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X-WR-CALDESC:Events for Baleap STEM SIG
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DTSTART:20220101T000000
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BEGIN:VEVENT
DTSTART;TZID=UTC:20241217T110000
DTEND;TZID=UTC:20241217T120000
DTSTAMP:20260416T215201
CREATED:20241203T224024Z
LAST-MODIFIED:20241216T113337Z
UID:665-1734433200-1734436800@baleapstemsig.org
SUMMARY:STEM SIG Tea-time Teams Meet -Misconceptions about STEM Communication
DESCRIPTION:How can we teach STEM communication without ourselves falling into over simplistic generalisations? \n\n\n\n\n“Engineers just write reports – they don’t need to know how to write essays” \n\n\n\n“Scientists don’t need to speak” \n\n\n\n“The passive is really important– you can’t use personal language in STEM writing” \n\n\n\n“The Methodology is written in the past simple” \n\n\n\n\nWhat misconceptions about STEM communication have you encountered\, and where do they come from? \n\n\n\nDo you agree all of the statements above are misconceptions? \n\n\n\nAll welcome: Our last session had a healthy mix of attendees from STEM/EAP/Other backgrounds – it’s really helpful to have these different insights\, so feel free to share the event with colleagues.   \n\n\n\nPlatform: Microsoft Teams (bring your favourite cup of tea!)  Meeting Link: https://teams.microsoft.com/l/meetup-join/19%3aEUqYhSGRUN74Cc0gI18RFc4s6f6FYj-o8s7vmIFras81%40thread.tacv2/1728896762275?context=%7b%22Tid%22%3a%224a5378f9-29f4-4d3e-be89-669d03ada9d8%22%2c%22Oid%22%3a%22bd2923c9-81a4-4c0b-a6be-73dbe8869dbb%22%7d \n\n\n\n \n\n\n\nCommenting available on the blog post – here.  
URL:https://baleapstemsig.org/event/stem-sig-tea-time-teams-meet-misconceptions-about-stem-communication/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20241126T100000
DTEND;TZID=UTC:20241126T110000
DTSTAMP:20260416T215201
CREATED:20241203T212001Z
LAST-MODIFIED:20241203T212001Z
UID:645-1732615200-1732618800@baleapstemsig.org
SUMMARY:Hidden Language Around Equations
DESCRIPTION:Join Laura Duncan (University of Southampton) and Aaron Woodcock (University of Reading) for an informal ‘Tea-time Teams Meet’ to explore the Hidden Language Around Equations. Bring a cup of tea and settle in as we uncover the linguistic fundamentals behind equation verbalisation in teaching and research. \n\n\n\nWe encourage you to bring examples from the fields you’re working in or with—whether it’s maths\, chemistry\, or engineering—as we explore thelanguage behind equations together. \n\n\n\n\n\n\n\nSlides and materials from the event are here
URL:https://baleapstemsig.org/event/hidden-language-around-equations/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20241009T160000
DTEND;TZID=UTC:20241009T170000
DTSTAMP:20260416T215201
CREATED:20240926T095448Z
LAST-MODIFIED:20241218T121039Z
UID:634-1728489600-1728493200@baleapstemsig.org
SUMMARY:Tea-time Teams meet for EAP tutors new to STEM
DESCRIPTION:Are you new to STEM contexts? Or are you looking for new ideas?   \n\n\n\nJoin Tasha Rust (University of Leeds) and Aaron Woodcock (University of Reading) on Wednesday 9th October at 4pm on MS Teams for an informal tea-time Q and A session.   \n\n\n\nBoth Tasha and Aaron are committee members of the BALEAP STEM SIG. \n\n\n\nTasha has experience and expertise in pre-sessional and in-sessional for PGT and PGR within STEM contexts\, predominantly Chemistry and Physics. \n\n\n\nAaron has experience and expertise in undergraduate\, TNE courses in engineering\, maths\, Chemistry and Physics.   \n\n\n\nFeel free to share questions in advance if you think it would be helpful for us to prepare responses or just turn up with a cuppa and a sweet treat. Equally\, no need to have questions\, we’d love to just hear what others are up to  \n\n\n\nWe previously held a symposium on establishing needs for students on STEM courses and you can check this out here if you’d like some background. There also other useful resources on our website for anyone to look over if looking for inspiration.  \n\n\n\nYou can read a follow up blog post from the event here … https://baleapstemsig.org/tea-time-teams-meet-for-eap-tutors-new-to-stem/
URL:https://baleapstemsig.org/event/tea-time-teams-meet-for-eap-tutors-new-to-stem/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20240618T160000
DTEND;TZID=UTC:20240618T170000
DTSTAMP:20260416T215201
CREATED:20240815T132328Z
LAST-MODIFIED:20240902T221921Z
UID:470-1718726400-1718730000@baleapstemsig.org
SUMMARY:LCT in EAP scholarship and practice within STEM contexts
DESCRIPTION:Tuesday 18th June 4pm \n\n\n\nLegitimation code theory (LCT) is becoming a known and key framework within EAP literature and scholarship with an extension to syllabus design and practitioner classroom practice and development (Kirk\, 2022). While we are able to find published work and applications of LCT within EAP\, we believe the BALEAP STEM SIG should be bringing practitioners together to share syllabus development and classroom practice to exemplify and demystify the literature. We also believe that the SIG should create a safe space for practitioners in differing points in their practitioner development to explore current frameworks and seek advice on syllabus development and classroom practice.  \n\n\n\nOrganiser: Natasha Rust
URL:https://baleapstemsig.org/event/event-lct-in-eap-scholarship-and-practice-within-stem-contexts/
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BEGIN:VEVENT
DTSTART;TZID=UTC:20240514T100000
DTEND;TZID=UTC:20240514T110000
DTSTAMP:20260416T215201
CREATED:20240508T232859Z
LAST-MODIFIED:20240902T221942Z
UID:464-1715680800-1715684400@baleapstemsig.org
SUMMARY:STEM SIG Informal Discussion
DESCRIPTION:Next week\, there will be the opportunity for an informal STEM SIG discussion where everyone is welcome to share: \n\n\n\n\nSomething that has worked well teaching STEM EAP this year\n\n\n\nResearch developments\n\n\n\nSomething that has inspired/shaped your teaching/research this year\n\n\n\nA challenge you have faced / question you’d like to throw out to the group\n\n\n\nSomething that you are thinking of changing next academic year\n\n\n\n…or anything else STEM EAP related that is on your mind!\n\n\n\n\nIf you would like to come along\, the link is: https://teams.microsoft.com/l/meetup-join/19%3aEUqYhSGRUN74Cc0gI18RFc4s6f6FYj-o8s7vmIFras81%40thread.tacv2/1715106278676?context=%7b%22Tid%22%3a%224a5378f9-29f4-4d3e-be89-669d03ada9d8%22%2c%22Oid%22%3a%22bd2923c9-81a4-4c0b-a6be-73dbe8869dbb%22%7d
URL:https://baleapstemsig.org/event/stem-sig-informal-discussion/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20240423T110000
DTEND;TZID=UTC:20240423T120000
DTSTAMP:20260416T215201
CREATED:20240419T111948Z
LAST-MODIFIED:20240902T101534Z
UID:418-1713870000-1713873600@baleapstemsig.org
SUMMARY:Health Sciences and Intercultural Communication
DESCRIPTION:Ros Davies and Laura Duncan\n\n\n\nUniversity of Southampton\n\n\n\nOverview \n\n\n\nWe will share our experiences of supporting students studying BMIT Bachelor of Medicine (International Transfer)\, MSc Health Sciences and MSc Audiology with both clinical and academic skills. \n\n\n\nJoin the Teams meeting using this link
URL:https://baleapstemsig.org/event/health-sciences-and-intercultural-communication/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20231031T120000
DTEND;TZID=UTC:20231031T130000
DTSTAMP:20260416T215201
CREATED:20240419T112841Z
LAST-MODIFIED:20240902T221826Z
UID:433-1698753600-1698757200@baleapstemsig.org
SUMMARY:ESAP for Mathematicians – Harnessing Student Voice to Improve Engagement
DESCRIPTION:Laura Connolly and Livia Pataki\n\n\n\nUniversity of Reading (UK) and Nanjing University of Information Technology and Science (China)\n\n\n\nAbstract \n\n\n\nEngagement\, interaction and improving grades are all key considerations for teaching any group of learners. This case study focuses on the teaching and learning of a cohort of Mathematicians studying English for Specific Academic Purposes on Part 1 of their dual award degree with NUIST (Nanjing University of Technology and Science) and the University of Reading. \n\n\n\nBackground \n\n\n\nDuring lockdown\, the engagement\, and overall grades for the ESAP- Maths cohort of students was relatively low in comparison to other majors. The classes were delivered online\, and a need was recognised from management to adapt the teaching approach and attain student feedback to feed forward to the improvement of the delivery and outcomes of the course. \n\n\n\nObjectives: \n\n\n\nThis online symposium will shed light on the techniques and methodology that was used to adapt the teaching approach without compromising the core syllabus or learning outcomes but accommodating ESAP students in an online learning environment. \n\n\n\nThe online symposium will highlight a set of online tools\, techniques and applications that were used to encourage higher levels of participation\, engagement\, and interaction during class time\, which resulted in high achievement and success rates. \n\n\n\nBy exploring frequent feedback that was sought from this cohort of students the presenters will display various approaches and techniques applied and this was fed forward to the teaching style and delivery of the classes online.
URL:https://baleapstemsig.org/event/esap-for-mathematicians-harnessing-student-voice-to-improve-engagement/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230606T110000
DTEND;TZID=UTC:20230606T120000
DTSTAMP:20260416T215201
CREATED:20240419T113147Z
LAST-MODIFIED:20240419T113147Z
UID:435-1686049200-1686052800@baleapstemsig.org
SUMMARY:Insights into the student writing process
DESCRIPTION:Jenifer Spencer\n\n\n\nFreelance Language Consultant and AuthorEAP Essentials. Garnet Education (UK)\n\n\n\nAbstract \n\n\n\nIn writing materials for specialist courses and editing PhDs and papers\, I have obtained insights into parts of the student and scholarly writing processes that are not always available in the context of classroom EAP teaching\, or are very time consuming for busy teachers to access. In this session I will share some of these insights using texts from two students\, with their permission. Using examples of student texts (from a PhD and a published paper) and one student’s feedback on his writing process\, I will explore how the teacher can support the student’s writing journey through collaborative exploration of what is effective writing and how language can work to achieve this\, through a solid combination of a solid vocabulary resource in the subject area and careful and confident uses of cohesive devices and a not-too-reverent approach to some language teaching orthodoxy\, such as avoiding repetition.  \n\n\n\nI will show examples of how the journey towards developing the language needed in the disciplinary area can involve an ontological approach to the objects and concepts under study\, by sharing the students’ understanding of the subject area and the teachers’ understanding of the way language works. I also give some examples of what I see as effective writing\, and invite the participants to decide what elements of language and structure are supporting this skill. I will also look at the value of training students to recognise the strengths in their own writing and develop those\, rather than presenting them with models to copy. 
URL:https://baleapstemsig.org/event/insights-into-the-student-writing-process/
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BEGIN:VEVENT
DTSTART;TZID=UTC:20230516T150000
DTEND;TZID=UTC:20230516T160000
DTSTAMP:20260416T215201
CREATED:20240903T141429Z
LAST-MODIFIED:20240903T141429Z
UID:571-1684249200-1684252800@baleapstemsig.org
SUMMARY:Critical thinking in STEM(M)
DESCRIPTION:Presenter: Jane Sjoberg\, University of Birmingham (UK)\n\n\n\nAbstract \n\n\n\nCritical thinking and the ability to demonstrate critical analysis are higher order learning skills that all students are expected to demonstrate in order to achieve good grades. \n\n\n\nAcademic literature and academic English support texts are available on this topic (e.g. Hadley and Boon\, 2023). However\, though some research exists into what critical thinking is in different fields\, (e.g. Allison\, 2019)\, research or handbooks that do purport to be discipline specific often focus on limited examples (e.g. Sternberg\, 2019). In addition\, those that are discipline specific seem (to me) to remain very much embedded within a social science ‘problem-solving’ view of what critical thinking involves (e.g. Hager et al\, 2003). \n\n\n\nFew materials (to my knowledge) that are designed to promote critical thinking in EAP activities address what demonstrating critical analysis means more specifically for STEM(M) subjects and the language that students need to deploy to signal criticality in their writing. \n\n\n\nIn this session\, I will share some observations based on informal meetings with academic staff in different disciplines that I carried out in order to inform materials design. I will also share my own experience of how\, as language specialists\, we might help students to demonstrate their criticality by paying attention to language rather than only seeing critical thinking in its broader sense as a ‘questioning attitude’ to information and claims. The session will\, I hope\, be an opportunity to share experiences and reflect together on the topic.
URL:https://baleapstemsig.org/event/critical-thinking-in-stemm/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230502T113000
DTEND;TZID=UTC:20230502T123000
DTSTAMP:20260416T215201
CREATED:20240902T201602Z
LAST-MODIFIED:20240902T201602Z
UID:534-1683027000-1683030600@baleapstemsig.org
SUMMARY:Three-Minute Paper: Criticality in STEM literature reviews
DESCRIPTION:Presenter: Anna Murawska\, University of Leeds (UK) \n\n\n\n\n\n\n\n“I have chosen Kwan et al. (2012) as\, being a disciplinary outsider\, I do not always know how to support students’ literature review writing; the paper also links to my scholarship interest in linguistic expressions of criticality in novice scientific writing. The authors look at what is being evaluated in STEM (specifically Information Systems) literature reviews\, and provides a useful framework to analyse texts and support students’ writing. It also highlights intradisciplinary differences in critical writing that are research paradigm dependent – something we touched on in our previous discussions. \n\n\n\nI hope to start a discussion about the usefulness of the model\, and its representativeness of other STEM disciplines\, but also more broadly\, about colleagues’ attitudes and approaches to supporting students’ disciplinary critical writing.” \n\n\n\nKwan\, B.S.\, Chan\, H. and Lam\, C.\, 2012. Evaluating prior scholarship in literature reviews of research articles: A comparative study of practices in two research paradigms. English for Specific Purposes. 31(3)\, pp.188-201. Available from: https://doi.org/10.1016/j.esp.2012.02.003
URL:https://baleapstemsig.org/event/three-minute-paper-criticality-in-stem-literature-reviews/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230419T140000
DTEND;TZID=UTC:20230419T160000
DTSTAMP:20260416T215201
CREATED:20240902T222335Z
LAST-MODIFIED:20240902T222336Z
UID:538-1681912800-1681920000@baleapstemsig.org
SUMMARY:Deconstructing student needs in EAP for STEM - Symposium
DESCRIPTION:Presenters \n\n\n\nNatasha Rust\, University of Leeds \n\n\n\nSanchia Rodrigues\, University of Warwick  \n\n\n\nAaron Woodcock\, University of Reading  \n\n\n\nLori-Ann Milln\, University of Southampton \n\n\n\n \n\n\n\nAbstract \n\n\n\nThe BALEAP STEM SIG was developed to connect EAP practitioners working within Science\, Technology\, Engineering and Mathematics\, with the aim of collating our practice\, initiating scholarship and research collaborations\, and supporting the transition into EAP for STEM. While it is widely understood and used within HE\, the term ‘STEM’ categorises the needs of these students as a group\, which has the potential to limit or oversimplify their language and discourse needs. This symposium creates a space to deconstruct the term. \n\n\n\nWe will explore key disciplinary differences that EAP practitioners and researchers should be aware of\, referring specifically to our experiences in Chemistry\, Physics\, Engineering and Maths\, with a view to understanding the demands of teaching\, learning and assessments in these disciplines. We will also examine their common characteristics\, asking what key similarities might be exploited to ensure the long-term sustainability of EAP STEM courses. 4 EAP practitioners from the SIG will speak alongside live Q&A reactions from the audience\, followed by a longer audience-led discussion and a final summary\, from an EAP researcher\, of notions of intra- and interdisciplinarity within STEM disciplines.  \n\n\n\nSpeakers \n\n\n\nNatasha Rust is an EAP Lecturer at the University of Leeds. She has developed\, led and taught on pre-sessional programmes\, foundation year modules and in-sessional materials for STEM since 2016. Her current interests lie in EAP practitioner development for STEM disciplines and exploring practical applications of SLA\, in terms of noticing and metalanguage\, into the toolkit of EAP practitioners and learners. In addition\, she intends to help her in-sessional schools of Chemistry and Physics develop their curricula with fully embedded principles of EAP at programme level.   \n\n\n\nSanchia Rodrigues is a Teaching Fellow in EAP at the University of Warwick and a PhD student at the UCL Institute of Education. Since 2014\, she has worked with postgraduate\, undergraduate and pre-undergraduate students of the mathematical sciences both in the UK and overseas. Her doctoral research is focused on hierarchies of language and race in summer pre-sessional contexts\, which reflects her wider interests in identifying and displacing coloniality in EAP.  \n\n\n\nAaron Woodcock is a Lecturer at the University of Reading. He has nearly 20 years’ experience working within international education\, teaching both English language and science. He is currently responsible for designing and delivering English for Specific Academic Purposes (ESAP) modules for undergraduate students studying subjects including chemistry\, mathematics and environmental engineering. His current interests lie in ESAP courses for improving access to teaching and learning\, and in exploring ways to increase the sustainability of ESAP delivery. 
URL:https://baleapstemsig.org/event/deconstructing-student-needs-in-eap-for-stem-symposium/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230314T150000
DTEND;TZID=UTC:20230314T160000
DTSTAMP:20260416T215201
CREATED:20240902T195951Z
LAST-MODIFIED:20240902T195951Z
UID:532-1678806000-1678809600@baleapstemsig.org
SUMMARY:Three-Minute Paper: Complexity in academic writing
DESCRIPTION:“The paper I have chosen is Staples et al. (2016)\, which can be found here: https://doi.org/10.1177/0741088316631527 \n\n\n\nI have chosen this paper as I often feel the notion of being concise in STEM discourses can be problematic in that it may be misleading in terms of depth and in terms of how syntactically challenging concision can be. \n\n\n\nI hope this paper creates a discussion around how we notice and ascertain linguistic complexity in STEM discourses and how we support this in our pre-sessional\, foundation or in-sessional syllabus through activities to support the processing and production of texts. This links to my scholarship interests in how much linguistic metalanguage and linguistic analyses is useful in the EAP and EAP for STEM classroom/syllabus.” \n\n\n\nReferences \n\n\n\nStaples\, S.\, Egbert\, J.\, Biber\, D. and Gray\, B. 2016. Academic Writing Development at the University Level: Phrasal and Clausal Complexity Across Level of Study\, Discipline\, and Genre. Written Communication. 33 (2)\, pp. 149-183. \n\n\n\nPost session notes \n\n\n\nHere is the link to the recording of this session: Three Minute Paper led by Natasha Rust\, University of Leeds-20230314_150538-Meeting Recording.mp4 \n\n\n\nThe discussion questions within the session and to be continued for those who are interested: \n\n\n\nHow could we (the BALEAP STEM SIG) use a similar methodology to observe variation within science writing/STEM disciplines and among genres? Could we develop our own corpus as a community? \n\n\n\nHow is grammatical complexity embedded into your STEM curriculum/syllabi? Is it focussed at a processing and production level? Tied/linked to genre? \n\n\n\nWhat methods do you use to ascertain complex features of language and patterns within the STEM discipline you teach within? \n\n\n\nHow do we (continue to) or how can we show/clarify how L1 and L2 writers equally need to develop their awareness of language complexity within the discipline and for specific genres within disciplines to STEM lecturers\, curriculum designers and both L1 and L2 students? \n\n\n\nWhat metalanguage is useful/successful in classroom discussions on grammatical complexity? Do you use any of the metalanguage used within the paper? Do you see the need to use this metalanguage and indeed the need to explore language in this way? \n\n\n\nDo we feel there is a different emphasis to grammatical complexity within EAP for STEM? If so\, how could we communicate this to the wider EAP community or practitioners new to STEM?
URL:https://baleapstemsig.org/event/three-minute-paper-complexity-in-academic-writing/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230207T120000
DTEND;TZID=UTC:20230207T130000
DTSTAMP:20260416T215201
CREATED:20240902T195306Z
LAST-MODIFIED:20240902T195306Z
UID:530-1675771200-1675774800@baleapstemsig.org
SUMMARY:Three-Minute Paper: Advice vs. practice in thesis writing
DESCRIPTION:Ana will lead a discussion on Paltridge (2002)\, which can be found here: https://doi.org/10.1016/S0889-4906(00)00025-9 \n\n\n\nOverview \n\n\n\nBackground: \n\n\n\nGraduate and post-graduate writing might be said to be under-researched due to (in)accessibility and size of the theses as well as changing (disciplinary) standards. Additionally\, much attention has been paid to research articles (RAs): prominent genre\, “master narrative” (Montgomery\, 1996 as cited in Swales\, 2004). \n\n\n\nHowever\, in L1 educational contexts (“inner circle”)\, there are usually many students with different language backgrounds who are required to write their theses in English. \n\n\n\nDesign: \n\n\n\nAim: To compare actual theses (macro-rhetorical structure) and guides on thesis writing and research for thesis. \n\n\n\nCorpus: \n\n\n\n30 theses/dissertations in a number of disciplines written at a major Australian research University; and guides covering a certain time span and from several EL1 contexts. \n\n\n\nResults: \n\n\n\n1) the guides examined differ with respect to treatment of thesis/dissertation structuring; \n\n\n\nIn guides\, generally suggested patterns of macro-structure are: \n\n\n\nINTRODUCTION→PROBLEM/BACKGROUND/LITERATURE REVIEW→DESIGN AND RESULTS/METHODOLOGY AND RESULTS→DISCUSSION/CONCLUSIONS→CONCLUSIONS AND IMPLICATIONS; \n\n\n\nAs for micro-structure\, even less space is dedicated to constructing individual chapters. \n\n\n\n2) In actual practice\, several categories of macro-structure of the theses were found: \n\n\n\nTRADITIONAL (IMRAD)→SIMPLE (IMRAD\, REPORTING ON A SINGLE STUDY) AND COMPLEX (IMRAD\, REPORTING ON MORE THAN ONE STUDY); \n\n\n\nTOPIC-BASED (INTRODUCTION\, TOPIC-BASED INDIVIDUAL CHAPTERS\, CONCLUSION) \n\n\n\nCOMPILATION (OF RESEARCH ARTICLES) \n\n\n\nQuestions \n\n\n\nWith this divergence in mind\, how do we (you) prepare your students for writing theses? \n\n\n\nWhat can EAP courses do for them\, how can we contribute (ethnographic perspectives\, amalgamating research and practice) \n\n\n\nShould we and could we be perhaps included in needs analysis for these target groups of students? \n\n\n\nDo your institutions conduct such analyses and if they do\, are you allowed to be involved? What is your role? Do you feel the need to be included in the process? \n\n\n\nReferences \n\n\n\nPaltridge\, B. 2002. Thesis and dissertation writing: an examination of published advice and actual practice. English for Specific Purposes\, 21(2)\, pp.125-143. https://doi.org/10.1016/S0889-4906(00)00025-9
URL:https://baleapstemsig.org/event/three-minute-paper-advice-vs-practice-in-thesis-writing/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230117T110000
DTEND;TZID=UTC:20230117T120000
DTSTAMP:20260416T215201
CREATED:20240418T071942Z
LAST-MODIFIED:20240418T071942Z
UID:306-1673953200-1673956800@baleapstemsig.org
SUMMARY:STEM students’ perceptions of reflective practice
DESCRIPTION:Presenter: Maggie Boswell\, University of Bristol\n\n \n\nReflective practice is embedded throughout UK Higher Education (UK Quality Code for Higher Education Advice and Guidance Assessment\, 2018). However\, some newly arrived STEM pathway International Foundation Programme students exhibit initial uncertainty and scepticism towards reflective practice. To establish what might cause initial doubt\, an investigation into STEM pathway students’ perceptions towards reflective practice has been undertaken.\n\nUsing data captured and transcribed during interviews with study participants\, initial findings reveal a range of attitudes\, with some expressing a desire for more engaging in-class reflective practice activities and greater specificity with regards reflective tasks that foster and reflect meaningful learning outcomes.\n\nA review of the literature exploring reflective practice\, finds a strengthening call for greater scaffolding and an opportunity to embed reflective “interludes” (Hibbert\, 2013)\, into the classroom learning environment. Additionally\, more time allowed to practice reflection in a trusted setting that offers a sense of diffused power dynamics within a group\, is advocated. Moreover\, there is additional potential to integrate reflection into the IFP intended learning outcomes. This might shift student attitudes and evoke greater motivation towards reflective practice.\n\nFollowing release of a recent blog on the same topic\, this unconference presentation introduces extracts of participant comments and refers to a sample of key literature informing the premise of the current investigation.\n\nReferences\n\nHibbert\, P. 2013. Approaching reflexivity through reflection: Issues for critical management education. Journal of Management Education\, 37(6)\, pp.803-827.\n\nQAA. 2022. UK Quality Code for Higher Education Advice and Guidance Assessment. [online] Available at: <https://qaa.ac.uk/> [Accessed 16 July 2022]
URL:https://baleapstemsig.org/event/stem-students-perceptions-of-reflective-practice/
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