Our annual Engage Learning and Teaching Conference took place in-person in Chelmsford on Tuesday 24 June 2025.
Have a look at the programme below:
09:00-10:00 Arrival, breakfast refreshments MAB 124
10:00-11:15 Opening, including a welcome from Kamil Omoteso, Deputy Vice Chancellor (Education) and keynote Dr Katie Piatt, University of Sussex MAB 221
11:15-11:30 Refreshments - take into...
11:30-12:00 Engage Group one
12:00-12:15 Changeover
12:15-12:45 Workshops one
12:15-12:45 1. From passive to purposeful: reimagining case-based learning through creative, inclusive, and AI-enhanced design Hassiba Fadli and Linda Brown MAB 301
12:15-12:45 2. Enhancing creative thinking and problem solving: shaping our Adobe Creative Campus Neil Dixon and Andrew Middleton plus Adobe Creative Campus team members MAB 302
12:15-12:45 3. Researching the disabled student commitment tracker in the Business School. Creating a plan to fill disabled student experience gaps Cassie Jones MAB 304
12:15-12:45 4. Co-creating the CareHub: inclusive innovation in action Siân Shaw MAB 201
12:15-12:45 PechaKuchas one
5. A PechaKucha on using PechaKucha for assessment David Stephens and David Turner QUE 101
6. The Magic Circle: utilising role-playing games for neurodiverse students in HeMS Victoria Cole QUE 101
7. Interprofessional learning on the importance of play in child health care using Lego Joanne Outteridge QUE 101
8. OneNote Class Notebooks/e-portfolios Sabrina Dewji QUE 101
12:45-13:45 Lunch MAB 124
13:45-14:30 Engage Group two
14:30-15:00 Workshops two
14:30-15:00 9. AI for learning, teaching and assessment: bringing the AI Hub to life Adrian Scruton MAB 301
14:30-15:00 10. Creative ways to discuss religion, race, gender, culture and politics in the classroom Imranali Panjwani MAB 302
14:30-15:00 11. Live Brief: a pedagogical approach to foster collaboration between students and professionals to work on and learn from the real-world Deborah Caws, Daniela Mangione and Emma Hughes (CEO of Sanctus) MAB 304
not running 14:30-15:00 12. Creative design and active learning techniques to make your Canvas site more engaging James Hull MAB 201
14:30-15:00 PechaKuchas two
13. Beyond module evaluation surveys: including student voice in Live Brief evaluation John Parkin QUE 101
14. Marketing Clinic - a consultancy unit for student innovation and entrepreneurial professional development Ran Cao QUE 101
15. Discover your voice behaviour Roslyn Mattukoyya and Chinenye Ubah QUE 101
16. Fostering research excellence and developing public speaking skills: insights from ARU Peterborough Student Research Conference Ayosola Odunlami QUE 101
15:00-15:05 Changeover
15:05-15:35 Workshops three
15:05-15:35 17. Safe sips: navigating drink spiking Lata Gautam, Kirsty Barron, Aisha Mirembe and Agatha Grela MAB 301
15:05-15:35 18. Faith, fun and foment: engaging students with faith on campus Alison Kennedy MAB 302
15:05-15:35 19. Unpacking the unlearning roadmap Linda Brown and the Unlearning Team (colleagues from Diversity and Cultural Change and Faculty Race Equality Leads) MAB 304
15:05-15:35 20. Connect and create: a playground for interdisciplinary thinking Elaine Brown MAB 201 (not running)
Now running: 20. Elevate your skills with automation Elsa Ranjith MAB201
15:05-15:35 PechaKuchas three
21. The Lego ambulance Richard Nicholson QUE 101
22. Exploring the experience of widening participation students of in-curriculum employer engagement Marina Boz, Elizabeth Kirk and Abdul-Roqeeb Salman QUE 101
23. Unleashing creativity: inspiring students with the power of choice Isobel Gowers QUE 101
24. Aspirational role model for Black students in Engineering and the Built Environment (EBE) Michael Debrah QUE 101
15:35-15:40 Refreshments in MAB 124 - take into...
15:40-16:00 Engage Group three
16:00-17:00 Main conference ends, drinks and nibbles for all in MAB 404
17:00 Close
1. From passive to purposeful: reimagining case-based learning through creative, inclusive, and AI-enhanced design
In this interactive session, Biba will share how she transformed a traditionally delivered module into an inclusive, high-impact learning experience using a blend of bite-sized videos, retrieval-based quizzes, and AI-enhanced case study design. This creative approach is designed to support diverse learners, particularly those for whom English is an additional language or who may feel overwhelmed by large volumes of technical content.
The session begins with a live demonstration of this teaching method, using a short case study summary and interactive quiz activity to show how students are introduced to complex material before applying it in class. Drawing on cognitive and multimedia learning principles, this method promotes deeper understanding, greater confidence, and improved engagement.
Participants will reflect on their own practice and explore ways to adapt the model to suit their discipline, content, or student cohort.
Ideal for colleagues seeking to bring creativity, accessibility, and technology into their teaching, the session offers practical strategies that can be implemented immediately to improve both student experience and performance.
2. Enhancing creative thinking and problem solving: shaping our Adobe Creative Campus
This session explores how multimodal and digital pedagogies, leveraging tools like Adobe Express, enhance student problem-solving and creative thinking. We'll begin with brief highlights from the Adobe Creative Campus project, inspiring us stories of implementing multimodality into learning, teaching, and assessment. Following this, we'll collaboratively create a multimodal map to inform our understanding of creative mindsets and plan how to widen multimodality across the university. By the end, you'll gain ideas to inform your own learning and teaching practice, and you’ll have contributed to shaping the next steps for the Adobe Creative Campus project.
Cassie's recent sabbatical research project on the performance of FBL against the elements of the disabled student commitment tracker highlighted some key areas where deficits exist. The session will focus on those deficits with groups coming up with innovative ways to fill them.
The gaps focus on the following areas:
• Physical accessibility in the university
• Poor utilisation of SORAS
• Poor communication to disabled students and them having to chase support
• Fear amongst staff (reprisals) and students (stigma) in confronting disability
• Variance in the support offered by teaching staff
• Issues with admissions
• Exclusive assessment
4. Co-creating the CareHub: inclusive innovation in action
Explore the creative transformation of underutilised teaching flats into an inclusive, student-powered innovation space - CareHub. This hands-on session will immerse participants in co-design techniques used to test real-world assistive technologies that support disabled people. Together, we’ll simulate user scenarios, brainstorm tech solutions, and reflect on how experiential learning can spark interdisciplinary creativity and social change. Expect active collaboration, big ideas, and a reimagining of what a university learning space can be.
5. A PechaKucha on using PechaKucha for assessment
Oral presentations are a common and important feature of assessment in higher education. Previous research (e.g., Grieve, Woodley, & McKay, 2021) has identified specific fears that students have in public speaking and the potential to negatively effect their HE experience. PechaKucha has been suggested as a contemporary, useful presentation style that can enhance the quality of student presentations (Beyer, 2011). Using student voice and exemplars of their work, this PechaKucha will explore the use of this presentation format in summative assessment with a Level 5 cohort of sport coaching students.
6. The Magic Circle: utilising role-playing games for neurodiverse students in HeMS
Have you ever imagined yourself as a wizard battling goblins in a castle, or perhaps as an Ork cleric seeking a band of adventurers to explore with? Neurodiverse students are more likely to experience isolation in their undergraduate degrees, this is most notable in healthcare degrees. Research suggests that role-playing games can enhance social skills, reduce feelings of isolation, and build confidence for neurodiverse students. Given that role-playing is a fundamental component of the nursing curriculum, we should explore innovative approaches to leverage this method to cultivate inclusive communities.
7. Interprofessional learning on the importance of play in child health care using Lego
Play is a fundamental aspect of paediatric healthcare but remains an underrepresented topic in medical and nursing education. Recognising this gap, we created a collaborative learning environment where medical students from University of Cambridge and nursing students from (ARU) could engage in joint education on play in paediatrics as a pilot workshop. This initiative sought to foster interprofessional learning through specialist lectures, interactive discussions, and practical activities using Lego. Feedback demonstrated a high level of engagement and positive reception; the interdisciplinary nature of the course was highlighted as particularly beneficial, fostering mutual respect and collaborative learning.
8. OneNote Class Notebooks/e-portfolios
OneNote Class Notebook was created this year for the Initial Teacher Training program to best support student learning and engagement. These digital portfolios were created through Microsoft Class Teams and OneNote which provide all stakeholders with a solution to ensure student engagement is consistent and personal development tutors (PDTs) can identify any students at risk. Students have ownership of the e-portfolio, but their tutors have access to allow the academics to promptly view the progression of learning.
9. AI for learning, teaching and assessment: bringing the AI Hub to life
Join us for an engaging workshop titled "AI in Learning, Teaching, and Assessment - Bringing the AI Hub to Life." This session aims to transform our online toolkit into practical strategies that enhance productivity and creativity. Through a blend of informative presentations and dynamic discussions, we will explore innovative ways to integrate AI into educational practices. Come ready to share ideas and collaborate on bringing these concepts to life in your own teaching and learning. Let's harness the power of AI together!
10. Creative ways to discuss religion, race, gender, culture and politics in the classroom
On 4 March 2025, Imranali's research on asylum seekers and palliative care patients was nationally recognised at the GG2 Leadership & Diversity Awards where, to his surprise, he won the ‘Spirit in the Community’ award. The point is not about the award; rather – why did educators and companies regard sensitive themes pertaining to faith, culture, persecution and suffering significant? Ideas like Wittgenstein’s language games and Carl Roger’s aspirational education may offer us a pathway to remove epistemological barriers. However, honesty, humour, respectful conflict & truthfulness offer us foundations for these difficult conversations. Imranali will share his methodology with an active case study.
Over the last three years, the BA (Hons) Working, with Children, Families, and Communities has incorporated Live Briefs. The rationale behind this choice has been to allow students to gain valuable experiences and insights into practical challenges while partner-organisations benefit from students’ innovative solutions and novel ideas. This workshop has two-fold aims: firstly, to share examples of three Live Briefs at Levels 4-6. Secondly, to invite participants to consider opportunities, within their own modules or courses, for developing Live Brief approaches that combine academic skills and knowledge with experiential learning, based upon authentic and real-world problems and practices.
12. Creative design and active learning techniques to make your Canvas site more engaging
This session explores innovative design and active learning strategies to enhance engagement on Canvas sites. By integrating visually appealing layouts, interactive multimedia, and intuitive navigation, academics can create a more inviting digital environment. Incorporating colour theory and colour association theory, the session demonstrates how strategic use of colour can influence. Active learning techniques, such as discussion forums, quizzes, and applied contextual scenarios, foster student participation and deeper understanding. These methods make the learning experience more dynamic and cater to diverse learning styles, ultimately improving student outcomes and satisfaction.
13. Beyond module evaluation surveys: including student voice in Live Brief evaluation
Many initiatives attempting to capture student voice occur at the end of teaching through surveys without further student/staff dialogue. Consequently, this Learning and Teaching Innovation Fund project engaged a paid undergraduate student intern in the annual evaluation of the Live Brief initiative. Live Briefs bring together students and professional partners to answer real-world questions supporting student employability. The student intern helped to evaluate Live Brief survey data and provide a student’s perspective on Live Briefs and offer suggestions for enhancement for the next academic year. Strengths and challenges of the process will be shared in this session co-delivered with the student intern.
Launched in April 2025, the ARU Marketing Clinic has generated overwhelming interest, attracting nearly 70 student consultants for its initial two consultancy projects. Responding to the AI era's demand for technical, practical, and employability-focused learning experience, the Clinic empowers students to co-create value by connecting communities and engaging industry through innovative marketing solutions, adopting an authentic Learning by Doing approach. Our student consultants voluntarily receive training and provide marketing consultancy and implementation services for research groups, local communities, and resource-restricted SMEs/startups. This presentation shares insights from establishing this initiative, alongside key challenges such as student retention, staff engagement, work formatting, and resource allocation.
15. Discover your voice behaviour
Voice behaviour is a form of proactive or a prohibitive behaviour that relates to expression of views towards quality improvement and safety.
Understanding benefits of voice behaviour promotes awareness and motivates people to 'speak up' and 'speak out', which can create a culture of openness. Maximising the opportunity to use voice contributes to inclusive culture, which results in people feeling valued.
Therefore, inclusion of content of this nature in the curriculum to encourage development of proactive voice is of utmost importance in preparing ARU learners for employability.
ARU Peterborough hosted its inaugural Student Research Conference on February 26th, 2025, providing a valuable platform for college Level 3 and A-Level students to develop their research skills and present their findings through poster presentations.
Undergraduate and postgraduate students from ARU Peterborough also had the opportunity to showcase their research through oral presentations and enhance their public speaking abilities. The presentation will highlight key lessons, opportunities, and areas for improvement while also examining the pedagogical insights gained from the event.
17. Safe sips: navigating drink spiking
Drink spiking is a societal and public health issue necessitating increased awareness and collective responsibility. In this workshop, we will present research findings and offer hands-on experience with various drink testing kits available commercially. Participants can test their drinks or observe demonstration and make up their views in terms of kits effectiveness.
We will also introduce an educational toolkit on drink spiking that has been prepared for university students and staff. We will seek feedback to improve the Toolkit and through active participation, the workshop aims to foster proactive prevention strategies and raise awareness about drink spiking, promoting a safer environment for all.
18. Faith, fun and foment: engaging students with faith on campus
Students at ARU come from many different faiths – at university, they continue their faith journey by making new communities. How do our students engage with faith across our campuses? How can we creatively enable students to have transformative experiences which engage at depth with issues of faith? What is the role of fun? When does it get more serious? What are our responsibilities as staff? What are the barriers and risks to engagement? Incorporating student stories, this joint presentation between ARU Students’ Union and Chaplaincy grapples with how to engage meaningfully with this oft-neglected protected characteristic.
19. Unpacking the unlearning roadmap
Last academic year, the Unlearning team led a programme of Away Days for ARU Schools to discuss structural racism, student data, and curriculum diversification and decolonisation. Schools were left with the Unlearning Roadmap to plot the course to curriculum change. This academic year, Faculty Race Equality Leads (FRELs), Heads of School, Diversity and Cultural Change and Anglia Learning & Teaching have been supporting colleagues with their Roadmap development. This panel discussion will probe the pedagogical benefits and challenges of the work. It will situate ARU’s progress and commitment considering other HEIs and professional bodies and practice.
20. Connect and create: a playground for interdisciplinary thinking (not running)
What if creativity can be found in the spaces between disciplines, courses, and indeed, ourselves? We will be stepping in to different perspectives to collaborate on a playful challenge to create the unexpected. You can expect energy and fun as we reflect on the consequences of curiosity, courage and compassion for the ways we teach and learn.
Now running: 20. Elevate your skills with automation
Do you get bored and frustrated with manual, repetitive tasks that take you away from the work that you enjoy? Join us to learn about the exciting world of automation without any or little tech knowledge! Discover how our new Automation Community will revolutionise academic and administrative processes. Network with like-minded professionals, exchange innovative ideas, and learn how to implement automation to enhance efficiency and productivity within your work. Don't miss this opportunity to be the 'tech super star' in your area. Let's automate the future together!
Funding was sort from ARUs learning and teaching innovation fund to purchase several Lego Ambulances. These were used in a teaching session with level 4 student paramedics for a session on Human Factors. Students were split into groups each with several human factor restrictions that they were unaware of alongside wider environmental restrictions that impacted the whole group. Students were given the aim of building the Lego ambulances in the fastest time possible. After a set time was up a debrief and reflection took place to embed the key learning points of the session.
22. Exploring the experience of widening participation students of in-curriculum employer engagement
This session will present insights from a literature review on students from widening participation backgrounds and work-integrated learning (WIL), an “educational approach whereby students engage with an external stakeholder to undertake authentic and meaningful tasks” (Ferns et al., 2024, p. 371). Existing evidence found different levels of positive impact of WIL on perceived employability among students from diverse backgrounds, calling for a better understanding of the reasons why some groups of students are leveraging benefits of WIL better than others (Jackson, Dean, and Eady, 2023). The literature review that will be presented is the first stage of a research project that will examine the experiences of ARU diverse undergraduate students in relation to two features of our learning and teaching approach to enhance perceived employability and graduate outcomes: Live Briefs (type of non-workplace WIL) and Lecturer Practitioners. This project aims to identify whether the differential impact of non-workplace WIL on perceived employability is also observed among ARU diverse undergraduate students, to inform a review and enhancement of our pedagogic approach accordingly.
Ferns, S. J., Zegwaard, K. E., Pretti, T. J., & Rowe, A. D. (2024). Defining and designing work-integrated learning curriculum. Higher Education Research & Development, 44(2), 371–385. https://doi.org/10.1080/07294360.2024.2399072
Jackson, D., Dean, B. A., & Eady, M. (2023). Equity and inclusion in work-integrated learning: participation and outcomes for diverse student groups. Educational Review, 77(2), 329–350. https://doi.org/10.1080/00131911.2023.2182764
23. Unleashing creativity: inspiring students with the power of choice
Allowing students to choose the medium for their assignment submissions fosters creativity and lets them focus on the task without being constrained by the format. This approach, where students produce a reflection to demonstrate their achievement of two learning outcomes, empowers them to think about their learning and express themselves effectively. With a carefully designed assignment brief and clear marking criteria, students are encouraged to be innovative and reflective, enhancing their overall educational experience. I have used this technique for five iterations of the Ruskin Module: Do we own animals? I will share how this has developed during this session.
24. Aspirational role model for Black students in Engineering and the Built Environment (EBE)
While entry rates to higher education (HE) are higher among black young people than for some other ethnic groups, retention rates and degree outcomes are generally lower than average (Richardson, 2015; Ross, et al., 2018). The latter is not different for our black students in FSE, where there is a significant difference in the awarding gap. This pilot project which uses a positive role model approach to develop a community of practice across the school of Engineering and the Built Environment to support Level 4 and PGT black students reach higher achievement.