Cardiff Metropolitan University's annual Learning and Teaching Conference took place on the
12th April 2018 at Cyncoed Campus.
Conference 2018 Timetable.pdf
Conference 2018 Workshop Abstracts.pdf
Conference Proceedings
Conference theme: What Works? Supporting Transition Throughout the Student Life Cycle
Positive and effective transition throughout the student life cycle is linked with improved engagement, retention and success. The Spring 2018 Conference will examine
what works in relation to practices, resources, interventions and strategies that have been proven to effectively support and empower learners through the significant transition points in their higher education journey. The conference will be an opportunity to showcase best practice whilst also building the capacity within Cardiff Metropolitan University for implementing effective educational change.
Lizzio's (2011) student life cycle model offers a useful framework for understanding and addressing the evolving nature of student needs as they
transition towards (future students), into (commencing students), through (continuing students), up and out (graduates) and back (alumni) to university (See Figure 1).
Reference: Lizzio, A. (2011).
The student lifecycle: An integrative framework for guiding practice. Brisbane, Australia: Griffith University.
LTDU welcomes contributions from staff across Cardiff Metropolitan University that demonstrate excellent practice in supporting students throughout these key transition points. Contributions should be grounded in current practice. These could include, for instance:
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Pre-entry interventions: that support decision-making, early engagement, social integration, development of accurate expectations and support academic preparation to enhance transition.
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Induction activities: that develop students' capacity to engage and belong, encourage the development of supportive peer relations, provide meaningful interaction with staff (including Personal Tutors), empower students, facilitate the development of knowledge/skills, confidence and identity as a successful learner and actively engage students with their chosen programme/subject area.
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Approaches to support students at Level 5 and beyond: for instance, activities that explore the changing nature of student expectations, aspirations and concerns as they progress through new levels of study. Also, re-induction approaches that help students to cope with step-changes in both the pace and demands of academic study, the use of self-assessment to promote reflection on academic performance and future aspirations.
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Activities that prepare learners for the transition out of university: such as personal development planning, pedagogies that support the development of graduate skills, knowledge, experience, confidence and resilience (e.g. authentic assessment, problem solving, work placements, volunteering) self-reflection activities or approaches that equip learners to cope with the demands of postgraduate level study.
Conference keynote: Michelle Morgan
Michelle Morgan is Associate Professor and Associate Dean of the Student Experience in the Faculty of Media and Communications at Bournemouth University and is a Principal Fellow of the Higher Education Academy. 
Previously, she was creator and PI/Project Lead of a £2.7 million 11 university collaborative HEFCE grant looking at
the expectations and attitudes towards postgraduate taught (PGT) Science, Technology, Engineering and Mathematics (STEM) study, and post study outcomes from the perspective of students, universities and employers to support and sustain PGT growth in the UK'. The project report has received praise from across the sector including UKCGE, OFFA, the HEA and the Engineering Professor Council. Before that, she was L&T Coordinator and Student Experience Manager at Kingston University.
During her career, Michelle has been a Faculty Manager, Researcher and Academic. She describes herself as a student experience practitioner who develops initiatives based on pragmatic and practical research. Michelle is extensively published in the area and as a result of her experience has developed a detailed practical student transitions model to help guide colleagues who are at the coal face improve the experience of students across academic and non-academic activities.
In 2005, she was recipient of a special award from the University of Sussex's Students' Union for Outstanding Achievement and Excellence. In 2009, she was made a Fellow of the AUA and she is a National Associate and Principal Fellow of the Higher Education Academy. She was nominated for Teacher of the Year in 2011 and in 2015 she received a Student Led L&T award from the Students Union at Kingston University. She co-wrote and co-presented a 5 part Radio series for BBC China in 2011 on the student experience. Michelle has presented over 80 national and international conference papers (12 keynotes and 25 invited papers), has had 12 book chapters published and has 5 national and international published peer reviewed journal articles focusing on the UG and PG student experience. She is editor and substantive contributor to two books that revolve around her Student Experience Transitions Model which is designed to help colleagues support UG and PG students. She has developed a free portal for staff which provides a range of information and links for anyone interested in improving the student experience in higher education
www.improvingthestudentexperience.com
Read Michelle's most recent publication:
Morgan, M. and Direito, I. (2016)
Widening and sustaining postgraduate taught (PGT) STEM study in the UK: a collaborative project. Creating change through understanding expectations and attitudes towards PGT study, experiences and post-study outcomes from the perspective of applicants, students, universities and employers. Available at: http://www.postgradexperience.org/project-docs/
