The poster session will take place at 1pm on Wednesday 30th June.
All posters will be presented by the authors followed by a Q&A session.
Images of the posters will be available to view from this page prior to and during the conference.
Contents
- Stats for Beginners: Improving the confidence of incoming psychology undergraduates to tackle research methods | Dr James Yearsley – City, University of London, School of Arts and Social Sciences, Department of Psychology
- Actively supporting student experience, progression and employability through creative curriculum design | Sam Harris-Jones , Wendy Browne and Selin Keskin – City, University of London, Employer Engagement team
- Towards a multimodal ‘’conversational’’ feedback design | Panagiota Nakou – City, University of London, School of Arts and Social Sciences, Department of Sociology
- The Significance of Teacher Emotional Intelligence in Crucial Relationship Quality with Students: A Mixed Methods Study | Dr Ismail Noriey – University of Human Development
Stats for Beginners: Improving the confidence of incoming psychology undergraduates to tackle research methods | Dr James Yearsley – City, University of London, School of Arts and Social Sciences, Department of Psychology
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Open in new tab This poster will provide a discussion and evaluation of an intervention designed to support incoming students to better engage with research methods modules. Part of the design of the intervention involves a blended learning approach.
Actively supporting student experience, progression and employability through creative curriculum design | Sam Harris-Jones , Wendy Browne and Selin Keskin – City, University of London, Employer Engagement team
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As a non-credit bearing elective, the module was contained to one academic session that would see the students undertake prior activities, a Micro-Placement opportunity and associated assessments. With credits attached, Careers and Employability worked with various stakeholders across the University to implement a change that’ll support students’ experience through their success, progression and increased employability skills. Our submission aims to demonstrate the journey undertaken to make the aforementioned changes.
Towards a multimodal ‘’conversational’’ feedback design | Panagiota Nakou – City, University of London, School of Arts and Social Sciences, Department of Sociology
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Some types of assessments like online debates cannot be practiced frequently and it’s difficult to provide detailed feedback for large numbers of students timely and consistently. Consequently, I developed a VLE-based formative assessment which aims to offer multi-modal conversational feedback and guide students to prepare for a summative online debate.
The Significance of Teacher Emotional Intelligence in Crucial Relationship Quality with Students: A Mixed Methods Study | Dr Ismail Noriey – University of Human Development
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Several studies have examined the interaction between teacher emotional intelligence and relationship quality with students. The significance of the present study is, that there has not been an experimental study that has investigated how these two variables cooperate together. Additionally, since emotion has emerged as a significant component of both teaching and learning, the potential for emotional intelligence to assess and impact the capacity of teachers to influence student achievement is vital.
Recording of the session:
