Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 33

2006). Findings: Five students were recruited (two male, four international). Interviews lasted 18-46 minutes. Four themes emerged: untapped learning opportunities; challenges ensuring parity of assessment experience; translating learning from modelling into future clinical practice and the simulated learning environment. Discussion: Despite a small sample, the full educational value of patient simulation is probably under-appreciated. Future clinical practice (and patient empathy) can be improved if educators refocus learning opportunities from candidates to include student models during assessments. Conclusions: Patient simulation is a potentially powerful learning experience which could be generalizable to other healthcare students. SHAR is considering future exploitation of such summative learning opportunities. Acknowledgments: to Choi Yan Wong - BSc. (Hons) Physiotherapy Graduate, 2018. Involving students: Co-creation of the curriculum in an English Literature module Rebecca Yearling ([email protected]) This paper discusses English Literature teaching, and the advantages of involving students as co-creators of the curriculum. In the particular case on which I focus - a Level 6 module on Renaissance drama - I did not want students to choose their own texts to study, as my own expertise in the subject made me better-placed to pick a range of plays that would exemplify the variety within early modern theatre. Instead, therefore, I gave students ownership over one other major aspect of the module: the collection of materials relating to the plays' production history, that were used for class-based discussion and, eventually, as resources for use in summative assessment. In being assigned responsibility for collecting these materials, students gained experience in working as a team. The materials they collected then shaped the direction and focus of class discussion. This experience ended up being a very positive one for all concerned: student motivation for learning was improved as students were more emotionally engaged by the materials that they had found themselves, and the class as a whole became more collaborative and less tutor- driven. My paper therefore suggests some ways in which the problems involved in student participation in curriculum design may be overcome. COLLABORATIVE RESEARCH BETWEEN STUDENTS AND ACADEMICS – BEYOND ASSESSMENT Jamie Pringle ([email protected]) Abstract: This talk aims to showcase how collaborative research between PGT students and stuff can progress them into presenting work at external conferences and into further PGR study, even producing collaborative journal articles published in international journals. A series of case studies using past students from the GGE MSc in Geoscience Research course will show the audience how this works, culminating in PhD study and articles, conclusions showing how others could replicate this process. LIVING CAMPUS – LESSONS FROM GEOSCIENCE TEACHING * Jamie Pringle ([email protected]) and Ian Stimpson Abstract: Keele Campus is being extensively used as an outdoor laboratory for undergraduate teaching in the Geosciences and Forensic Sciences. In GGE we start with a geological exploration of campus in Welcome Week and run second year outdoor practicals on geoconservation site condition monitoring and geophysical prospecting using a variety of simulated geotechnical and archaeological buried ‘targets’ for student to find, simulating real-world career tasks. For forensics, we run a third year forensic geoscience Re f l e c t i o n s o n K ee l e Lea r n i n g a n d Tea c h i n g C o n f e r e n c e 33