About the day About the day

This year’s theme depicts the ways in which teaching can be characterised.

The aim of L&T Day is to examine the range of teaching at UEA. How has teaching changed in the past 10 years? How do we respond to the greater diversity of our students? How do we combine academic excellence with a more learner-centred perspective? How do we meet the challenges and opportunities of learning technologies and social media? To what extent do more traditional forms of teaching and learning still have value?   And finally, taking into account context and subject discipline, what constitutes excellence in teaching?

The L&T Day Steering Group have drawn up 3 strands, to be run concurrently which are:

Strand 1:   Students as co-creators in learning

The ways in which research can drive learning either through enabling students to become researchers and/or introducing students to the current research topics.

Strand 2: Research-Led Teaching/Enterprise

The construction and implementation of innovative teaching and learning that will develop the 'enterprising student' and any implications for employability this may have.

The way in which students can participate in constructing the curriculum, in framing research questions and in devising appropriate forms of assessment. 

Strand 3: Inclusivity

Developing learning strategies that take account of the diversity of our students including the variety of cultural backgrounds and experiences that they bring into the university.

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registration & event details registration & event details

Timetable:  Full details of the day are available here - updated 11 April


Presentation and poster abstracts: View the digital abstract book - added 11 March

Downloadable pdf of the abstract book - added 30 March

Individual abstracts can also be accessed via Dropbox 



These will become available as we get them:

Videos - updated 24/05/16

Vice Chancellor's & Neil Ward's - Introduction

Robert Jones - Keynote

Gill Seyfang - Keynote


PVC, Neil Ward's 'The Teaching & Learning Landscape' presentation



Double blend: two kinds of Blended Teaching
Robert Jones, NBS

Comedy in the Classroom? Engaging students at the frontiers of innovative teaching
Gill Seyfang, UEA Teaching Fellow
Films and more resources are on the website: www.comedyintheclassroom.org

Parallel Sessions: Strand 1 - Students as co-creators in learning 

The new interface of crime fiction
Henry Sutton, LDC & Alicia McConnell, ITCS

A proposal to test a Google-Docs method for improving student writing
Douglas Yu, BIO

Court role play: working creatively across schools to develop professional skills
Gill Whadcoat, Selina Watts, LAW, Penny Black, SWK

Students as facilitators of Interprofessional Learning
Susanne Lindqvist, Becky Baker, CIPP & Student Facilitator

Staff/students partnerships in mathematics workshop delivery
Thomas Coleman, MTH, Athina Thoma, EDU and Robert Jenkins, LET

Strategies for inclusivity for students with disabilities
Debbie Sands, SSS and Kate Snape, BIO student

Peer Assisted Learning on a Speech & Language Therapy programme 
Marianne Buist, Megan Hayes, Isobel Moore, Becka Pitts  & Anne Guyon, HSC

Maximising student potential through summer studentships. The development of the virtual pharmacy
James Desborough, PHA, Angeline Meda & Jessica Cooper

Co-creation of the curriculum
UEA Students' Union

Interprofessional Learning (IPL) working with others module assessment
Ruth Strudwick & Jane Harvey-Lloyd, UCS

Working with *Cast to deliver consultation skills training with medical students
Helen Adcock, Sandra Winterburn, MED & Val Taylor, LDC

Parallel Sessions: Strand 2 - Enterprise/Research-led Teaching

Exploring the term ‘research’ in research-led teaching
Kay Yeoman, BIO

From Research-Led Teaching to Teaching-Led Research
Fabio Arico, ECO, Sara Connolly, NBS, Yann Lebeau, Spyros Themelis, EDU

Become an entrepreneur in 54 hours. The Sync the City experience
Alfonso Avila-Merino, NBS

Teaching enterprise: what have we learnt so far?
Kevan Williams, NBS

Shelfies, screencasts and social identities: what could Library online induction support for your School look like?
Emma Coonan, ISD & Jane Helgesen, LIB

The barriers and enablers to implementing novel teaching methods in undergraduate education
Jeremy Sokhi, PHA (with Chiara Creed & Amelia East)


Parallel Sessions: Strand 3 - Inclusivity

What makes feedback learner-centred?
Learning Enhancement Team, SSS 

Towards a connected approach for inclusive and positive transitions into higher education
Clare Gartland and Christine Smith, UCS

Building on strong foundations: how can excellent modules be maintained, and even improved, over the years, when staff, students and the learning environment change?
Roger Baines, Jo Drugan, Marie-Noelle Guillot, PPL 

‘The Mourning After….’ When students become clients : Teaching Social Work students about Loss and Change
Sue Taplin, UCS

Creating an e-learning offer for off-campus students
James Gazzard, HSC, Alicia McConnell, ISD, Mark Hitchcock, HSC, Barbara Jennings, Jamie Murdoch, Laura Bowater & Veena Rodrigues, MED 



Use of technology by the Learning Enhancement Team
Robert Jenkins & Zoe Jones, SSS 

Effective inter-professional education; an innovative approach to delivering collaborative working
Ruth Strudwick, Suzanna Pickering, Hazel Hughes & Karen Lewis, UCS 

Approaches to teaching statistics to Education Masters Students
Irene Biza, EDU & Robert Jenkins, SSS

Ripping up the plan: towards student-led learning
Nonia Williams Korteling, LDC

Creating a repository of examples of student work 
Jeremy Schildt, SSS

Enhancing the student experience with the use of iPads during simulation sessions
Jane Harvey-Lloyd & Ruth Strudwick, UCS