Journal of Academic Development and Education JADE Issue 11 Summer 2019 | Page 38

from being passive research subjects, this paper will further explore how students were involved within the design, direction and development of project resources and policy. Welcome Back! Facilitating Collaboration in Legal Education * Mark Davys ([email protected]) Abstract: The presentation will describe and reflect on the 'Welcome Back' sessions provided for each undergraduate year group in the School of Law at the beginning of both semesters each year. It will draw from the experiences of contributors to illustrate how the collaborative nature of the sessions has contributed to collegiality between students, Law School Staff, and staff from KIITE and Information and Digital Services. In particular, the presentation will consider how the sessions: • model collaborative working especially between the academic School and colleagues in Professional Services Directorates); • help students engage with activities facilitated by Professional Services as an essential and integrated element of their study and formation (including, for example, the probable impact of the sessions on attendance at careers’ workshops, one-to-one careers’ support and the DAPL5 programme); • encourage students to recognise and reflect on their development from semester to semester, and year to year; and • inform other activities, including collaborative research sessions and the proposed Law Fair. The presentation will conclude with reflection on the limitations of the present provision and possible ways in which it might be developed and enhanced. 38  Racial and Ethnic Homophily in the Classroom * Shiva Sikdar ([email protected]) Abstract: The literature on peer effects in education is extensive. Hoxby (2000) finds that the strongest peer effects are intra-racial. Fruehwirth (2013) analyzes endogenous peer effects and finds that these effects are stronger within racial groups than across them – both white and non-white students gain achievement spillovers almost entirely from white and non-white peers, respectively. Cross-race spillovers are, however, not significant. The tendency of racial or ethnic homophily in all types of networks, including those of friendship and those in the classroom, is also well recognized (see, for instance, McPherson, Smith-Lovin and Cook, 2001, Moody, 2001 and Currarini, Jackson and Pin, 2009). Given the diversity of our student population, how can we ensure that there is learning and cooperation across racial groups? Is it possible to assign groups, rather than asking students to form their own groups. Could the performance of students also be taken into account, so that groups are well-balanced? This can help build cross-race networks for students who might otherwise not do so. Not only will this help inter-group learning in the class, but also pave the way for future connections with respect to work. This is important given the attainment gap between BAME and non-BAME students. If I do the Foundation Year is Therapy included? * Simon Rimmington ([email protected]) Abstract: The transition to the first year of university is a critical phase of a student’s educational journey and has a potential for influencing their future success. Research points to links between education and health and in particular well-being (Bradley, 2013) (Suhrcke, 2011), although there is difficulty in drawing conclusions around causality (Brooks,