Session Outline

This session will be co-presented by students and practitioners. It will showcase an innovative Study Support booklet developed through a student work placement project within Learner Development Services (LDS) at Abertay University. The session will highlight a collaborative model between LDS and students, which positions students as co-creators and researchers to promote inclusive learning and teaching.

Students will present an evidence-based resource, designed to help learners create personalised, research-informed study plans. Based on Universal Design for Learning (CAST, 2024), goal-setting theory (Locke & Latham, 2002), and microlearning principles (Buchem & Hamelmann, 2010), the booklet promotes autonomy and engagement through self-reflection, environmental assessment, emotional well-being, and multimodal strategies. Additionally, the resource reflects student voices and lived experiences, ensuring that the strategies presented are practical and connected to the student profile at Abertay.

Students will also share in-depth insights from the research underpinning the Study Skills booklet, and practical strategies like gamification, technology-enhanced environments, multimodal assessments, and cognitive reappraisal. Students will demonstrate how environment and achievement-related emotions influence learning and highlight evidence-based ways to foster learner resilience.

Finally, practitioners will explain how this resource will be integrated into LDS one-to-one advising. By involving students in the research and design process, this project promoted inclusivity and co-creation, with direct positive influence on LDS service delivery. As such, participants will be challenged to reflect on their professional contexts and to develop practical strategies to foster meaningful learning and teaching by integrating collaborative approaches. Most importantly, the students will be prepared to contribute their voices and perspectives to any questions from participants!

Learning Outcomes

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