Collaboration to support the student experience and progression

09 May 2019 - 10 May 2019
Location: Clayton Hotel Belfast

SEDA Spring Conference 2019 Handbook

SEDA Spring Conference 2019 Survey

The themes of student experience, outcomes and progression continue to dominate discussions about the nature of post-compulsory education, both within educational institutions and in mass and social media. A recent example from Higher Education (HE) is the debate about universities ‘handing out first class degrees to students’ (1). Further Education (FE) is confronting different but no less challenging issues, as in the recent DfE report which claimed that “FE senior leaders were found to have an ‘insufficient focus’ on teaching and learning, which is linked to a lack of CPD to allow teachers to grow their skills.” (2)

This conference will examine approaches to and techniques of collaboration, both within and across institutions, which aims to provide the most meaningful support for students as they progress through their courses and make transitions between educational levels. This includes innovation in and evaluation of effective methods for collaboration with students and collaboration in both physical and digital spaces. The conference will be valuable to both staff whose central focus is educational development at dept/school/faculty or institutional level and to teaching staff who are looking for new evidence-based ways of supporting their students.

Within this general theme, we welcome proposals from HE and FE staff from different institutional functions and varying institutional roles where collaboration has proven effective to meet current and likely future challenges. Proposals should focus on innovation/developments and/or evaluation/research in one or more of the following areas, in relation to the overall conference theme:

· Programme, module and learning design

· Course/programme assessment and feedback strategies

· ‘Students as partners’ and related ‘change agent’ initiatives

· Professional development for staff

· Learning and mobile technologies

· Digital capability and institutional support

· Curriculum leadership and staff roles

· Internationalisation

· Widening participation

· Induction and transitions

· Apprenticeships

· Inclusivity

· Wellbeing

· Learning development

References1. The phrase ‘handing out’ was the headline phrase in many media outlets in June 2018 (e.g. Radio 4 Today programme – 21/6/18;

2. A summary of main findings and links to the main report can be found at

CALL FOR PROPOSALS IS NOW CLOSEDProposals for workshops, discussion papers and panel presentations are invited which address the conference topics and themes. Sessions should involve reflection, exploration, scholarship and evaluation rather than just describing activities undertaken. Proposals should also be grounded in relevant literature and research wherever possible.All SEDA conference sessions involve active participation, discussion and development. Activities should go well beyond simply talking about topics or discussing ideas presented. Activities should involve critique, analysis, development and action planning by and with participants.Session formatsWorkshops: 45 or 90 minutes, which explore research- and practice-informed topics and include high levels of creativity, innovative thinking, critique, practical participation and action planning.Discussion papers: 45 minutes, including no more than 20 minutes presentation with at least 25 minutes of questions and discussion / exploration, describing and exploring research, evaluation, policy and/or practice. The emphasis should be on drawing out lessons for and with others, and involving participants in engaging with your findings and ideas. Sessions that integrate presentation and discussion, rather than presentation followed by Q&A, will generally be preferred.Panel presentations: We are also inviting presentations for chaired panel sessions. In these, sets of three 10-minute presentations on related themes will be followed by 15 minutes of panel / Q&A discussion. You may offer a single panel presentation, or you may, with colleagues, propose a suite of two or three distinct but related panel presentations.Criteria for acceptance of proposalsEach proposal will be reviewed for acceptance at the conference against the following criteria:● Contribution to the conference topic and themes;● Clarity and coherence of the proposal, including title;● Contribution to practice, scholarship and evaluation of educational development in further and higher education, reflecting on and informing the future of educational development;● Likely value of session aims and outcomes to participants;● Consistency with the SEDA Values;● Appropriateness of session structure and specified timings in relation to session type and outcomes; and● Active and productive engagement of participants.Proposal FormProposals should be submitted electronically using this form to the SEDA office by Monday, 26th November 2018 at 5pm.CALL FOR STUDENT PAPERS

SEDA invites proposals from students In UK HE or FE to deliver short papers (15 minutes) to this conference. Papers should relate to the general conference themes.

Support from SEDA

SEDA has agreed to provide financial support for three student papers from three different UK institutions (only one student per institution will be funded) under the following conditions:

  • One student presenter per institution will have all conference fees waived and be provided with subsistence/accommodation for the whole conference.
  • Each student’s home institution must agree to cover the student’s travel costs.
  • Each student’s home institution must agree to fund at least one full conference delegate to support the student presenter and act as ‘sponsor’. The staff delegate will be expected to advise and support the student in preparing his/her presentations but will not have any role in delivery at the conference. The bursary cannot be awarded until the sponsor has registered for the conference.

Deadline and ProcessProposals should be submitted electronically to SEDA at, using the proposal form by Monday, 26th November 2018 at 5pm.

Associate Professor, Geraldine O’Neill is a Principal Fellow of the UK HEA and educational developer in UCD Teaching & Learning, University College Dublin. In her time in UCD, she has supported and evaluated many institutional teaching, learning and assessment projects. She is current working on an institutional approach to programmme-focused assessment. In a recent 2-year secondment to the Irish National Forum for the Enhancement of Teaching and Learning, she coordinated the national  Assessment Enhancement theme (Assessment of, for and as Learning). A key aspect of this national project was the shift towards empowering students in the assessment process. Having gained her PhD in Occupational Therapy in 1995, she has a track record of research dissemination, with her focus in the last 15 years on professional development, curriculum design and assessment.

Dr Carina Buckley has been the Co-Chair of the Association for Learning Development in Higher Education since 2014, and leads on the strategic development of the association and its activities. She is the Instructional Design Manager at Solent University, responsible for the development of the VLE as a rich, interactive teaching space, and regularly collaborates with academic colleagues on projects around student engagement and identity.

David’s passion is to improve learning in higher education, based on a thorough understanding of the conditions for student learning and educational change.

David has, since 2001, been an independent international higher education researcher, evaluator, consultant, staff and educational developer and writer. Since 2010 he has been a Fellow of the University of London Centre for Distance Education (CDE). For CDE, he co-wrote, and tutors on, an online PGCertHE; co-leads the Integrating Information project; and is helping build ODL capacity for higher education in Nigeria. For SEDA, with Ruth Brown, he is supporting the Association of Commonwealth Universities (ACU) Partnerships for Enhancing Blended Learning (PEBL) project, working with Universities across East Africa.

David was founding Chair of the UK Staff and Educational Development Association (SEDA), where he co-led the initial development and implementation of teacher accreditation in UKHE; co-founder of the UK Heads of Educational Development Group (HEDG); a founding council member of the International Consortium for Educational Development (ICED); and founding editor of the International Journal for Academic Development (IJAD). David was previously a Director of the Centre for Higher Education Practice at the UK Open University. He is currently a member of SEDA Conference and Events committee.

Clayton Hotel Belfast22-26 Ormeau AvenueBelfastBT2 8HSTEL: +44 28 90328511 Wi-FiDirectionsRoadThe hotel does not offer onsite parking however they have a discounted rate for guests of £10.50 for 24 hours at the nearby NCP car park on Dublin Road. This special 24-hour charge applies for one entry/exit only. Excess time beyond 24 hours will automatically be charged an additional £10.50. Please ensure to get the token at reception to avail of this special rate. NCP Dublin Road Opening Times: Monday to Saturday – 7.00am to 12.00am and Sunday – 9.00am to 12.00am. Limited on-street parking is available around the hotel. Tickets must be purchased from the Pay & Display machines. A charge of £1.20 per hour applies from 8.00am to 6.00pm, Monday to Saturday. Rail Great Victoria Street Station: From Glengall Street turn right onto Great Victoria Street. At next traffic lights turn left onto Bruce Street. Turn left at next lights onto Bedford Street. Turn right at next lights onto Ormeau Avenue. The hotel will be on your right-hand side. If you are travelling with luggage taxis are readily available, fares are typically £5.00.Belfast Lanyon Place Station (formerly Belfast Central): Exit the station, turn left and walk 500m along East Bridge St. At the junction follow East Bridge Street round to the left. After 200m, at the major junction, turn right onto Ormeau Ave, you will see hotel ahead on the left-hand side. 5 minute via taxi from station.By coachThe Europa Bus Centre: From Glengall Street turn right onto Great Victoria Street. At next traffic lights turn left onto Bruce Street. Turn left at next lights onto Bedford Street. Turn right at next lights onto Ormeau Avenue. The hotel will be on your right-hand side. If you are travelling with luggage taxis are readily available, fares are typically £5.00.AirGeorge Best Belfast City Airport (BHD)Located 4 miles/6.4 km southeast to Clayton Hotel Belfast, Geroge Best Belfast City Airport is the closest to our hotel. A taxi typically costs £13.00 (one way), taking 20 minutes, depending on traffic. Alternatively, catch one of the frequent Airport Express 600 buses which terminate in the city centre at nearby Europa Bus Centre. Airport Express adult fares are £2.50, journey time is 30 minutes. Driving Directions*: Continue on Sydenham By-Pass/A2 to Oxford Street. Follow Oxford Street to East Bridge Street.  Take A24 onto Ormeau Avenue. Hotel is at the bottom of the street on the left-hand side.Belfast International Airport (BFS)20 miles / 32km north of our hotel, a taxi to Belfast International Airport costs £31.00 and takes 35 minutes, depending on traffic. The Airport Express 300 service operates up to every 15 minutes and terminates at the nearby Europa Bus Centre in the city centre. Journey times are 40 minutes and adult fares £8.00. Driving Directions*: Continue to Airport Road and follow signs to M2.  Follow M2 to Sydenham Road in Belfast. Take the exit towards Queen’s Island from M3. Continue on Sydenham Road, take Station Street, Oxford Street and A24 to Ormeau Avenue.

Conference Package

Early bird price (prior to 5pm Thurs 11 April 2019)

Standard price(after 5pm Thurs 11 April 2019)

Full residential conference delegate (includes one night’s accommodation and all meals, including the conference dinner)



Student concessionary full residential conference delegate (includes one night’s accommodation and all meals, including the conference dinner) Available to full-time students only £405 £465

Non-residential day delegate Thursday 9th May and Friday 10th May (includes lunch and refreshments)



Non-residential day delegate Thursday 9th May (includes lunch and refreshments)



Student concessionary non-residential day delegate Thursday 9th May (includes lunch and refreshments) Available to full-time students only £160 £185

Non-residential day delegate Friday 10th May (includes lunch and refreshments)



Student concessionary non-residential day delegate Friday 10th May (includes lunch and refreshments) Available to full-time students only £160 £185

Bed and breakfast accommodation for the night of Wednesday 8th May



Conference dinner Thursday 9th May



Day One09.15 – 09.45 Registration and tea & coffee – OLYMPIC BAR09.45 – 09.50 Welcome and Introductions – OLYMPIC 2&309.50 – 10.10 View from SEDA including SEDA-PDF in action: experiences from an Erasmus+ project – OLYMPIC 2&310.10 – 11.00 Keynote – Enhancing students experience of their programme assessment and feedback journey: Lessons from a National and Institutional Project  – OLYMPIC 2&3Geraldine O’Neill, Associate Professor, University College Dublin11.00 – 11.25 Coffee Break – OLYMPIC BAR

11.00 – 11.25 New to SEDA? Come and find out more Clara Davies and Jo Peat (SEDA Co-Chairs) – VENETIAN ROOM

11.25 – 12.10 Parallel Session 1

  1. Digital storytelling: Hearing the student voice  Richard Beggs, Caitlin O’Dowd, Tony McGovern and Christopher Mitchell – OLYMPIC BAR 2&3
  2. Supporting the socio-academic transition of postgraduate taught students – Students’ and tutors’ perspective  Namrata Rao, Zoi Nikiforidou  – TITANIC ROOM 1
  3. Empowering curriculum leaders to innovate: an overview and evaluation of an Integrated Curriculum Design Framework  Roisín Curran, Colette Murphy – TITANIC ROOM 2
  4. Assessment in the Third Space: Librarians, Educational Developers and Lecturers collaborating to promote engagement with feedback  Brid Delahunt, Ann Cleary, Moira Maguire, Ann Everitt- Reynolds, Claire Fox – OCEANIC ROOM
  5. A co-constructed curriculum: a model for implementing total institutional change in partnership with students  Harriet Dunbar-Morris, Amy Barlow, Angel Layer – OLYMPIC ROOM 1
  6. Employable scholars: their transition as professional educators  Vicky Davies & Sarah Floyd- SYRIAN ROOM
  7. Transition support for direct entrants to University; welcomed or dismissed?  Julia Fotheringham – VENETIAN ROOM

12.15 – 13.00 Parallel Session 2

  1. Assessment strategies developed by a student partnership project  Jade Currie – OLYMPIC 2&3
  2. How cross-institutional collaboration can support first year transition: evaluating a key first year initiative  Sarah Gibbons, Deirdre Murphy, Jesse Waters – TITANIC ROOM 1
  3. Compassion, identity and training for PhD students who teach  Jessica Hancock – TITANIC ROOM 2
  4. When staff are the students: engaging staff as student partners in the design of academic professional development programmes  Claire McAvinia, Pauline Rooney, Roisin Donnelly, Jen Harvey – OLYMPIC ROOM 1
  5. Andy – tell us a story”. Going public with literacy: Publication as an agent for change across the learning landscape Clive Palmer, Andrew Sprake – VENETIAN ROOM
  6. Transforming Academic Tutoring: A Collaborative Work in Progress  Amanda Millmore, Dr. Joanna Cordy – SYRIAN ROOM
  7. A critical examination of Widening Participation (WP) strategies in Further Education and Higher Education sectors in the UK  Thanda Mhlanga – OCEANIC ROOM

13.00 – 13.50 Lunch – AVENUE 2213.50 – 15.20 Parallel Session 3

  1. Chasing metrics: crisis, compromise or opportunity?  Karen Arm – OLYMPIC ROOM 1
  2. Using storytelling in learning and teaching  Julie Attenborough, Rachael-Anne Knight – OLYMPIC 2&3
  3. “I’m one of your students”: never judge a book by its cover  Judith Broadbent and Jo Peat – TITANIC ROOM 1
  4. “The Living CV has made me feel confident and aware of how my course is benefiting me” – helping students connect university learning with future work  Dawn Morley and Lisa Dibben – SYRIAN ROOM
  5. Breaking the code: An academic literacies approach to building students’ reading and writing capability  Claire Saunders, Ben Powis – OCEANIC ROOM
  6. Using a soft systems approach in academic development: a case study of personal tutoring  Alicia Prowse, Stephen Powell – VENETIAN ROOM
  7. 2 x 45 minutes sessions: Supporting student transitions through student peer mentoring: Policy and Practice  John Bostock AND Presenting a CIA Toolkit (…much more inclusive than it sounds!)  Nick Botfield – TITANIC ROOM 2

15.20 – 15.40 Break – OLYMPIC BAR15.40 – 16.40 Keynote – Student Papers – OLYMPIC 2&3

16.45 – 17.30 NetworkingGetting Published with SEDA James Wisdom (Chair, SEDA Educational Developments Magazine Editorial Committee) – VENETIAN ROOM18.00 – 18.45 SEDA AGM SYRIAN ROOM19.00 Drinks Reception – OLYMPIC BAR19.30 Dinner – OLYMPIC 2&3Day Two09.00 – 09.20 Registration, tea and coffee – OLYMPIC BAR09.20 – 09.25 Welcome to day 2 – OLYMPIC 2&309.25 – 10.20 Keynote – Effective cooperation between Learning Development and Academic Development: What have we learnt, where are we heading  – OLYMPIC 2&3Dr Carina Buckley SFHEA, Co-Chair of ALDinHE, Solent University and Dr David Baume, Consultant10.20 – 10.45 Coffee Break – OLYMPIC BAR10.20 – 10.45 SEDA PDF 

Roisin Curran and Ruth Pilkington (SEDA PDF Committee members) – VENETIAN ROOM10.45 – 12.15 Parallel Session 4

  1. Operationalising Inclusive Teaching: How do we turn goodwill into meaningful and lasting good practice?  Ivan Newman, Ben Watson – OLYMPIC 2&3
  2. ‘Translating’ the NSS: Using thematic analysis of student free text to enhance assessment and feedback strategies  Deborah Rafalin – OLYMPIC ROOM 1
  3. Exploring the role of trust in learning, teaching and educational development. Findings from a collaborative Erasmus+ project  Eszter Simon, Gabriela Pleschová – VENETIAN ROOM
  4. Authenticating postgraduate taught student identity through cross-level transition Initiatives  Mark F Smith, Chloe Rollings – OCEANIC ROOM
  5. Making Groupwork Work  Lucy Yeatman – SYRIAN ROOM
  6. 2 x 45 minutes sessions: Digital Learning in Nursing Education Carol Maxwell, Robin Ion AND A collaborative approach to staff development: integrating learning technologies  Valerie Lawrenson – TITANIC ROOM 1
  7. 2 x 45 minutes sessions: Academic reading and writing retreats for students: Using extracurricular provision to explore curricular content to enhance student learning  Chris Little, Angela Rhead AND There is light at the end of the tunnel: using metaphorical language to facilitate effective collaboration  Chris Mitchell and Ros O’Leary – TITANIC ROOM 2

12.15 – 13.05 Lunch – AVENUE 2213.05 – 13.50 Parallel Session 5

  1. Exploring change management in collaborative approaches to widening participation in HE  Orlagh McCabe – TITANIC ROOM 1
  2. Developing Online Interprofessional Student Collaboration  Lucy Myers and Julie Attenborough – TITANIC ROOM 2
  3. Widening Access and Participation Dashboards for Data Informed Decision-Making Catherine  O’Donnell, Brian Murphy, Barbara Hunter – VENETIAN ROOM
  4. What helps and what hinders reflective teaching? Discussing results from a collaborative Erasmus+ project  Agnes Simon, Gabriela Pleschová – OCEANIC ROOM
  5. Learning to learn for work in practice. Illustrating the role of reviews and assessment in the development of professional skills  Laurence Pattacini, Hannah Beard – SYRIAN ROOM
  6. Inclusive assessment. Where shall we start?  Ruth Payne – OLYMPIC ROOM 1

13.55 – 14.40 Parallel Session 6

  1. In search of a sense of belonging for online learners  Susie Schofield, Heather Gibson – TITANIC ROOM 1
  2. Students as partners for the enhancement of assessment strategies  Claire McGeough – OLYMPIC ROOM 1
  3. Understanding the development needs of graduate teaching assistants in the UK context  William Rupp – TITANIC ROOM 2
  4. Pastoral Care: The Unsung Hero(es) of Student Experience – Are They Finally Their Due? Usha Sundaram – VENETIAN ROOM
  5. Transitions and Aspirations Kate Swinton – OCEANIC ROOM
  6. Collaborative Retention Project: building blocks for student success  Louise Naylor – SYRIAN ROOM

14.40 – 14.50 Coffee Break – OLYMPIC BAR14.50 – 15.35 Parallel Session 7

  1. The SEAs of Curriculum Transformation: Student Partners Building Student Partnerships  Dawn Albertson, Karen Angus-Cole, Rob Eaton, Briony Frost, Jo Hatt, Abby Osborne, Tamara Reid, Matthew Dawes, Luke Parr, and Alice Palmer-Ross – TITANIC ROOM 1
  2. Developing all learners through analytics: a collaborative consultative approach to professional development and support  Pauline Rooney, Geraldine Gray, Lee O’Farrell, Kevin C. O’Rourke – TITANIC ROOM 2
  3. The development of personnel and professional teaching in Higher Education – a frontline view of growth, institutional change and opportunity for CPD in outcome-based learning  John Temperton – VENETIAN ROOM
  4. Playing your Cards Right: Introducing a new resource to support the development of disciplinary and professional thinking  Rebecca Thomas, Karen Clark, Joy Jarvis – OCEANIC ROOM
  5. Developing e-communities of practice – Using YouTube as a tool for peer observation and reflective practice  Francine Warren – SYRIAN ROOM
  6. Everybody hurts: collaborative reflection on the experience of receiving feedback as a tool to develop staff and student feedback literacy  Naomi Winstone – OLYMPIC ROOM 1

15.40 – 16.00 Plenary – Interactive Section – OLYMPIC 2&316.00 – Depart