‘Getting dissertation ready’ – taking a collaborative and innovative approach to events

Authors

DOI:

https://doi.org/10.47408/jldhe.vi37.1741

Keywords:

dissertation support, events, collaborative learning, holistic, student engagement

Abstract

This poster aimed to illustrate and highlight the collaborative and creative approach we have taken to evolve student engagement through provision of Learning Development events, specifically related to dissertations. The innovative approach has streamlined and enhanced flexibility and accessibility to LD events for our diverse population of students, as well as promoting creative collaboration across a range of expertise within Learning Development (LD), paving the way for new possibilities for future events and collaborations.

Our ‘Getting dissertation ready’ day-long event built on the success of an earlier pilot event, ‘Mastering your Dissertation’ in June 2024. This week-long programme of dissertation specific sessions for Masters students was inspired by a model developed by University of Reading (Koromila and Hood, 2023). Key to success of this Masters event, was the bringing together of the diverse skills and expertise of the LD team (Advisers, Librarians, Maths and Statistics specialists, Foundation Year LD lecturers and Learning Technologist) and Careers staff, to successfully provide a range of holistic and bespoke sessions. Reflecting on this experience allowed us to further adapt the approach for undergraduate and postgraduate taught students. 

 Adapting this to a day-long event involved actively reflecting on and evolving several key factors: analysing and evaluating statistics and student feedback and utilising, as appropriate, the skillset of LD team members (e.g. applying past marketing and event management experiences, statistics background and design expertise). The poster will illustrate our experiences and outcomes from the hosting this successful ‘Getting dissertation ready’ event, a day before the start of winter vacation, which resulted in our highest ever event attendance by students. 

By sharing our experience and findings in this poster we hoped to inspire, and potentially instigate, innovation collaborations with our fellow Learning Developers in their provision of events within their own institutions. 

Author Biographies

Jennifer McLay, University of Surrey

Jen McLay joined the University of Surrey’s Learning Development team in 2017. As a Learning Development Adviser, Jen’s role encompasses a diverse range of student focussed activities including events, workshops, resource development, journal club and more recently Academic Integrity practices. Jen was awarded FHEA in 2020. 

Heather Barker, University of Surrey

Heather Barker manages the University of Surrey’s Academic Skills and Development team comprising Learning Development Advisers and Learning Development Librarians. Her research interests include developing inclusive and holistic Learning Development which encompasses cognitive, affective and emotional aspects of a learner’s journey. Heather is a member of the ALDinHE Professional Recognition and EDI working groups and the CPD Community of Practice.

Alice Batchelor, University of Surrey

Alice Batchelor joined the Maths and Statistics Advice team, part of the Learning Development team at the University of Surrey, in 2022. Prior to this, she worked as a statistician in contract research organisations. She delivers embedded maths and statistics teaching across a variety of courses and disciplines, as well as providing one-to-one support. Alice was awarded FHEA status in 2024.

Liz Grant, University of Surrey

Liz Grant joined the Learning Development team as manager of the Maths and Statistics Advice team in 2022, having previously worked in roles across education, mathematics, and widening participation. She has worked in education for over 16 years and is a qualified Teacher of Mathematics. Her passion is supporting people to reach their potential, no matter their background.

Julie Lowe, University of Surrey

Julie Lowe joined the University of Surrey’s Learning Development team in 2016. In her role as Learning Technologist, Julie brings a wealth of holistic and digital learning design insights to leading and supporting the team’s creation of online resources as well as evolving the Learning Development space on the University’s virtual learning environment. Julie is a passionate advocate of inclusive and accessible e-learning design and practices.  

References

Koromila, G. and Hood, S. (2023) “The ’master’s dissertation fair’: reflections on impact and future development”, Journal of Learning Development in Higher Education, (29). doi: 10.47408/jldhe.vi29.1097.

Downloads

Published

30-09-2025

How to Cite

McLay, J., Barker, H., Batchelor, A., Grant, L., & Lowe, J. (2025). ‘Getting dissertation ready’ – taking a collaborative and innovative approach to events . Journal of Learning Development in Higher Education, (37). https://doi.org/10.47408/jldhe.vi37.1741

Issue

No. 37 (2025): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

License

Copyright (c) 2025 Journal of Learning Development in Higher Education

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).