Student Success in Taught Student Education Conference 2022

Join colleagues at the University of Leeds on Tuesday 8 November 2022 at our free conference. The in-person event, which will be on campus, is open to people working at external organisations as well as University of Leeds staff.

Explore and reflect on the meaning of student success in higher education through talks, panels, and parallel sessions on themes including:

  • What do we mean when we talk about student success? 
  • Designing a curriculum that is engaging and fosters belonging
  • Design thinking and curriculum change
  • Inclusive pedagogies and authentic assessment
  • Co-creation and student voice
  • Using data to action change.

Register to attend

Tuesday 8 November
9.45am - 4.30pm (registration from 9.15am)
University House, University of Leeds (please note this will not be a hybrid event).

Deadline to register: 2 October 

Call for papers

We would like to invite colleagues to submit proposals to present papers or best practice examples on these themes at the conference. We welcome submissions from people working at external organisations as well as University of Leeds staff.

Submission deadline: the deadline has been extended to Sunday 18 September. 

Submit your proposal

Use our online form to submit a paper or best practice examples.

We particularly encourage submissions that include student voice.

Further information about the themes

What do we mean when we talk about Student Success?

Staff working in this area focus on increasing retention, improving student engagement and measuring student outcomes with emphasis on students that we identify as from widening participation or backgrounds that might not traditionally go to university.

Equating student success with these measures is valid (and required), but does it consider the complexities of what we mean when we talk about success?

Designing a curriculum that is engaging and fosters belonging

In the HE sector, we know that a student’s sense of belonging at university has a huge impact on their engagement and achievement and universities have been working hard to embed ‘belonging’ in the university experience.

The challenge is how do we design a curriculum that enables such a diverse range of students (and staff) to feel they belong?

Design thinking and curriculum change

Design thinking is both an attitude and a process for decision making, problem solving and idea generation. It focuses on empathy, cognitive diversity, student-staff collaboration, co-creation and testing assumptions to generate effective solutions.

Design thinking goes further than ‘fixing’ issues; it questions the assumptions that lie beneath how we do things. It involves an openness to diverse observations and experiences, bringing unique insight and understanding and generating creative ideas. 

How can we apply design thinking to curriculum change?

Inclusive pedagogies and authentic assessment

Research suggests exams “encourage a narrow and formulaic engagement with knowledge” (Jan McArthur, senior lecturer in education and social justice in the Department of Educational Research at Lancaster University).

So, what are the alternatives?

How can we effectively and inclusively evidence and measure the learning of knowledge and skills that are relevant for their eventual intended use?

Co-creation and Student Voice

How can we listen to our diverse student body and co-create engaging, inclusive teaching and learning?

Using data to action change

Predictive analytics allows us to identify where to focus our resources and respond in real time – rather than to feed back after the fact.

So, how can we make data easier for staff to engage with?

How can we make sure that we are using the data ethically and that we are getting the most from the data we collect?