News

Moving Assessment Online: Key Principles for Inclusion, Pedagogy and Practice

This AdvanceHE webinar was chaired by Patrick Baughan with presenters David Carless, Jess Moody and Jess Stokes discussing different aspects. The format of the webinar was that each presenter gave a 10-15 minute presentation (some followed these guidelines more closely than others) and at the end questions were taken and the panel had a discussion.

Screengrab of the three speakers and panel chair on Zoom.

David Carless was the first to speak, covering assessment and feedback in online learning environments. His recent tweets (@CarlessDavid) cover a lot of the material discussed below, but I’ve summarised the main points he addressed below.

Assessment principles:

  • Flexibility and choice to enable – we want to give students opportunity to show best knowledge and performance.
  • Assessment needs to be a partnership with students, rather than something that is done to students.
  • Assessment during this period should be of ‘no detriment’ to our students. We need to provide alternative assessments that can meet the learning outcomes we are looking for – David offered examples of these but you can see a similar list on this DEO page.

Feedback principles:

  • Pedagogy even more than technology should guide planning feedback.
  • Students need to be active in the feedback processes, making meaning from, and acting on, feedback
  • There needs to be a social and interpersonal and relational aspect to feedback, which is even more pertinent at the moment.
  • There also needs to be opportunities for acting upon feedback. Proof of feedback pudding is in the eating! Timing of feedback needs to allow for opportunities – think about peer feedback and internal self-evaluation.

Suggested practices for doing this:

  • Audio and video peer feedback;
    • enables students to make academic judgements and they can compare their own work with peers. In this climate, it can also help develop a sense of community (Filius et al, 2019). In research done with peer assessment in MOOCs, it was shown that multiple peer reviews aligned with self-evaluation of own work were most effective. It can be a really rich process in the composing of peer review.
  • Collaborative writing, e.g. Google Docs – multiple sources of feedback and action works in process.
  • Online quizzes with automated feedback
  • Teaching screencast or give video feedback to students via online conferencing tools. Allows us to build rapport, nuance, trust and builds social presence. Also encourages students to take action and helps develop shared responsibilities.

Workload needs to be wisely deployed – we need to reduce teacher commentary at times when it cannot be taken up.

To summarise:

  • Pedagogy drives technology use
  • We need students to have active involvement in assessment and feedback
  • Social presence, care and trust is of upmost importance
  • Support and coaching for feedback literacy should be available.

Jess Moody then went on to deliver her short presentation on inclusion and online assessment in the Covid-19 pandemic.

She identified the key aspects of the challenge:

  • Decisions about assessment must ensure that all students are equally enabled to demonstrate their learning.
  • The key factors in decision making are changing or unknown (both delivery and health concerns, economic distress).
  • The danger of compounding existing structural inequities – award, progression, grants and careers.

Jess then went on to discuss some priority issues:

  • Digital equity – students do not have equal access to home to both learning materials and access to feedback. Things like internet at home, space and a place to work, privacy at home, access to resources. We need to enable software and hardware for students at home they would normally use on campus.

Safeguarding – Not all of our students are safe at home, need to think of stress of that on top of assessment. Also the online spaces present different challenges (gendered/ racialised issues) for our students.

  • Temporal equity – students are craving normalcy but time is not available equally to students. There are issues around caring responsibilities, health religious observance and access. Students need option to disengage where they can not prioritise assessments. Not all days are equal – students may have part time jobs etc that means they need extra time to complete tasks. We also need to consider how we check in with students wellbeing during this time.

This is not a binary switch from assessment ‘A’ to assessment ‘B’. We need to understand the diversity and uncertainty of individual needs and we have to support their informed choices about things like delaying exams, taking assessments in a different format, etc. We need to give agency and sense of control to student who may otherwise be feeling powerless.

Policy, procedure and impact analysis – we should embed equality impact analysis in decisions about change. Priorities are changing and we need to ensure we have more streamlined extenuating circumstances, resits, progressions rules and deferral and interruption procedures. Certain groups are likely to apply for these more than others, so be prepared for this. Built into all of this needs to be a commitment to reviewing the impact of decision on different groups.

Key principles

  • No one should be left behind – 0identiy our most vulnerable groups
  • Do no more harm – don’t compound existing inequalities in the crisis
  • Be transparent and flexible
  • Support should be first
  • Make sure you understand the impact of your decisions.

Geoff Stoakes – special advisor in advance HE and close involvement in TEF

At this point in the webinar my neighbour came round to drop off some shopping he had picked up for us so I missed the first part of Geoff’s presentation. When I rejoined the webinar, Geoff almost immediately lost his connection to the internet so all I can do is post the slide we were on! Please speak to the AQPO about any quality questions you have.

We then started the discussion element of the webinar while Geoff sorted out his internet connection.

(Geoff did then go on to finish his presentation but at this point I had been listening and writing notes for 50 minutes and was finding it very difficult to concentrate. There was a great deal of text on his slides and he was going through them too fast for me to take good notes. You can see all of his slides on the AdvanceHE website, which provide a good enough summary of what he was saying.)

I walked away from my computer for a couple of minutes to get a drink and have a quick conversation with my husband. This seemed to reset my concentration ready for the final discussion/ questions part of the presentation.

Discussion following the talks covered:

How lecturers could minimise their own bias when marking online – Jess talked about how bias impacts our decisions more when we are stressed, tired, hungry, etc – which is more evident now at the moment. Institutionally how do we support out staff, deadline for markings could be extended, as well as when and how anonymisation is helpful, how you design assessment mitigates bias and continuous monitoring to ensure that we minimise bias where possible. David discussed evaluative judgements and what we can learn from art and design communities and make professional judgements, it is part of their subject to discuss this and so we need to bring it into other discipline conversations.

How to make it easier to record video feedback – David says that sometimes hard-working staff do too much with feedback (and students can find it overwhelming!) – less is more. We need to train students to self-evaluate and make use of peer feedback.

Resources for students for peer feedback – David has covered this is his previous writings (Carless and Winstone, 2019 – ‘meaty’ chapter on it) – we need to train and coach students in how to do it, model our own experiences, sell the benefits, negotiate with them how to tackle the challenges.

Increase in student anxiety with the flexibility offered in assessments – students are worried they might make wrong choice – how do we mitigate this? David has seen this in his research and encountered this – the more choice, the more confusing for students! We need to negotiate choices with them and asking them to think it through. Jess discusses informed choices and how we communicate in different ways – how can we make things as clear as possible? And consider – are there certain choices that may impact on certain groups more than others?  We also need a space where people can come and have that conversation. Why and how are people making certain choices in these times too?

Issues with internet connections – can’t give feedback online – is responsibility of HEI to provide internet access or they need to provide alternative feedback and resources? Jess starts the conversation and says there are legal requirements here that need to be considered depending on where you are in the world. There are moral questions – who are we leaving behind? Other institutions are making funds available for students but internet access is a really difficult one – there are things around proportionality in implementing the Equality Act. Geoff adds that some universities are partnering with a company to ensure students have laptops. We also need to consider alternative forms of assessments that allow for students that do not have internet access.

Recording of this webinar is in the Advance HE Connect membership benefit series, also in Teaching and Learning forum. Advance HE Connect is available as an app on iOS and Android.

If you’re thinking of a doing a webinar, make it shorter than an hour unless you build in long enough breaks for people to have a concentration reset!

Amy Palmer

News, Uncategorized

BILT’s Easter Reading List

It’s going to be an odd Easter break this year, with egg hunts limited to back gardens (if you’re lucky enough to have one!) and with the looming transition to online teaching on all of our minds. If you’re looking for some light reading/ listening to ease you into the new way of working, browse our Easter Reading List for blogs and podcasts from BILT staff, Student Fellows and others in the sector.

Blogs

Ash Tierney, BILT Lecturer, ‘Learning from the experiences of China’, https://bilt.online/learning-from-the-experience-of-higher-education-in-china/

Toby Roberts, BILT Student Fellow and third year Biological Sciences student, ‘Active Learning Infographic: A Retrospective’, https://bilt.online/active-learning-infographic-retro-spective/.

Marnie Woodmeade, BILT Student Fellow and International Development Masters student, ‘Teaching Beyond the Firewall’, https://bilt.online/teaching-beyond-the-firewall/

Humans of Bristol University series, BILT Student Fellows, https://bilt.online/category/humans-of-bristol-university/

SEDA, ‘Designing out plagiarism for online assessment’, https://thesedablog.wordpress.com/2020/04/02/online-assessment/

Podcasts

Owen Barlow, BILT Student Fellow and final year Liberal Arts student, ‘Voicing Vulnerabilities in Higher Education’ podcast, https://soundcloud.com/biltvoicingvulnerability

Various, ‘BILT Broadcast’ podcast (latest episode: ‘Coronavirus Catch Up’), https://soundcloud.com/biltbroadcast (or search ‘BILT Broadcast’ on Spotify/ Apple Podcasts)

computer keyboard
Teaching Stories

Learning from the experience of higher education in China

Chinese higher education institutions are ahead of the rest of the world in adapting to the Covid-19 pandemic, testing new approaches and technologies to identify the best ways to help their students. AdvanceHE welcomed staff and students to a live webinar earlier this week to share these experiences and lessons learned. This “Lessons from China” webinar was broadcast to over 400 hundred global participants using the Zoom platform.

The conversation started with some tips on motivation: helping others and sharing how to succeed can be a source of encouragement; along with staying patient and focused on the work.

The range of technologies employed was next on the agenda. The experience was described as “a technology experiment” that employs a broad swathe of learning resources and digital tools. Social media is a useful backup facility if core teaching systems are having difficulty. Each platform has its own strengths, but students can become confused when switching between platforms. So it’s best to stick to one or two core platforms. At Bristol, we may consider how this advice plays out within Schools and especially within programmes that run across Schools, such as our Innovation degrees.

The experts highlighted the need to ensure that students understand how to use the selected online platforms by providing dedicated tutorials. This extends to individual support that falls outside normal timetabled hours. It was not clear how these additional hours were balanced against academics’ overall workload, so this is something that should be highlighted with one’s line manager and School for review.

The panel noted that getting continuous feedback from students ensured that this new way of learning was effective, and any issues could be remedied quickly.

Students were observed to communicate together effectively on social media platforms. They also used these platforms to collaborate on social good projects, such as a celebration video in support of those in Wuhan. While outside the formal curriculum, this activity gave them a sense of belonging within the cohort.

Learning materials are accessed differently in different regions of the world. In China, there was a need to open up access to online learning resources, using VPNs (virtual private networks), direct provision of e-text books and PowerPoints, and additional source materials. Some academics even mailed books to students’ homes, especially when those students had limited internet.

Teacher-student relationships changed as a result of this situation. Student panellists noted that when the academic’s camera was turned off, they felt more disconnected. However, this was typically done to reduce bandwidth issues for those with limited internet. Students also noted that they were aware of the stress the academics were under and were reticent to ask questions or make additional demands on their teachers. One reflected how he felt the experience made him a better, more independent learner, more able to study by himself. However, students also noted that at the start of a new term two areas were negatively affected: (1) they were unable to make new friends easily and (2) newly-assigned teachers were unable to forge a bond with their students. While making friends became more challenging, the change in the way students interacted also led some to develop more intimate relationships.

For subjects that require practical labs, a number of new techniques were employed. At one institution, a pre-existing three-year VR platform project allowed basic experiments to be completed online covering almost every discipline that uses practical labs. These labs are not recordable however, and difficult to include in student reports. Another approach required students to use their mobile phones to take photos and video. The panellists recommended conducting a survey in the first instance to see what tools students have ready access to, what physical space they have (such as a garden), and that can help inform what tasks they can complete. For some subjects, such as Chemistry, those students may need to return to campus earlier than others and complete more paper reading and writing assessments in the meantime.

The question of how to track or understand engagement on online platforms was addressed by using interactive activities, such as yes/no questions during live sessions. Most platforms also provide analytical tools that can help inform participation queries.

Patience was identified as “our most powerful weapon” wherein both staff and students should aim to do their best to participate, and use this as an opportunity to explore existing online learning opportunities like free online courses. At Bristol, several such courses are available via the FutureLearn platform, see https://www.bristol.ac.uk/bristol-futures/open-online-courses/.

The panellists spoke of their hopes and expectations for the future. In China, the focus is on employment, distribution channels, and how the government can provide more opportunities. The student panellists reflected that they cherish the opportunity to study even more and look ahead to when they graduate and can better serve the community. Career planning sessions and counselling services were expanded by their institutions and were gratefully received by students.

Finally, the session looked to assessment. The biggest challenge is how to conduct exams. For some disciplines this was considered straightforward, such as live face to face oral exams for language programmes. However, for physics, medicine and other subjects, decisions are still in flux as to how to assess. A major concern is about equality. When staff and students do not have reliable fast internet, and not every home has a laptop, the panelists reflected that a “no detriment” approach should be taken, and no student should feel left behind. Assessment regulations were freed up to allow a greater degree of assessment flexibility. For example, exams could be cancelled, assessments based on weekly assignments and quizzes could be used for grading, and individual professors would decide what is best for their cohort. Bristol has taken a similar approach by introducing a “no detriment” policy to our students, creating a safety net that will ensure no student is disadvantaged by the current crisis.

Staff can find further support on assessment here: https://www.bristol.ac.uk/digital-education/guides/coronavirus/assessment/.

Further guidance on online teaching is available here: https://www.bristol.ac.uk/digital-education/guides/coronavirus/.

As always, we welcome questions and requests for support, and we encourage you to share any good practice with us!

Dr Aisling (Ash) Tierney – get in touch to discuss any aspect of our teaching and learning at Bristol: a.tierney@bristol.ac.uk https://twitter.com/IrishAshyT.

500 Words, Teaching Stories

Six ways to engage your audience online (regardless of bandwidth or timezone!)

1. Start with an activity.

Engage students from the beginning by asking them to write a question they’d like to be answered during the session, drawing a picture of their initial impressions of the topic or even take a selfie of their expression towards the day’s session and sharing it with the group! By doing this they make an initial investment in the session and you can use it to come back and reflect on these contributions at the end of the session.

2. Outline the session.

People want to know what they’re in for before investing their time. Have you ever checked out the menu at a restaurant before you’ve been? Looked at the running time for a film before you’ve watched it? The same applies here. Outline each activity, what materials are needed for it and how long you expect it to take – that way students can plan around how much time they have. Don’t forget to include those all-important ILO’s!

3. Break it down.

Just because your students can sit through an hour-long lecture you give doesn’t mean they can do the same online… Try and make any ‘passive’ activity (videos, podcasts, narrated presentations, reading (without note-taking)) no longer than 10 minutes at a time.

4. 50% active, 50% passive.

This is ambitious, but a great target to aim for when you’re designing your content. ‘Active’ includes anything the student has to do: write, type, draw, play, interact, take quizzes; passive includes everything else. Studies have repeatedly shown students benefit from a mix of both of these activities but try and keep the balance in check.

5. Keep telling your stories.

Moving content online doesn’t mean you have to become a robot in your delivery. Stories enrich teaching, creating a personal and emotional connection to the content and therefore make it more memorable and engaging. Try and keep your delivery as close to your classroom style as possible – this is what students are used to and we want to continue that where we possibly can.

6. Gamify it.

Gamifying content shouldn’t be reserved for the super-techy and it doesn’t mean just turning your content into a game. Adding game-like elements to sessions can have a massive impact on engagement and makes the learning more fun. Simple implementations include students moving up ‘levels’ as they move through content, adding quizzes to ‘unlock’ secret content and even having a leaderboard for top contributors to online forums.  

Please get in touch with the BILT Team for more information about how to do anything we’ve mentioned above, or have an idea you want to discuss further with someone on the team.

Student Voice

Students and Remote Studying: Resources, Guidance and Advice

The Study Skills team have created this online course for students on ‘Learning Independently’. There are lots of resources available on the Study Skills site for you to use.

Bristol Institute for Learning and Teaching’s Facebook and Instagram page (run by students, for students) – will be regularly updated with tips and advice for working from home.

Student Fellow Owen Barlow’s blog post on ‘Working from Home: A Day in the Life of  Final Year Student’ – tips and advice for students moving to full time independent study.

Experiences and tips from students around the world on the Voice of Youth website.

The University’s ‘How can we help?’ page should be your first port of call for all wellbeing and mental health support.

The main Coronavirus page for students on the University website.

Information from the SU on Coronavirus .

News

‘Daily Digital’ with PVC-Education, Tansy Jessop

From Thursday 19th March Professor Tansy Jessop, Pro Vice-Chancellor for Education, will host a short “daily digital” on a range of themes relating to online learning and teaching. Tansy will be joined by a number of colleagues, including from BILT and the Digital Education Office, on this digital journey. Topics will include building pedagogic relationships, facilitating discussion, personal tutoring and supervision, co-creation with students, assessment and more.

What is the daily digital?

On some days the “daily digital” will be a short live event.  Live sessions will be recorded so you can catch up later if you can’t make them.

On other days there will be opportunities to engage asynchronously, for example to review a short video or reading and then join an ongoing online discussion.

How long will it take me?

Each “Daily Digital” should take you between 15 and 30 minutes.  

When does it start?

The programme starts with a live session on Thursday 19th March at 10am, and will last 7 working days.

How can I access it?

The “Daily Digital” will take place in Blackboard.  We invite you to enrol on the Blackboard space for full access to the programme.  (Content will be released over the 7 days)

Enrol on the Blackboard Daily Digital space

Alternatively use the following link to access the first live session, which will take place in Blackboard Collaborate.

Guest link to the webinar  

For the live sessions please ensure that you have headphones or sound enabled. Chrome is the recommended browser.

News

In interview with… Lee Marshall

In Autumn 2019, Professor Lee Marshall from SPAIS was awarded a BILT Teaching Innovation Grant to organise mindfulness lessons for 1st year Sociology students. In this blog post, Lee answers questions about the project.

Why did you set up this project?

There were two reasons. The first is that, like a lot of academics, I am concerned about the levels of stress and anxiety that students today seem to experience. I know from my own experience that mindfulness can be an effective strategy for managing stress and I wanted to give new Sociology students the opportunity to learn some techniques that may help them in the future, even if they didn’t consider themselves ‘stressed’ at the time.

So this wasn’t just for students who were stressed?

No. In fact, I told the students that if they were suffering from high levels of stress and anxiety, or if they had experienced any kind of trauma in recent months, then this scheme may not be appropriate for them and I offered to help them find more appropriate forms of support available within the university. For this project, I emphasised mindfulness as a pre-emptive technique, a way of proactively looking after your mental health rather than responding to any particular crisis. You don’t just start going to the gym when you’re recovering from a broken leg. I wanted them to start thinking about mental health as something that could be positively managed.

What was the second reason?

The second reason is separate but connected. I have been involved in teaching sociology first years all of my career and I know that it can be very difficult for students to create friendship groups with others on their course. This isn’t a new issue – it was the same when I was a sociology undergraduate many years ago. The emphasis on independent study within sociology and other subjects like it means that students spend much less time together than, say, medics, and this can be a contributory factor to loneliness and anxiety. I hoped that by creating an extra-curricular activity that they would do with other Sociology students, it may help create a group identity which reduced any feelings of isolation.

How did you organise the project?

I used the money from the BILT grant to buy in a professional mindfulness company, Positivemeditation.com, who ran 6 sessions along with a short taster session for people to get a sense of what it might be like. These sessions ran on Thursday afternoons, and there were drinks and snacks afterwards to enable more of a social situation. Initially, I had intended to participate in the mindfulness sessions along with the students, but then I realised that having an old professor hanging around may put a dampener on any kind of group bonding! So, in the end I recruited some third-year sociology students to manage the sessions for me. I publicised the project via the first-year unit that I teach, which all sociology students have to take.

Did you get a lot of interest?

There was quite a high level of interest. When I emailed third years recruiting volunteers to the project, almost a third of students responded. Some of that would have just been people thinking about ‘employability’ opportunities, but a great many talked about what a good idea it was and how mindfulness had helped them deal with periods of stress and anxiety. After I publicised it to the first years, about a fifth of them – 30 or so – turned up to taster session. Following that session, 19 signed up to take the course.

How did it go?

Initially it went quite well. The first two sessions were very well attended, and the students told me that they were enjoying the sessions. But there was then a break because of reading week, and the strike action seemed to have an effect on students’ attendance. The later sessions had much worse attendance, between 4 and 8 students.

So do you think the project was a failure?

That’s hard to answer. Obviously, it didn’t do what I hoped it would do – there is not a blooming sociology community growing out of this project in the way I hoped. Nor have I managed to persuade many first years to proactively look after their mental health. But, at the same time, it is clear that the project was really helpful for those who stuck with it. The feedback I got at the end was very positive. One student wrote that “the mindfulness sessions were brilliant. They were run very well and supportively. I feel like I have new tools in my toolbox to handle being human.” That’s important, and I am happy that those students got something out of it. So, I don’t view the project as a failure, but it didn’t succeed in the way I wanted.

What lessons have you learned from the project?

The main one – which I knew from prior experience, if I’m honest – is that if you try to put on extra-curricular activities, you need an individual – normally a member of staff – to continually act as a cheerleader, motivating students and encouraging them to attend, otherwise momentum fades away quickly. This was one of the problems I was trying to address with the project, but I didn’t resolve it. When I made the decision to not take part in the actual lessons myself, I lost the position that might have enabled me to keep more people committed to the project. If I ran the project again, I would think hard about that decision.

Would you run the project again?

No, at least not as it was constructed this year. It required too much organisation, and the financial costs were too high, for the small number of students who benefitted from it, even though I’m happy for those individual people. I’m also not sure that one individual, or one individual project, can do much to change students’ orientation to a more proactive management of their mental health, even though I do think that is really important. It needs a more institution-wide approach, I think. At the same time, the initial responses I got from the third-year students especially indicate that there is potential interest in more mindfulness-style activity, perhaps at a subject or school level. It would be good if something could be developed that addressed that.

News

Neurodiversity and Digital Accessibility

Last week we hosted the third of our Digital Accessibility events, this time with Dafydd Henke-Reed, Senior Accessibility Consultant with AbilityNet. Dafydd has been diagnosed with Autism and Dyslexia and spoke about his personal experiences of Neurodiversity.

Dafydd speaking at the event.

Dafydd was engaging and open about his experiences growing up, going to University and the technology he uses day to day. From the very start he highlighted that Autism is a spectrum and that we were hearing what Neurodiversity means to him.

From Cognitive Brick Walls to being horrified when friendly lecturers asked him to move forward from the back row of a lecture theatre, we heard about the barriers and obstacles he had faced.

What stood out for me…

“Dyslexia could be solved with tools; Autism was about learning how to thrive in a seemingly hostile culture.”

Dafydd had refused support related to Autism at University. Tactics such as large yellow “appropriate allowance when marking” stickers felt like a brand. This is pertinent; many students may not disclose their “disabilities” due to previous experience or because they find allowances intrusive or counterproductive. In fact, with conditions such as Autism Spectrum Disorder may not consider it a disability in the first case, it’s just the way they are. If we are to be truly inclusive, then we need to design our learning experience to remove barriers and everyone benefits.

“Come over for group study and we’ll get beers and pizza in? Hell no!”

Dafydd spoke about how he found groups and teamwork challenging. He’ll use digital tools like Slack or instant messaging to communicate rather than walking to a colleague’s desk. He also praised electronic tickets (“I won’t lose them”)

He showed us the Speech to Text (STT) and Text to Speech (TTS) systems he uses every day along with the spelling correction functionality.

Do’s and don’ts

The excellent UK Gov “Do’s and Don’ts” guides were given a name check again, this time for Dyslexia and Autism. If you haven’t seen them, check out these lovely visual guide posters. I think they should be printed out in every office!

Designing for users on the autistic spectrum. Do use simple colours; write in plain language; use simple sentences and bullets; make buttons descriptive; build simple and consistent layouts. Don't use bright contrasting colours; use figures of speech and idioms; create a wall of text; make buttons vague and unpredictable; build complex and cluttered layouts. Designing for users with dyslexia. Do use images and diagrams to support text; align text to the left and keep in a consistent layout; consider producing materials in other formats (for example audio or video); keep content short, clear and simple; let users change the contrast between background and text. Don't use large blocks of heavy text; underline words, use italics or write in capitals; force users to remember things from previous pages - give reminders and prompts; reply on accurate spelling - use autocorrect or provide suggestions; put too much information in one place.

Martin Nutbeem

News, Student Voice

Bristol students to host wellbeing conference

University of Bristol students have come together to host a free wellbeing conference open to students, staff and members of the public.

The conference, which is themed ‘Looking to the Future’, is being held on University Mental Health Day and will feature a mix of discussions, workshops and creative exhibitions.

The organisers hope that the event will encourage an open dialogue between attendees about wellbeing in the university and wider community.

The Bristol Wellbeing Conference is a collaborative event which is being hosted by the Bristol SU Wellbeing and Education Networks, and the Bristol Institute for Learning and Teaching.

The keynote speaker will be Dr Dominique Thompson, an award winning GP, young people’s mental health expert, TEDx speaker, author and educator. Having previously been the Director of Service at the University of Bristol Students’ Health Service, Dominique has now launched her own student health and wellbeing consultancy to assist organisations in improving their student support offer.

Ellie Leopold, Chair of the Wellbeing Network and one of the event organisers, said:

“We wanted to set up the conference as a way of celebrating the progress that has been made with wellbeing at the university, but also recognise the changes that still need to happen.

It’s really exciting that this is a completely student-led conference and we hope that lots of people come and engage with this important issue.

I’m particularly looking forward to the morning panel discussion on the student mental health and wellbeing survey. Bristol is one of the few UK universities to assess and report on student mental health and I think that’s something to be celebrated. To realise the potential of the survey though, we need much greater student engagement and the Bristol Wellbeing Conference is the perfect platform from which to kickstart the future of wellbeing at our university!”

The conference will also feature a panel to look at the Future of Wellbeing in the Curriculum, reflection on the University of Bristol Mental Health and Wellbeing Student Survey results and a series of workshops and panels.

The conference will take place on Thursday 5 March and tickets can be booked online.