The LITE Student Education Catalyst Fund supports staff and student innovation in education across the University of Leeds.
Both staff and students can apply for the Funding, which provides a small project grant of £1,000 to help boost student education at Leeds.
Grants, which will be made available for the summer of each academic year, can be spent on travel, research assistant time, or catering, for example.
Project outputs will be evaluated and disseminated internally and externally by grant holders to develop the practice, pedagogy and reputation of student education at the University.
LITE Student Education Catalyst Fund Projects 2019/20
Andrew Kirby - School of Medicine (staff-led)
Title: The ‘Germ-Bugs’: co-design of an arts-based microbiology teaching resource
With this project, we hope to optimise learning of microbiology by increasing subject accessibility, comprehension and retention.
To develop microbiology teaching resources in collaboration with students, to maximise their uptake and educational impact.
And develop prototype illustrated stories relating to two bacterial pathogens which would form part of a collection of illustrated narratives on bacterial pathogens called The GermBugs.
Use these illustrated stories in co-design groups with medical students from the Medical Student Infection Society (Andrew Kirby and Jane Freeman).
Produce a report summarising findings and recommendations from the co-design group.
Helen Durham, School of Geography (staff-led)
Title: Faculty of Environment Pedagogic Research Group
Currently the School of Geography, School of Earth and Environment and Institute of Transport Studies have a number of discipline research clusters, groups and institutes but no local forum for exchanging good practice in student education and scholarship.
There are a growing number of academic staff on Teaching and Scholarship pathways and, as a SFHEA, I wish to initiate a pedagogic research group to support and develop colleagues in the Faculty of Environment who wish to undertake scholarship and pedagogical research.
This pedagogic research group will follow a similar model to PRiSM -Pedagogic Research in Mathematics and Physical Sciences.
Sarah Wenham - Careers (staff-led)
Title: Employability Leadership Within An Academic Setting: A Investigation Into The Influence, Areas of Responsibility and Developmental Needs of The Academic Employability Lead Role.
The ‘Academic Employability Lead’ is currently a role that is undertaken by an interested academic member of staff at a School or Faculty level.
However the scope and responsibilities of that role varies widely across the University and there is currently no ‘agreed’ role descriptor that can help to lead and support those staff, and others who work alongside them.
In 2016-17, a University-wide working group was established to undertake a review of a number of academic leadership role descriptors for student education.
The role of Academic Employability Lead however, was not part of that review process.
As Employability is imperative across the University in relation to its contribution to measurements such as TEF, LEAF, Graduate Outcomes and NSS, it is vital that the role is now reviewed in order to further understand its position as a key influencer within each School.
Jenny Brady - Disability Services/ OD&PL (staff-led)
Title: Inclusive Learning and Teaching Development- SALIP Training Event
School Academic Leads for Inclusive Practice (SALIPs) are key to the successful implementation of the baseline standards of inclusive learning and teaching as they will enable colleagues to understand inclusivity in their context and the benefits to students and staff.
Through this project, we are aiming to affect a culture shift as many traditional approaches to teaching and assessment put certain individuals at a disadvantage due to disability as well as linguistic, educational and cultural background.
Inclusivity matters in the design and delivery of teaching and assessment, and must be supported by the wider culture of the organisation.
Establishing localised champions will help to spread awareness and encourage colleagues to amend current approaches, while the ILTD group will continue to take an overview and work strategically.
Omar Vukusic - school of Languages, Cultures and Societies (student-led)
Title: Learning Arabic dialect/s: An investigation of students’ learning needs
The project aims to help meet students’ needs regarding the teaching of spoken variants of Arabic, and to support staff in developing a portfolio of Arabic modules that meet those needs.
In previous student-staff meetings, when the demand to learn Arabic dialect(s) has been raised, staff members enquired about the details of how this provision can be made in a way that supports our learning.
However, students have not yet provided details such as: which dialect(s) are needed, at what level and in what format, as separate modules versus an integration in the curriculum of the current modules.
The project aims to seek answers for these questions.
Hongkang Zhang, Leeds University Business School (student-led)
Title: Exploring the significance of essential digital skills for business students
This project will explore the significance of essential digital skills, mainly focusing on programming and coding skills, for business students.
Based on my research, I will evaluate the impact of essential digital skills of business students to their university grades and future career development.
I will lead focus groups and interviews with currents undergraduate students and graduates who have coding skills (R/ Python) with students without these abilities respectively.
And explore findings about the relationship of grades and coding skills for undergraduates and the career development and coding skills for graduates.
Ross Gillespie - School of Medicine (student-led)
Title: Eight Minutes to Save a Life 2019
In Autumn 2018, the Clinical Skills Education Team, School of Medicine, and seven medical students collaborated to design a community teaching project that trained over 80 medical students as teachers.
These volunteers taught basic lifesaving skills to over 1000 local residents at 6 events across Leeds, from Victoria Square and LUU to Hyde Park Parkrun, Leeds City Council and the Worsley Building.
This project aims to develop the community teaching skills programme to train students as educators in relevant topics to target pressing health education needs in local communities.
Niamh Tooher - Quality Assurance (staff-led)
Title: Decolonising the Curriculum
The aspiration of this curriculum decolonisation project is to facilitate the creation of a diverse, inclusive curriculum that enables students from all backgrounds and with a plurality of experiences to engage with and benefit from.
Furthermore, we would like the principle of curriculum diversity to be embedded in the development and review of programme content within all faculties.
Students are critical agents in initiating this change and we aim to entrench the spirit of co-creation and collaboration.
Katrina Firth - Engineering, Environment and Maths and Physical Sciences (staff-led)
Title: Managing the ‘Second Year Slump’
The School of Computing SAER identified the transition needs of students going from year 1 to year 2 as well as the low satisfaction rates for year 2 students as action points.
This project will initially focus on this group of students but will also look at the issues for both Engineering and Environment students.
Previous work around this issue has been carried out in FBS by Sue Whittle, however the needs of computing students in transition periods are likely to be different and need addressing directly.
Rachael O'Pipes - School of Law (staff-led)
Title: Reverse mentoring as a tool to create inclusive, international learning communities
The project will gather primary data from students within the School of Law in order to run a pilot reverse mentoring scheme which will involve international students “mentoring” members of academic staff in the School.
International student numbers have grown significantly in recent years and are set to increase further in line with the University’s internationalisation strategy and government agenda.
As such, piloting new initiatives such as this, which, if successful, will be transferable to other Schools across the University and beyond, is more important than ever in attempting to create inclusive, international learning communities and cultures within the University.