students particularly in marketing and management disciplines. The paper will draw on lessons learned through the implementation of evaluation methods including the creation of viral videos and screencast presentations as a method for evaluation in integrated marketing communications and developing corporate identity. The paper will provide practical lessons for students but also for educators on what aspects work better to enhance both the digital skills of students as well as enhancing their employability profile.

Session recording (UoY Panopto login required)

[Back to 2022 contents]

Presentation 5: Solutions-based learning, critical pedagogy and the challenge of climate change education

Dr Sally Beckenham, Environment and Geography

Aim: Empowering future climate change activists 

Takeaway: A new way to think about how to teach climate change

Teachers within universities and beyond have long noted the difficulties of approaching the subject of climate change, and this question of how to teach it now forms the basis of a substantial body of pedagogical literature (Hayden et al, 2011; Filho et al, 2021; Svarstad 2021). This is not surprising, since it requires us to draw from insights across social science disciplines – of human geography, development studies and international politics for example – but also engage with scientific knowledge and discourse. Beyond this, the challenge is to teach a subject of global consequence but also such specificity in lived experience, to capture a constantly shifting picture of vulnerability and disaster, and to convey efforts of adaptation and resilience in global governance alongside the dire planetary trajectory on which we are on.  This requires us to think carefully about how to deliver and facilitate lessons on climate change that will empower students as engaged climate conscious citizens but also foster critical thinking skills with which students can think and make decisions for themselves about climate change. Here I argue that the transformative potential of critical pedagogy can be brought together with a solutions based learning  agenda to generate new approaches to climate change problems and simultaneously empower a new generation of climate activists.

Session recording (UoY Panopto login required)

[Back to 2022 contents]

Presentation 6: Fostering partnerships for the public good; collaboration, innovation and impact

Dr Adrian Gonzalez and Jenny Pollard, Environment and Geography

Aim: Highlight the value of multi-scale and multi-partner collaborations and reflect on the role that public bodies and students play in fostering positive change.

Takeaway: An understanding of how the Sustainable Business: Leadership, Innovation and Management programme has fostered a collaborative approach to learning, empowering students and business to work in partnership to make changes for public good.

The challenges that global society faces, from the climate emergency through to the covid-19 pandemic, indicate that strong collaboration between different institutions and actors including governments, businesses, and communities are critical if we are to succeed in confronting these issues. This presentation will explore the role that Universities can play in fostering partnerships for the public good. It will start by providing a brief contextual background, paying particular attention to how these “wicked problems” require solutions grounded in multi-actor partnerships. It will then set out how Higher Educational institutions have sought to amplify their role in helping resolve these problems through the facilitation of multi actor and multi-scale partnerships. As an example, we focus on the York-Maastricht Partnership (YMP) and the design and delivery of the MSc Sustainable Business: Leadership, Innovation and Management. We will outline the partnership successes and how these are being used to drive future collaboration for public good.

Session recording (UoY Panopto login required)

[Back to 2022 contents]

Student panel

This was a discussion session led by students who attended the conference about their thoughts on the themes and what they had experienced during the day. There was an opportunity for questions during the session.

Session recording (UoY Panopto login required)

[Back to 2022 contents]

Closing Talk and Conference Poster Awards

Dr Glenn Hurst, Chair of the Learning and Teaching Forum

Session recording (UoY Panopto login required)

[Back to 2022 contents]

2021 – The Changing University

Date: Friday 2nd July 2021

The theme of this years’ conference was chosen to represent the shift in higher education we have seen in recent years. The conference sub-themes are all areas that have increasingly gained importance in the sector, resulting in significant change in recent times. Much of the content that will be explored within these sub-themes through the presentations, workshops, posters, and discussions is novel and forward-thinking.

• Employability Within Higher Education: Students are placing increased emphasis on their future careers from the moment they commence university, and often before then. Many programmes and courses are now specifically designed according to the employability requirements desired by employers in their field.
• Innovation and Digital Learning: Innovation is seen throughout all sectors of higher education – we’ll be exploring some recent practices that have taken place within the University and its partners. Digital learning has long been on the agenda for universities, and while there are a lot of common place practices, there are many instructors who are looking to explore how to best engage students, facilitate learning and teaching, and support online and blended delivery that has become increasingly important.
• Decolonisation: Often described in the context of decolonising the curriculum, decolonisation is about creating means for a dialogue on the representation of cultures and knowledge systems used. While this is by no means a new area, universities are now working to specifically address the issues it covers to ensure they have a fully inclusive institution. We have a central team leading on this, as well as departmental-led initiatives, working with students as partners and their unions to develop inclusive policies, processes, and practices.
• Interdisciplinary Methods of Teaching: Interdisciplinary instructional approaches allow for the synergistic combination of two or more disciplines such that the resultant understanding is more holistic and greater than the sum of the constituent parts. Through such interdisciplinary instruction, students have the potential to be better equipped in solving grand challenges, requiring more lateral and collaborative approaches to problem solving. This is an area where there is significant development and changes within the sector and is a current focus for the University. There are many benefits to be gained from delivering more interdisciplinary curricula for both students and staff, which will be explored during the conference.

The conference programme is included below. Click on the links for session abstracts and recordings.

• Welcome talks
  • Professor Charlie Jeffery, Vice-Chancellor and President of the University of York
  • Dr Glenn Hurst, Chair of the Learning and Teaching Forum
• Keynote lecture
  • Professor James Pickering, the University of Leeds.

Abstract and recording

• Flood Week: Integrating York Strengths into a taught module for Environment and Geography Students
  • Jenny Pollard, Tamsyn Kiss and Brett Sallach; Environment and Geography
• Industrial Project: Providing Software and IT services to organizations serving the public interest.
  • Dimitris Dranidis, Computer Science, CITY College, University of York Europe Campus.
• Faculty opinions regarding the incorporation of systems thinking into undergraduate chemistry education
  • Alice Jackson and Glenn Hurst; Chemistry
• Futures thinking, interdisciplinary workshops in the Department of Environment and Geography
  • Claire Hughes, Laura Chapman, Jo Cruz and Dean Walters; Environment and Geography

Abstracts and recordings

• Using Online Game-based Business Simulation to teach Entrepreneurship effectively to Engineering students – A Case Study
  • Bidyut Baruah; Electronic Engineering
• Moocing an impact: What lessons can we learn from massive online courses?
  • Andy Parsons and Iain Barr; Chemistry and Centre for Lifelong Learning
• Developing research skills in medical students online using an active research study
  • Heidi Baseler, Murat Aksoy, Alison Graham, Aziz Asghar; Hull York Medical School

Abstracts and recordings

• Employability Skills in Counselling Programmes: how they are developed and exercised in our Community Counselling Center
  • Suzie Savvidou; Department of Psychology
• Undertaking a Placement Year in the Covid-19 pandemic
  • Govind Panesar, Taylor Atkinson and Katy Elliot; Careers and Placements, University of York
• Graduate Attributes Badges: Verifying the Delivery of Employability Skills
  • A. Sotiriadou, Z. Tatsioka, N. Tsorakidis, S. Savvidou and P. Kefalas; CITY College, University of York Europe Campus
• Closing Talk
  • Professor Tracy Lightfoot, Pro-Vice-Chancellor for Teaching, Learning and Students

Abstracts and recordings

Abstracts and recordings (UoY Google log-in required)

2020 – Inclusive and Engaged Learning

Date: Friday 13th March 2020

As we move into a new decade, the challenge of supporting increasingly diversified and ever-changing demographics is becoming key. Technology provides superb opportunities, but we are only just beginning to understand how we should leverage them. The focus of the 2020 Learning and Teaching Conference was how education can change in order to meet the needs of all learners. It solicited contributions on the themes of:

• Creative and innovative learning methods
• Building inclusive learning communities
• Inter-cultural perspectives in the curriculum
• Diverse learning and assessment strategies
• Novel approaches to learning

Keynote Speaker: Dr Yota Dimitriadi, University of Reading “Reflections on disability, inclusion & accessibility in academia“

The conference programme is included below. Click on the links for session abstracts and recordings.

Keynote lecture and discussion

Reflections on disability, inclusion & accessibility in academia
Yota Dimitriadi, University of Reading

Lightning Talks

The Graphic Novel Collection – Learning with Pictures Lucy Atkinson and Martin Philip

Our own Special Ks: Kamishibai and its “kyoiku” (educational) power Geraldine Enjelvin, Megumi Bailey and Holly Williams

Introducing students to effective learning strategies on a University-wide scale Walter Jansen

The Promise and Perils of Learning on the Move: Walking as a Teaching Tool Ruth Penfold-Mounce

Workshops

What makes students engaged in learning? An overview of the Student Engagement project – Recording Annis Stenson, Clare Burgess, Thom Shutt and David Gent

Drawing on diversity: The international classroom at Maastricht University and beyond – Recording Donna Carroll

Moving on up: supporting student transitions to and within Higher Education – Recording Sally Quinn, Alex Benjamin, Katie Smith and Patrick Murphy

Student engagement: towards a systematic review of the student experience Oscar van den Wijngaard – Recording

Facilitating Inclusive and Engaged Learning in Fully Online Masters Programmes Nathan Page, Liz Matykiewicz and Dawn Wood

Presentations

Creating Innovative Learning Methods in Archaeology: Integrating the Practical and the Theoretical in Artefact Studies Andy Needham, Jess Bates, Mike Groves, Andy Langley and Steph Piper

Technology in the Classroom: Game Based Learning Platforms and Student Engagement Lesley Davies and Ellen Spender

“From Margins to Centre?” A Student Perspective on Representation in the Historical Discipline Clare Burgess and Olivia Wyatt

University of York Students’ Vision for a Diversified and Liberated York Giang Nguyen

International students’ pathways: the journey and the challenges Eddie Cowling, Wanting Gu and Wei Sun

From pre-assessment consumption to ongoing active engagement: Student-created content and peer review using the Panopto recorder Angela O’Flaherty and Rob Shaw

Understanding and improving practice learning experiences and outcomes for BAME social work students Hannah Jobling, Kelly Devenney, Jenny Threlfall, Polly Sykes

Poster Session

Link to full poster abstracts

2019 – Creating valuable learning partnerships in the contemporary university

Date: Friday 21st June 2019

Though the content may vary, nearly all the learning communities have three things in common. One is shared knowledge. By requiring students to take courses together and organizing those courses around a theme, learning communities seek to construct a shared, coherent curricular experience that is not just an unconnected array of courses in, say, composition, calculus, history, Spanish, and geology. In doing so, they seek to promote higher levels of cognitive complexity that cannot easily be obtained through participation in unrelated courses. The second is shared knowing. Learning communities enroll the same students in several classes so they get to know each other quickly and fairly intimately in a way that is part and parcel of their academic experience. By asking students to construct knowledge together, learning communities seek to involve students both socially and intellectually in ways that promote cognitive development as well as an appreciation for the many ways in which one’s own knowing is enhanced when other voices are part of that learning experience. The third is shared responsibility. Learning communities ask students to become responsible to each other in the process of trying to know. They participate in collaborative groups which require students to be mutually dependent on one another so that the learning of the group does not advance without each member doing her or his part

Keynote Speaker: Dr Ruth Healey, NTF, University of Chester “Developing learning communities through staff-student partnerships”

The conference programme is included below. Click on the links for session abstracts.

08.30	Conference organisers available / poster set up in P/T005 and P/T005a
09.00 – 09.30 Exhibition Centre Foyer	Registration opens with tea and coffee and Poster Presentations
09.30 – 09.50 P/X/001 Lecture Theatre	Welcome: Students and Dr Glenn Hurst, Chair of Learning and Teaching Forum
09.50 – 10.45 P/X/001 Lecture Theatre	Keynote lecture and discussion: Developing learning communities through staff-student partnerships Ruth Healey, University of Chester
10.45 – 11.05 P/X/001 Lecture Theatre	Lightning Talks Supporting colleges as learning communities Sam Bayley Supporting first year students’ transition into university life Julia Kolkmann, Katy Mann Benn, Marina Cantarutti, Ryan Quinn Study student guidance with lecture capture James Youdale Green Machine: systems thinking via game-based learning Jonathan Miller, James Clark, Glenn Hurst
11.10 – 11.55	Workshop A (4 concurrent sessions):
	Session A1: P/L/006	Peer assisted learning for life sciences Setareh Chong, Sarah Tindall, Tamlyn Ryan and Sarah Crellin
	Session A2: P/T/007	Death and disaster: using Lego to explore complex real-world problems Jo Rose and Beth Hardy
	Session A3: P/T/006	Building the ‘University of the Future’ in partnership with our students Sam Bayley
	Session A4: P/L/005	Using Belbin and Tuckman to inform student understanding of learning dynamics in workshop groups Scott Slorach, Patrick Gallimore
11.55 – 13.00 P/T/005 and P/T/005A	Poster Presentations and lunch
13.00 – 13.30 P/X/001 Lecture Theatre	Panel Discussion on Learning Communities Ruth Healey (Associate Professor in Pedagogy in HE, University of Chester) Dr Karen Quigley, Lecturer in Theatre, Department of Theatre, Film and Television Nigel Lowe (Director of Teaching and Learning, Department of Chemistry) Cecilia Lowe (Head of Learning Enhancement and Deputy Director, Academic Support Office) James Hare (Academic Officer, YUSU) Ellen Roberts (National Teaching Fellow, Department of Social Policy and Social Work)
13.30 – 14.30	Oral Presentations (3 presentations per session):
	Session 1: P/L/005	Counting all backgrounds: how do accounting students navigate an interdisciplinary module Jane Neal-Smith Building effective learning communities for IPC Foundation students at the University of York Julia Lancaster Treading in the footsteps of giants: Creating communities of practice for teaching & scholarship academics Jane Neal-Smith, Gill Bishop
	Session 2: P/T/006	A blended-learning approach to overcoming the challenges of teaching data analysis and programming to large cohorts when they are not a student’s core discipline Emma Rand Fostering Learning Partnerships with heritage organisations to facilitate the outdoor classroom James Taylor, Dav Smith, Matt Jenkins Social capital and peer-mentoring as strategies to foster social and academic integration in higher education Maria Chavana Villalobos
	Session 3: P/T/007	Reflections on an Archaeological Learning Community: Undergraduate Year 2 Experimental Archaeology Practical Skills and Independent Project Aimée Little, Andy Needham, Andy Langley In search of validity – direct assessment of student skills in laboratory practical sessions Nick Wood Multidisciplinary workshops to develop graduate skill sets in the circular economy using systems thinking Rob McElroy
14.30 – 15.00 P/T005 and P/T005a	Afternoon tea and Poster Presentations
15.00 – 15.45	Workshop B (4 concurrent sessions):
	Session B1: P/T/007	Let’s engineer a musical instrument together:  Creating effective staff-student partnerships for problem-based learning in engineering Jude Brereton, Frank Stevens, Andy Hunt
	Session B2: P/L/005	Creating partnerships for interprofessional education (IPE): lecturer and student perspectives on an innovative learning event Helen Bedford, Alison Smalley, Katie Graham, Carole Lindsey
	Session B3: P/L/006	Learning Together: building a community of learners within and beyond prison bars Rachel Vipond
	Session B4: P/T/006	Collaborative learning: intercultural virtual student peer-assisted learning Carmen Álvarez-Mayo
15.55 – 16.15 P/X001 Lecture Theatre	Academic Support Office SummaryInspired by ideas from the Conference?  The Academic Support Office can help you to turn them into reality, whether it’s programme and assessment design, use of learning technology, online learning, innovative teaching or developing student skills.  This session will give a quick overview of the advice and resources that are available. Nigel Dandy, Head of the Academic Support Office Conference poster award and close John Robinson, Pro-Vice-Chancellor for Teaching, Learning and Students

2018 – Research-led teaching – in pursuit of excellence

Date: Friday 22nd June 2018
Time: 9.15am – 5.00pm
Location: Electronics/Physics Exhibition Centre, Campus West

Research-led teaching and learning are distinguishing features of Russell Group universities. They are also key factors that influence students’ choice of university and their satisfaction with their course. Translating research excellence into learning opportunities to expose students to current research, including our own contributions to the discipline, are priorities from the University’s Learning and Teaching Strategy and form core elements of the York Pedagogy. York has an outstanding reputation for research in many fields and is well-placed to inspire and engage students. The University ensures that students benefit from the very latest knowledge and thinking, enabling them to develop analytical skills vital to their future careers.

However, despite clear and numerous benefits of bridging the traditional divide between research and teaching, achieving these objectives presents several challenges. This conference will explore how these challenges can be overcome by showcasing examples of best practice in research-led teaching. This will be achieved through keynote presentations, lightning talks, discussion workshops and poster sessions. Join us to contribute to the debate.

The Keynote lecture and discussion will be held by Angela Brew an Emeritus Professor, Macquarie University, Sydney, Australia, who will be discussing Integrating research and teaching: Education for an unknown future.

The conference programme is included below. Click on the links for session abstracts, chair’s reports and links to Panopto video recordings of sessions (University of York login required to view).

8.30am	Conference organisers available / poster set up in P/T005 and P/T005a
9.15am Exhibition Centre Foyer	Registration opens with tea and coffee
10.00am P/X001 Lecture Theatre	Introduction: Panopto video recording (University of York login required) Dr Phil Lightfoot, Chair of Learning and Teaching Forum
10.00am P/X001 Lecture Theatre	Welcome to the Conference – A strategic view of research-led teaching at the University of York: Professor Koen Lamberts, Vice-Chancellor & President of the University of York
10.15am P/X001 Lecture Theatre	Inspiring the next generation – why research-led teaching matters Panopto video recording (University of York login required) Professor Deborah Smith, Pro-Vice-Chancellor for Research, University of York
11.00am – 12.00pm	Workskop A (five concurrent sessions):
	Session A1: P/L005	Turn to the self: How autoethnography could help Caitlin Kitchener (YLTA), Department of Archaeology, University of York
	Session A2: P/T006	Embedding research in problem-based learning: opportunities and challenges Martin Veysey, Hull York Medical School, University of York
	Session A3: P/T007	Enabling Equal Access to Opportunity Matthew Ingram, Office of Philanthropic Partnerships and Alumni, University of York
	Session A4: P/L001	Learning Through Crying: Overcoming the Reality Gap in Management Jonathan Fanning, York Management School, University of York
	Session A5: P/L006	Workshop A5 Part 1: Intensive enquiry based learning in the Social Sciences: What works? What’s next? Ellis Saxey, Teaching and Learning Centre, London School of Economics and Political Science, University of York Part 2: Collaborative engagement for MSc research projects Fiona Sweeney, Jane Clarbour, Department of Psychology, University of York
12.00pm P/T005 and PT/005A	Poster Presentations and lunch
1.00pm – 2.10pm P/X001 Lecture Theatre	Keynote lecture and discussion: Integrating Research and Teaching: Education for an unknown future Angela Brew, Emeritus Professor, Macquarie University, Sydney, Australia
2.15pm-2.45pm P/X001 Lecture Theatre	Lightning talks
	Effective Rediscovery – A Challenge for Module Tutors Mark Roodhouse, Department of History, University of York Research-led production of a new green chemistry children’s book resource with students as partners Glenn Hurst, Jake Walpole, Louise Summerton, Department of Chemistry; Clementine Beauvais, Department of Education, University of York Multimodal Learning for Digital Literacy Fiona Keenan (YLTA), Department of Theatre, Film and Television, University of York Improving Engagement and Learning in Practical Classes – Transforming Demonstrators to Enable Students to be Active Participants Jonathan Rainer (YLTA), Department of Computer Science, University of York When there are no answers at the back of the book — Incorporating research in the Year-3 laboratory and easing the transition to Year-4 research projects Yvette Hancock, Department of Physics, University of York Skills Guides: supplementary digital literacy materials Susan Halfpenny and Stephanie Jesper, Information Services, University of York
2.50pm-3.15pm P/T005 and P/T005a	Afternoon tea and Poster Presentations
3.20pm – 4.20pm	Workskop B (five concurrent sessions):
	Session B1: P/L005	Led-research: using PBL+ and enquiry-based learning to develop student analysis, research, and application skills Scott Slorach, The York Law School, University of York
	Session B2: P/T007	Integrating Successful Student Owned Learning Samantha Pugh, Department of Physics and Astronomy, University of Leeds
	Session B3: PL/001	Student Research Internships as a Mechanism Jonathan Hook, Department of Theatre, Film and Television; Glenn Hurst, Department of Chemistry; Andrew Ferguson, Careers and Placements (Student and Academic Services), University of York
	Session B4: P/T006	How can we use games and play to encourage students to become active participants in creative learning? Pen Holland, Katie Smith, Department of Biology, University of York
	Session B5: P/L006	Workshop B5 Part 1: Using a research technique of participant-produced drawing for engaging students in teaching and learning Sudthasiri Siriviriyakul (YLTA), The York Management School, University of York Part 2: Playful Interactions: Reflections on research-led teaching in emerging design fields Debbie Maxwell, Department of Theatre, Film and Television, University of York
4.30pm – 5.00pm P/X001 Lecture Theatre	Plenary and closing discussion

2017 – The York Pedagogy – making it work

Tuesday 20 June, 9.00am – 5.00pm, Heslington West campus

The York Pedagogy will shape the ways in which we consider our programmes, our teaching and assessment for years to come, defining our institution’s learning culture and setting performance expectations. All programmes will have distinctive and clear objectives, and modules will be designed to offer progress towards them.  Student work will also support progress towards these objectives and assessments, though largely delivered at module level, will ultimately demonstrate attainment of overarching objectives. Interactions between students and staff will propel students’ work and programmes will define what students can expect from their department and university. The 2017 conference provided an excellent opportunity for discussion of how departments are managing these changes to their programmes, exploring challenges, opportunities and benefits as a result of implementation.

Conference Welcome

Phil Lightfoot, Chair of Learning and Teaching Forum (Physics)

• Welcome Slides
• Panopto video recording (University of York login required)

Conference Keynote –Pedagogy and Curiosity: How we can offer a distinctive research-intensive learning experience through the Pedagogy

John Robinson, PVC for Teaching, Learning and Students

• Keynote Abstract
• Keynote Slides
• Panopto video recording (University of York login required)

Conference Workshops

The conference also included 9 workshops. The links below contain the abstracts, chair’s summary and provide access to the slides and Panopto video recordings of the sessions, where available.

To boldly go: Creating inclusive learning and teaching environments
Claire Shanks, Open Door and Disability Services; Liz Waller, Information Services; and Maria Ayaz, Equality and Diversity Office

Designing authentic assessment tools for experiential learning
Andrew Kerrigan, Centre for Global Programmes

Reflections on the Social and Political Sciences peer assisted learning pilot
Simon Parker and Luke Carroll, Politics; and Tamlyn Ryan and Lucy Hodgetts, Learning Enhancement Team, Academic Support Office

Digital portraits and future prospects – understanding employability at York
Clare Jackson, Daryl Martin and Rosie Smith, Sociology; Vicky Barton, Careers and Placements; and Katy Mann Benn, Learning Enhancement Team, Academic Support Office

The pros and cons of option modules
Victor Chechik, Chemistry

Students as partners in curriculum design
Jill Webb and Caroline Chaffer, The York Management School

Freedom to learn – Assessment and the student experience
Rosie Smith, Clare Jackson and Daryl Martin, Sociology; and Lucy Hodgetts, Learning Enhancement Team, Academic Support Office

Programme-level approaches to skills development in modular degrees
Claire Hughes and Abigail Parrish, Environment

Enabling active learning through technology: Using cases, instructional design and delivery responsibilities
Richard Walker and Wayne Britcliffe, E-Learning Development Team, Academic Support Office