Poster presentations

  • BSLE conference 2009, summaries of posters

    Using Student Support Coordinator data to improve the student learning experience

    Robert Drake and Mandy Archer

    The School of Social Sciences and Law employs two Student Support Coordinators, a dedicated academic and pastoral support role for the School.  To better understand students’ needs, an internally-developed database went live in September 2007. In the 2007/2008 academic year, we had 840 visits from a total of 1,175 enrolled FTEs.  Visits to March 2009 already exceed that total by 12% indicating growing demand. We present data to show the breakdown of student visits as well as the preliminary results of new proactive initiatives. The SSC role directly contributes to four key areas: transition, progression, retention and the student experience.

    Smart Girl Stories: Discursive Constructions of Gender and Genius

    Michele Paule

    The project on which this poster is based explores the circulation of discourses of gender and ability between professional, popular and media texts and their subjects, and identifies some emergent narratives of gifted girlhood.

    Drawing on methods from the humanities and social sciences, I interrogate textual data from educational, policy and media sources, and ethnographic data from focus groups and a purpose-built website forum; this research has begun to suggest a range and complexity of contemporary narratives and identities on offer, which nonetheless have their roots in historically gendered and exclusive accounts of genius.

    Eportfolio trials and pilots

    George Roberts

    PebblePad ( and the blogging platform ( are available to support personal development planning (PDP), reflective writing, work-based learning, continuing professional development (CPD), and professional development review (PDR).  Test environments for PebblePad are loosely “flanged” to Brookes own systems (VLE, wiki). is openly available, 12 case studies are being developed or are under way with the aims of (i) developing digital literacy (ii) providing an electronic environment for PDP, CPD, PDR and reflective portfolios (iii) providing opportunity for ad-hoc online social and informal learning groups (iv) to make a learner-centred, Web2.0 environment available. This poster will introduce participants to these developments and the emerging evaluation findings.