Students as Co-Creators Past Projects
2023 – 2024
Non-traditional Students’ Transitions- Passports to Success
This project aimed to identify challenges faced by non-traditional students entering their first year at the University of Westminster and explore how a “student passport” approach could help ease their transition. The motivation stemmed from rising enrollment numbers in the UK, which have led to increasingly diverse student cohorts, including a significant number from non-traditional backgrounds. While universities are paying more attention to transition challenges, existing support is often group-focused and lacks individualization. The project involved two staff members, three student co-creators, and nine first-year students in focus groups to gather insights and develop potential solutions.
Decolonising the Psychology Curriculum
This project was inspired by the need to address psychology’s colonialist roots and history of racial discrimination, shaped by perspectives largely from privileged, White, male theorists, which has marginalized other viewpoints and reinforced Western dominance in psychological curricula. To foster a more inclusive curriculum, the Psychology Diversifying and Decolonising Working Group surveyed staff, discovering enthusiasm for a diverse curriculum but uncertainty on how to implement it. The project aimed to create a “Global Psychology Resources Page” on Blackboard and collect student “Lived Experience” stories to encourage decolonization efforts. Divided into two parts, the project assessed the usefulness of a resource database for students and staff while gathering stories to highlight the curriculum’s impact and motivate curriculum reform.
Decolonising Emerging Landscapes and Urban Ecologies
This project was inspired by classroom discussions during the “Emerging Landscapes and Urban Ecologies” module, where the need to adapt to the diverse backgrounds and career goals of MA students became apparent. The module’s existing curriculum heavily emphasized temperate regions, overlooking perspectives, especially from the Global South, leading to a call for a more globally inclusive approach. The project’s objectives included critically evaluating the curriculum to identify gaps, co-creating new materials and reading lists, developing inclusive teaching methods, and establishing a survey for ongoing student feedback. A report and poster would disseminate findings, with updated materials planned for the 2024-25 module.
Offender Profiling: Co Creating Case study
the team was tasked with different aspects of creating the case, gathering literature on the topic of serial killers of prostitutes and solution of the case. Everyone involved developed skills such as teaching, problem solving, critical thinking, and teamwork.
From Campus to Corporation: Employment Outcomes for Westminster’s International Marketing Alumni
This study investigates the transition from university to the workforce for Westminster University’s international marketing alumni, focusing on how their education has shaped their career paths and ongoing professional development. In today’s complex job market, the skills acquired in academia often require supplementation through practical experience, adaptability, and networking, which can be particularly challenging for international students. Recognizing the crucial role that universities play in providing both academic knowledge and career readiness, the study examines the efficacy of institutional support in addressing employment challenges, including heightened competition and technological changes. By analyzing the employment trajectories of Westminster alumni and branching out to include international alumni from other institutions, current international students, and those with relevant industry experience, the research seeks to identify key factors that influence professional success, with the goal of improving educational and career services for future graduates.
Social Value of inclusive innovation and stakeholder engagement in built environment projects
This project was also funded by a QHT Small Grant (2023-24). It examines the ‘social value’ of inclusive innovation and stakeholder engagement in delivering sustainable built environment projects (addressing UN Sustainable Development Goals 9, 10, 11 and 13).
The project seeks to provide Construction Studies students with a unique opportunity to develop their employability, problem-solving skills and gain professional experience in the areas of stakeholder engagement, inclusive innovation, and user-centric design by creating a novel learning laboratory.
Education for Sustainable Development:
Games for Climate Literacy
This project is in response to the University’s Education for Sustainable Development drive that calls for all courses to embed and champion inclusion and sustainability as vehicles for cultural change through understanding of the SDG’s in particular Target 4.7 It is also responsive to the particular role Architecture + Cities has to play in SDG 11: Sustainable Cities and Communities and SDG 13: Climate Action.
A Sustainably Developed Introduction to Academic Practice
The aim of the project was to review and enhance the integration of sustainable development within the module Introduction to Academic Practice (IAP). A further aim of the project is to address the drop in attendance and engagement we observe after about week 3-4. We want to explore, through partnership, how to engage students further, which activities and materials they have enjoyed and how we can co-create the module for Life Sciences and feed into the other disciplines’ too. As revalidation is approaching, it is important we aim to empower students to co-create a module that aligns with their educational aspirations, while promoting active engagement and ensuring the lasting relevance and sustainability of the educational experience.
Co-designing an HR symposium with students
This research aims to create and co-design an HR symposium in collaboration with our student participants, addressing the identified issues of isolation and international students’ lack of familiarity with UK practitioners among new starters in January 2024. It is the hope that our students feel more confident to work on their assessment for the HRM module, feel more connected and build relationships with their student counterparts, academics, and HR professionals, and contribute to developing their HRM skills. Moreover, this research is an evaluation of the inclusion of students in the pedagogical process at the university.
Introduction to Academic Practice: Sustainable Development in Partnership
To actively embed SD in the core Foundation module Introduction to Academic Practice (IAP) we reflect on, evaluate and re-imagine, in partnership, the best practices to embed SD to supports the needs, recommendations and urgency of our students and the goals of the university.
Artesunate as a therapy for systemic inflammatory conditions: preventing
neutrophil migration, cytokine, chemokine and NET release in response to
Complement Protein 5 (C5a)
This project aimed to evaluate the effect that artesunate has on human neutrophil chemotaxis cytokine, chemokine and NET release when exposed to the pro-inflammatory complement protein C5a. This was assessed through cell purification, ibidi chemotaxis assays and enzyme-linked immunosorbent assays (ELISA). Results from the experiments showed that artesunate could significantly decrease both the forward migration index (FMI) and velocity of human neutrophils towards C5a, as well as the lowering of NET release. In systemic inflammatory conditions, such as sepsis and CoVID-19, neutrophil overactivation by C5a can lead to organ damage and death. The results here show that artesunate has a potent anti-inflammatory effect on human neutrophils and suggest it may be of value as a novel therapeutic for systemic inflammatory conditions. Further research in vitro and in vivo should be conducted to fully understand the extent at which artesunate supress human neutrophil activation and at which therapeutically relevant concentrations.
Pepper’s Ghost
The research delves into various media and display methods to assess the limitations and requirements of modernizing this illusion technique. Through the use of advanced digital fabrication methods such as laser cutting, 3D printing, and CNC machining, precise components necessary for the implementation and testing of modernized applications were developed. The interdisciplinary approach, while limited to architecture students, included both master’s and undergraduate participants, fostering a diverse range of perspectives and expertise.
ARTIFICIAL INTELLIGENCE ON E-COMMERCE: A SYSTEMATIC REVIEW ON UNDERSTANDING CURRENT SCOPE AND FUTURE RESEARCH AVENUES
The project aims to explore the transformative role of AI in e-commerce, focusing on how AI technologies enhance consumer interactions, optimize business operations, and shape buying behaviors. By examining AI applications like recommendation systems, chatbots, and data analytics, the study seeks to provide a comprehensive understanding of AI’s impact across both B2C and B2B e-commerce. The project also identifies research gaps in the field, especially regarding the broader implications of AI beyond customer service and marketing, aiming to inform future studies on AI’s evolving role in the e-commerce landscape.
Promoting inclusive business-consumer relations through ethical consumer literacy
This project aims to support the UN SDG 2030 agenda on “equality and responsible production and consumption” by exploring ethical consumer literacy and its role in decision-making, especially among Generation Z. Recognizing that complex consumption patterns and varying literacy levels can make consumers vulnerable, the project applies stakeholder theory to address these gaps in consumer understanding and business ethics. By engaging Gen Z co-creators as co-researchers, the project seeks to assess and improve consumer literacy on ethical consumption and explore how it influences consumer behavior and business relationships. Research questions focus on the impact of ethical literacy on decision-making, the factors influencing ethical consumption, and the potential for consumer literacy to strengthen business-consumer relations.
Enhance Employability of Translation and Interpreting Postgraduate Students at the School of Humanities
This project is designed to benefit students studying (a) our one-year MA taught course in Translation and Interpreting (TI), and (b) our one-year MA taught course in Specialised Translation (ST). Specifically, the project aims to help our students on these two programmes reach their academic potentials and enhance their student experience by addressing queries and areas of interests from students’ perspectives, so as to prepare them better with employment upon graduation from us.
Phryctoria Archmaester
Our primary objective was to develop an immersive educational game titled “Escape Room Puzzle Game: Become a Phryctoria Archmaester.” The game is set in ancient Greece and focuses on teaching players about the Phryctoria communication system. We aimed to create a 2D puzzle game where players use the Polybius square to decode messages, with a limited number of lives adding a layer of challenge. To aid players, hints are available, and correctly submitting a decoded word allows them to progress to the next level.
Building and improving a robot drawing arm / pen plotter based on BrachioGraph1
The aim of this project was to provide a more robust and accessible version of the BrachioGraph, specifically tailored for students, educators, and hobbyists. We aimed to preserve the simplicity and affordability of the original design while addressing any potential limitations that could hinder its effectiveness or usability. Additionally, we explored ways to simplify the accompanying software, seeking to strike a balance between the speed of drawing and the quality of the output, particularly when working with vector images.
Developing Science Education via art based activities
The team aimed to discover the effect of art in facilitating science learning and education. Although students are studying biomedical science, they have some good artistic skills and are keen to combine their artistic skills with their scientific knowledge to develop science learning and education. Students used agar media for drawing instead of papers (agar media which are used for bacterial growth). The drawing topic was related to science. They drew about multi-drug-resistant bacteria to alarm people about antimicrobial resistance.
Enhancing Learning through conversational AI: An Approach to Ocean
Conservation and Recycling Education
Conversational AI is poised to play an increasingly prominent role in shaping the future of immersive learning application design, offering personalized, immersive, and collaborative learning experiences that enhance engagement, motivation, and knowledge acquisition. This project utilizes conversational AI technology to develop an immersive application educating users about the significance of conserving marine resources, aligning with the United Nations’ sustainability goals. This is achieved through the development of a 3D game that engages users in activities such as ocean cleanup, recycling, and marine life rescue, facilitated by conversational AI that provides educational content on ocean preservation. This collaborative research, conducted by students from the University of Westminster and UAS BFI Vienna, assesses the educational impact of interactive simulations in fostering awareness and motivating sustainable behavior among the public. The findings of this project showcase the potential of gamified learning in promoting environmental responsibility and contributing to global sustainability efforts. Through this initiative, the team aims to contribute to global sustainability efforts while learning about educational technology practices.
Just in Time
This research project aims to investigate the low engagement levels of the library’s Time Management Libguide using UX (user experience) research design techniques to dather qualitative and subjective engagment experiences from students. From this research, the project team identifies reasons for low engagement and provides recommendations on how to improve engagement with the guide based on student’s experiences both with the guide and with their own time management. The findings can be applied to increase engagement with this guide and potentially be applied to other Libguides and to the promotion of library resources. The UX techniques employed by the research included anthropormophic letter writing, collaging, surveys and round table discussions to gather a mix of verbal and nonverbal experiences from students.
Understanding Students’ preferences for Blended Learning approaches at Westminster Business School
This “Students as Co-Creators” project investigated students’ preferences regarding the design of blended learning modules at the Westminster Business School. This project used mixed methods; the data was collected by using an online survey questionnaire that was conducted between 1st April and 30th June, and semi-structured interviews were carried out between June 30th and July 20th. In addition, the data were obtained from 111 University of Westminster students via an online survey questionnaire, followed by ten semi-structured interviews.
Student Digital Literacy Framework
The objective of the project was to develop a digital learning framework appropriate for use across the School of Humanities and beyond. The idea was to work on the creation of the framework making use of the valuable work already carried out in this area by JISC as a starting point and generating something more customized towards our own specific circumstances.
Co-creating Careers in Humanities Co-curricular Event
This Students as Co-Creators (SSC) employability-focused project aimed to engage students in event planning and marketing, fostering a collaborative environment between students and staff. The report outlines the team’s reflections, challenges encountered, achievements, and recommendations for future projects.
2022 – 2023
GPHN Newsletter: A Collaboration between The
Postgraduate Students and Alumni
The main goals of this project were to facilitate connections between international alumni and current students, offering insights into post-graduation experiences and support needed for job searches, especially during economic downturns. By gathering alumni feedback through meetings and surveys, the team aimed to identify valuable information for a new GPHN newsletter, including job and skill recommendations, helpful course additions, and alumni success stories. The project sought to build a supportive network for sharing career opportunities and publishing a newsletter by September 2023 to inspire new students and foster ongoing alumni engagement and collaboration.
CODEMATIC: Bridging the Gap between Level 4 Maths
and Programming
The main aims of this research are to create an open-source library of problem-solving tasks for level 4 Mathematics and software development, fostering impactful learning experiences. The project also aims to establish conceptual links between Mathematics and Software Development modules, integrating shared topics, algorithms, and reasoning methods. An evaluation methodology will be developed to assess the educational benefits of merging Mathematics and Computing, with an investigation into its current impact on student learning. Lastly, strategies will be proposed to expand this library with examples and tasks for levels 5 and 6, enhancing its utility across multiple academic stages.
Enhancing Engagement & Attendance in
Introduction to Academic Practice & Critical Thinking for
Academic and Professional Development
The project aims to create an exceptional learning environment centered around high levels of student engagement, which encompasses cognitive, affective, and behavioral factors that enhance learning experiences. Recognizing that engagement is crucial for improving retention rates, socialization, and workforce readiness, the team implemented various strategies throughout the 2022-2023 academic year to enhance engagement and attendance in the foundation-level modules “Introduction to Academic Practice” and “Critical Thinking for Academic and Professional Development.” Despite these efforts, a decline in face-to-face attendance and overall engagement was observed, prompting the team to investigate students’ interactions with the course content and teaching sessions. The objective is to identify barriers to engagement and develop strategies to address these challenges, ultimately refining the modules and providing the necessary support to empower students in their learning journeys.
Assistance in Co creation of the 2024 UoW / WPHNA Conference
Questioning the Solutions: has the Decade of Nutrition delivered?
We wanted to create an active team of current GPHN students to support the planning and success of the UoW /WPHNA congress, to ensure the voices of our countries and the youth were included in the Congress. As the World Public Health Nutrition Congress occurs every 4 years and next year WPHN Congress will be hosted by UoW we wanted to take advantage of the chance to help plan a global congress in our own field in our own university.
Proposed strategies for IDEMS International
The main goal of the project is to highlight and propose strategies related to the eight themes of Strategic Perspectives—CSR, Leadership, Internal Resources, External Environment, Business Strategy, Corporate Strategy, and International Strategy—for IDEMS International, a leading global corporation focused on marketing, partnerships, and education. The project aims to provide actionable techniques that will enable the organization to achieve long-term sustainability while demonstrating to Davis Stern that it is possible for the company to thrive economically while maintaining a strong commitment to social responsibility and ethical practices.
Proposed strategies for Twelve East Group
The project aims to enhance the long-term sustainability of Twelve East Group, a successful emerging marketing agency, by focusing on eight Strategic Perspectives issues that integrate achievement with ethical behavior. To effectively communicate these strategies, an informative PowerPoint presentation was created, detailing each topic’s fundamentals, evaluating the agency’s current position, and recommending enhancement methods. The selected strategies—forming partnerships with universities, collaborating with water corporations, and developing innovative, cost-effective marketing services—were thoroughly analyzed using the SAF (Suitable, Acceptable, Feasible) framework to ensure their viability. By adopting these recommended actions, Twelve East Group seeks to establish itself as an ethical, creative, and influential marketing agency, enhancing its competitive advantage while demonstrating how businesses can achieve financial success alongside social responsibility, ultimately paving the way for meaningful, long-term success.
Socioeconomic status and work experience in elite professions: Are universities doing enough to close the social gap?
The current study aims to explore the role of universities in closing the social gap in the financial and professional services sector. We hope that our results will provide insightful recommendations to both government and business schools in helping social mobility into elite professional service firms. With this intention, we are trying to answer the following research questions:
To what extent do low SES students enjoy access to paid, high-quality work experience in elite professions (in accounting and finance)?
Are business schools like WBS doing enough in terms of employability development opportunities to promote awareness of and access to those work experiences?
Street Law
StreetLaw was launched (from within CETI) in May 2023. One of its USPs is that it (already) has forged strong links with Westminster Law School.
Locating the project within a wider context, StreetLaw is about providing legal education to members of the public. It was originally created in the USA in the 1970s . What informed its creation were ‘access to justice’ principles and a desire in meeting any unmet legal needs within local communities. Nowadays, the project has grown and is well-known internationally to the extent that it is deployed in various Law schools in both the UK & USA since its inception.
Groupwork: Advantages and Disadvantages
Group work is the stepping stone to a successful career in all sectors. Through it is implemented early on in a student’s education, this skill can be built upon and used at work or in a professional environment.
YearAbroad Toolkit
The idea of the project was to produce the content for the Year Abroad toolkit calling upon the expertise of the staff partners in international mobility alongside the experience of the student participants to create genuinely useful content to act as a “one stop shop” for future applicants and those embarking on the Year Abroad.
International mobility is an ever more important component of a degree and something which greatly enhances the employability of our students, and it is hoped that the toolkit will allow us to better support students who embark upon this element of our course offering.
Spanish Course for Migrants / Refugees
The objective of the project was to create learning materials appropriate to be used in a Spanish language class (in person) intended for migrants/refugees as part of any future clinic organized by the School of Humanities.
Placing Wellbeing at the Heart of Legal Education: A partnership with students to enhance support and wellbeing within the Westminster Law School
The main aims of the project are to enhance the Student Support and Wellbeing provisions within the Law School by actively listening to students’ voices and learning from their experiences to strengthen the sense of community. Led by Sylvie Bacquet, the Senior School Tutor, and Eshan Dauhoo, a Lecturer in Wellbeing and Legal Education, the team seeks to determine whether involving students in the design and delivery of educational material increases their engagement. The findings from this initiative will contribute to the implementation of the University Policy for the 2023/24 academic year and serve as a foundation for further discussions with the Head of School and course leaders.
A Student led exploration of productive and ethical use of AI in Business Education
The importance of this project is to explore the impact of AI in Higher education, specifically on students’ productivity during their studies at WBS and the identification of ethical implications of use both in learning and teaching and in assessment and the consequences of this for module design.
2021 – 2022
Community building through a foundation mentoring scheme
The project set out to discover if and to what extent our mentoring scheme has been successful in enhancing students’ sense of belonging and connectedness with the University, which are established elements of student success.
Student Cabinet for SMARTEST
This project’s aim was to introduce an aspect of a “student cabinet” feature to SMARTEST (a graph-based e-learning platform which structures learning content visually and mentallythrough graphs.) topersonalise users’ learning experiences.
Incorporating BMS training for Improving Student Engagement
The project’s main objectives were identifying the sector current BMS students want to pursue during and/or following their degree, the relevant qualifications they would need to obtain to achieve their professional goals – training, certification and work experience, and their satisfaction with UoW’s approach at helping students to achieve these goals.
Cody Dock Reed Beds
The aim of the project is to help design, build and install the reedbeds to clean the polluted water with the roots of the plants, as well as create a habitat for a more diverse fauna.
Engaging Your Core: Strategies for Strengthening Students’ Learning
The project aims to review module’s and general attitudes towards the new teaching methods by the students.
Designing authentic assessment for 6FNCE005W International Financial Management
The project’s goal was to acquire insightful feedback on two important components of teaching and learning from the module’s participants, including both student partners as well as other students: the assessment and the learning activities, both of which are aligned with the module’s learning outcomes.
RIBA Part Three Professional Practice Course in Architecture: Mastering Contracts through “Role Play”
This project reviewed the impact of “Role Play” by building a “plight simulator” so that the students are prepared for questions on contract administration.
WRaPS Westminster Research by Psychology Students: A Website for Westminster psychology students to recruit and showcase their research
The ambition was to create a new website where psychology project students will be able to upload a short study description along with a link. This will facilitate participant recruitment, while also promoting our incredibly diverse research.
Towards a more inclusive and competence-based Themes in Contemporary Hispanic Studies
The principal aim of the project was to gather vital feedback from the student body about how they feel about the current content, pedagogical strategies and assessment of this module and to use the data collected in order to analyse together in which areas the module could be tweaked in the future to take account of the views expressed.
Future Skills and the Future of Skills: How best to Equip WLS Undergraduates with Legal and Transferable Skills
The project explored what undergraduate law students feel about these modules in terms of the way they are taught, their usefulness and their ability to prepare students for academic study and graduate careers.
2020 – 2021
Architecture Design Studios: Re-framing with the Empathic Imagination in Mind
Provoking conversation and support transformative, inclusive learning and teaching practices as part of the architecture design studio.
The Feedback Journey – Accessibility and Engagement
Addressing students’ understanding and engagement with feedback on their formative and summative assessments.
The Future of Live-streaming Post COVID-19
Discovering if students find laboratory live-streamed sessions useful. Additionally, the research team hoped to identify areas for improvement as well as possible solutions that could be implemented to improve practical teaching and live-streaming post-COVID-19.
Imaginative Empathy: Towards Inclusive Pedagogies
A broader application of an ‘empathic approach’ in HE dialogues between students and educators; considering the ways in which modules are delivered, assessments are conceived of, and processes realised.
STAR-GATE
Investigating students’ appreciation of on-line learning and classifying/comparing available learning platforms, mapping their functionalities to the identified students’ expectations and identifying new functionalities not already offered by these platforms.
SMART-bridge-to-WEB
Developing a web-based application which will target an additional functionality to the already developed knowledge and learning platform SMARTEST.
Climate Studio
Increasing student engagement in conversations surrounding the climate emergency so that sustainability is more integrated in design studio work.
Understanding Genetics to Counter Racial Discrimination
Development of new learning material aimed at challenging widespread misconceptions about the role of Genetics as a provider of theoretical frameworks underpinning racial discrimination.
Optimising Student Skills for Microsoft Word, Excel and PowerPoint
Determining student entry skills in relation to the use of Microsoft Word, Excel and PowerPoint, skills development through use in the degree programmes, and the most appropriate and suitable mechanisms for student support for the use of Microsoft Word, Excel and PowerPoint.
Creative Technologies – Printmaking
Exploring different methods of remote working as alternative methods of technical support for students working in the printmaking studio.
Evaluating Assessment for Learning in Introduction to Academic Practice
Evaluating the effectiveness of meaningful assessment techniques and seeking ways to strengthen the role of assessment in the learning process.
360 Immersive Storytelling
Evaluating 360-degree immersive storytelling as a tool for creating empathetic responses.
Decolonising UG Media
Begin to centre and embed student-voiced diversity into a new revised curriculum, and in so doing to ‘decolonise’ the heritage or legacy-related strands of curricula that inform a new degree structure.
2019 – 2020
Online Studio
Creating a structure/space/platform within which all students feel empowered, able to engage and learn proactively. Design tutors are already finding ways to carry on with the teaching of design skills through online tutorials in response to the pandemic. However, the other, softer qualities of studio teaching still need to be considered.
Mental Health, Design and Wellbeing: A Co-Design Workshop
This cross-disciplinary collaboration between the Medical School at Imperial College London and the School of Architecture and Cities at the University of Westminster explored the relationship between design, mental health, and wellbeing.
Co-Production for Mental Health Workshop
Surveying of two sites in order to gain deeper insight into CAMHS therapy and adult mental health/dementia therapy resulting in the production of technical drawings.
Decolonial approaches to the legal curriculum
Understanding what it means to decolonise the legal curriculum, and what students might want and need from a decolonised core legal curriculum. Find out more: https://youtu.be/C5XhzTsfIY4
2018 – 2019
Learning and Teaching Research Collaborations
Designing a virtual representation of course activities to enhance the student experience of managing assessment.
Online Mental Health Interventions
Exploring the acceptability of mobile applications to improve mental health of university students.
Student Mental Health and Wellbeing
Investigating what Social Sciences students at the University of Westminster feel about mental wellbeing and their university experience.
Evaluating the experience of first year students in the School of Life Sciences feel about Blackboard and email communications.
What Factors Influence Lecture Attendance?
Preference of study methods and influence of timing, content and lecturer on lecture attendance in the School of Life Sciences.
Student Tool for Reinforcing the Intake of Valuable Experience (STRIVE)
Improving the existing education interactive software EnAbled to link modules and enhance assessment.
Feasibility of an online platform to showcase game projects on the Computer Development course.
Designing a virtual view of Westminster has to offer, to easily discover useful information about the classrooms or laboratories and to get the full usability of the on-site services.
A prototype VR simulation to allow remote access to university campus facilities via a mobile headset.
Providing universities with information on what students are actually looking for from their timetables.
Student-Staff Partnerships: the Future of Learning and Teaching?
The staff perspective on the role of student-staff partnerships in higher education.
Promoting Fine Art Exhibitions to Develop Professional Practice.
Student and Lecturer in the Connected Age
Factors that influence in-class interactions between students and lecturers.
Enhancing the Academic Experience of Students Whose Language is Not English
A study of the English language support courses.
The induction experience of Foundation students
How does the Engage platform help Media students improve their academic skills?
Disciplinary Research Collaborations
Heuristics for Natural Deduction Layout (HANDEL)
To investigate how changing the basic set of Booleans affects natural deduction proof.
Scent and Literature
The creation of ‘Delhi’ – a perfume inspired by Vandana Singh’s short story.
EV-HIT: an extracellular vesicle index for health
Building a health index test based on extracellular vesicles (EV) & key microRNA EV-Markers from plasma.
Growing new marine bacteria cultures from New Quay, Wales to stop the growth of Vibrio parahaemolyticus.
Modelling leukaemia for better prognosis
Correlating CD180 expression and TP53 deletion in chronic lymphocytic leukaemia using a computational model.
YouTube and Mental Health
Studying the effects of video blogging on the mental health of content creators.
Detecting Microplastics in the Environment
Testing sediment from the rivers in England for the presence and degree of microplastic pollution.
A Case Study in how Translations are used in Creating National Narratives
Comparing articles in the Financial Times and their translations in a Cankao Xiaoxi.
The Impact of Academic Leadership Behaviours on BME Student Attainment
Increasing our understanding of factors influencing BME student attainment.
Curriculum Design Collaborations
Theories of Media and Communication Module Makeover
Increasing student understanding by encouraging debate, use of digital quizzes and question-asking platforms.
What do Students think about Assessment in the Foundation Module Introduction to Academic Practice?
Reviewing the module assessments to create meaningful and engaging assignments, and improve the learning experience of foundation students.
English Literature Curriculum Review
Reflecting on the level four and five core modules of the BA English Literature programme.
Social Media Literacy and Students’ Voices
Involving learners in a structured review of two core modules led by Professor Graham Meikle in the School of Media and Communication.
BA Radio & Digital Production Curriculum Review
A review of the course curriculum by current students and alumni.
2017 – 2018
Improving and Increasing Accessibility to Extra-Curricular Resources
Investigating how accessible extra-curricular resources are in the department of Psychology.
Introducing a library application that captures the needs of students
Exploring student’s perceptions, awareness and attitudes to mindfulness.
The effect of Brexit on European students in the United Kingdom
Exploring student’s attitude to Brexit, education and their tendency to begin, continue or leave their higher education in the UK.
Effectiveness of the FANS initiative
Examining the effectiveness of FANS (Friends of Arriving New Students) initiative and ways to improve it.
Happy UniDays are here to stay
How can we make the university more comfortable for international students?
Empowering Masters Students through Online Communication
Improving the postgraduate experience by expanding the availability of or awareness for the various forms of digital communication made available to Masters students.
Empowering Masters Students through Online Communication
Improving the postgraduate experience by expanding the availability of or awareness for the various forms of digital communication made available to Masters students.
Are student silos within the construction studies programme hindering the development of students?
Establishing how students within the construction studies programme perceive the relationship between full-time and part-time students and whether the mix hinders student engagement.
Learning, Training and Networking Opportunities in Application and Gaming Software Localisation
Are more learning opportunities in application and gaming software localisation needed by students at the University of Westminster?
What do Westminster students want most from their timetables?
Providing universities with information on what students are actually looking for from their timetables.
The Introduction of a Nomadic Studio as part of the MArch Programme at the University of Westminster.
How can an international experience enhance employability?
Exploring how exposure to international experiences can impact employability
Tools for Representation in Visual Culture
Assessing racial and queer diversity on the Visual Culture MA programmes.
Tools for Representation in Visual Culture
Assessing racial and queer diversity on the Visual Culture MA programmes.
Understanding the barriers that prevent MA students of design using active making, as a method of learning.
How does the Engage platform help Media students improve their academic skills?
2015 – 2016
Online learning in the Faculty of Science and Technology
Could training and exposure to technologies before online studies boost the academic performance of the student?
Departmental differences in student engagement with iPads via use of smart applications during teaching sessions.
Youtube Videos as Learning Tools
Exploring the usefulness of Youtube videos in enhancing student learning and integration into university.
Reviewing assessment briefing processes to increase the transparency of assessment criteria for students in Westminster Business School.
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