Success for whom? The class gaps in student outcomes

Success for whom? The class gaps in student outcomes

By michaelkilmister Comment Closed

 

By: Mat Haine, Centre for Quality Support and Development (CQSD), m.l.b.haine@reading.ac.uk
"Promotional banner with a blue background featuring the text 'CELEBRATING CLASS' in white and red, 'WORKING CLASS IDENTITIES AT READING' and 'PAST, PRESENT AND FUTURE' in white. An illustration of a stack of books appears on the right. A red banner at the bottom reads 'Centenary Project' in white."
© University of Reading

Each year, students like Brooke graduate from Reading and fulfil their aspirations.

However, students from deprived neighbourhoods are disproportionately being left behind (see Figure 1.1 below). Reading students from deprived postcode areas are consistently less likely to stay on course, be awarded a strong result or land in employment, suggesting the playing field is not as level as we might think.

What is going on?

"Line graph titled 'Difference in rates of 'good degree' awards (socioeconomic deprivation)' showing data from academic years 2017/18 to 2022/23. The x-axis represents academic years, and the y-axis shows percentages from 0.0% to 100.0%. A solid blue line represents IMD2019 Q1&2 (highest deprivation), starting at 8.7% in 2017/18 and rising to 10.0% in 2022/23. A dotted green line represents IMD2019 Q3,4&5 (lowest deprivation), remaining around 80% throughout the period. The graph highlights disparities in 'good degree' awards between socioeconomic groups."
Figure 1.1. Difference in rates of ‘good degree’ awards by socioeconomic deprivation.

“I’ll never forget getting accepted at Reading. How proud I was. You know, if it never went any further than that, I would have thought I had achieved.”

Outcome gaps along the lines of class begin early and particularly affect white boys, pre-university. Government data shows that at 16, among those receiving free school meals, ethnically Chinese students are ‘39 months ahead’ of their white peers.

This is not inevitable. In the late 1990s, schools in London were among the worst performing in the country. After a period of substantial investment, outcome gaps for disadvantaged students have narrowed and London leads the country on attainment. This demonstrates that change is possible and learning environments make a difference.

Many working-class students who beat the odds to earn a place at our university come from schools in deprived areas and often rate the advice they received about higher education as ‘poor’. Their achievement reflects exceptional resilience and academic potential.

So why are they down on every outcome measure?

“They say ‘oh, your studies should come first’ but I just don’t have that choice.”

Our traditions are rooted in the idea of the ‘full time student’ which is becoming increasingly irrelevant. Our students are commuting, working and struggling more than ever. Shrinking finances and complex circumstances are undermining attendance and engagement. It’s easy to imagine how these pressures are more keenly felt by students from low-income households.

“If I say I’m struggling, I’m admitting to being ‘lesser than’”

Class inclusion is about more than time and money, though. There are subtle ‘currencies’ that students need to get by, like special knowledge and personal networks. Students with parents or siblings who went to university know how the system works; others must go out of their way to learn. We assume that bridging this gap is about telling students which buildings to go to, but support seeking taps into fear, pride and self-esteem. It relies on a sense of entitlement that is unfamiliar to students who worry that ‘needing help’ will confirm stereotypes about them.

“If you showed your true self, it will be considered either unprofessional, crude, or it may even come across as incompetent.” 

Most students have the ‘right’ cultural presentation to move through our hallways with a sense of ease. That belonging is hard-won by working class students who feel pressured into concealing their accents for fear of triggering low expectations.

Before we ask students to ‘be themselves’ we must first reflect on how despite our good intentions we could be creating an environment that stifles authenticity.

So, let’s talk about how.

1. Talk about it

Reading, reflecting and talking about potential inequalities will make us more responsible educators and professionals. It will also allow for authentic identities to emerge – including in the classroom.

2. Teach the students we have, not the ones we want

The diversification of the student body includes a greater diversity of educational background, and many students now recruited based on potential. We should consider how adapting teaching and assessment styles could unlock that potential.

Digitally enabled learning is key for those who can’t guarantee attendance. Equally important is viewing the teaching process as being about teaching how to succeed as well as subject mastery. Overcoming the content-first instinct and making space in modules for assessment unpacking exercises would bring implicit knowledge out into the open for all to see.

3. Consider the critical moments

Transitions and assessments are points at which underrepresented students are typically more anxious.

Peer support, well-timed advice and ‘approachability’ could be the difference between a student withdrawing and going on to graduate. As could reframing ‘needing help’ to ‘backing yourself’ – an accepted behaviour common to successful students.

4. Think bigger

In an era of financial constraint, we can’t rely on extra-curricular initiatives. We need to do the difficult work of structuring support by building it into our systems.

Courageous programme design which accounts for attendance pressures, demystifies the hidden curriculum and destigmatises re-assessment could bring education from the past into the present, by truly centring it around the modern student.

This article was written for the ‘Celebrating Class’ blog series, exhibition and conference.

 

Using Padlet in teaching: A reflection on purpose and practice

Using Padlet in teaching: A reflection on purpose and practice

By michaelkilmister Comment Closed

 

By: Dr Anna De Amicis, Henley Business School, a.deamicis2@reading.ac.uk

In the years since the pandemic, digital platforms have become a familiar presence in university classrooms. Padlet, Miro and Mentimeter are often presented as ways to boost interaction, make lectures more engaging, and give students new ways to share ideas. But their effectiveness depends less on the technology itself and more on how we, as educators, choose to integrate them.

Why Padlet?

When I introduced Padlet into my social enterprise teaching, my aim was not simply to try out the latest tool. I wanted to encourage more discussion, present concepts visually, and make students’ contributions visible and connected.

Padlet offered a creative space, a digital canvas where students could post images, examples and reflections. It promised to energise the classroom, turning abstract concepts like “mission statements” into something students could critique, rework and co-create together.

What worked (and what didn’t)

In practice, some aspects worked well. When I co-facilitated with a colleague (Jacqueline Fairbairn from CQSD-TEL), the prompt was better received, and students were more responsive. Structured tasks – such as asking students first to find a mission statement, then critique it, then collaborate on improvements – helped scaffold their learning. In these moments, Padlet supported active engagement. Frameworks can help here as shown in the Padlet engagement framework (see Figure 1.1), which sets out clear activity sequences from individual reflection through to group co-creation and evaluation.

Padlet engagement framework diagram showing four structured activity sequences for classroom use. The left side is divided into “Scaffolding individual participation” and “Scaffolding collaborative participation.” Activities include: (1) individual response, (2) paired/group discussion, (3) paired/group co-creation of posts, and (4) peer review. Each activity outlines steps such as posing a question, displaying a joining URL or QR code, and using Padlet for posting and discussion. The right side includes a “Finisher: the plenary” section with guidance on effective wrap-up strategies, including asking open questions and avoiding redirection of posts.
Figure 1.1. .Padlet engagement framework. For an enhanced version with contextualised information, see Fairbairn (2025).

However, there were also times when Padlet fell flat. Used as a quick ten-minute add-on, it disrupted the lecture flow. Students sometimes saw it as “extra work” rather than as part of the lesson. Interestingly, in sessions where we focused purely on facilitation and dialogue, the energy and depth of conversation were even stronger.

Lessons learned

The experience underscored an important point: the value of a digital tool depends on how well it is aligned with the purpose of the session. Students engage most when they clearly see the relevance of an activity and how it links to their learning outcomes.

This is not so much a limitation of Padlet as a reminder for us as lecturers to be intentional. Any classroom activity (whether digital or low-tech) needs meaningful design, clear integration, and facilitation that draws students in. Sometimes, the simplest methods can achieve just as much as a digital platform.

Wider implications

In business education, and particularly in teaching vocational modules, we often emphasise using resources wisely and with purpose. The same principle applies to teaching practice. Innovation in the classroom is not about adopting every new platform but about making deliberate choices that serve our students’ learning.

Digital tools have become part of higher education, and many can be genuinely valuable. But adopting tools because they look innovative is best avoided. What matters is that students experience activities as meaningful, purposeful, and connected to their learning journey.

Reflections

Padlet reminded me of a simple truth: students want to understand the value of what we ask them to do. They respond positively when they see how an activity supports their learning.

So, the real question may not be whether we need Padlet, but how we, as educators, design experiences that are intentional and values led. Technology can play an important role, but only as part of thoughtful, purposeful teaching practice.

References and resources

Padlet & STEM notation: How can you make polls with a program source code on Padlet?

Padlet & STEM notation: How can you make polls with a program source code on Padlet?

By michaelkilmister Comment Closed

 

By: Dr Alan Guedes, School of Mathematical, Physical and Computational Sciences, a.guedes@reading.ac.uk

 

As a computer science lecturer, I am required to show programming source codes in my lectures, particularly for in-class activities like quizzes (e.g. “Determine the output of the following code” or “Identify the logical error within this code”). These quizzes allow me a do an in-class knowledge check for the students.

The recent support for Padlet at the University of Reading prompted me an investigation into an effective approach for displaying a source code in Padlet. However, it became apparent that Padlet is not explicitly designed for this purpose. My initial attempt involved directly placing the source code into a post’s title (image below), but this revealed the limitation of Padlet titles do not support multi-line text. In the following sections, I will share some options I discovered.

Screenshot of a poll creation interface titled “Poll.” The Java code snippet is formatted in a single line with line breaks, showing overloaded add methods and a call to add(2.5, 2). Below the code are multiple-choice options represented by radio buttons arranged in two rows.
Figure 1.1. Pasting source code into the title of a Padlet post

Option 1: Uploading code as a text file

This approach involves using two Padlet posts (image below), where one post is dedicated to an uploaded source code file and other for the poll. The advantage of this method is that it generates syntax colouring for the code, which significantly enhances student readability. However, it presents two drawbacks. First, it requires an additional post solely for the poll, since a single post cannot accommodate both the file and the poll. So, the second post should “refer” to the one before. Second, it suffers from resolution degradation when viewed on mobile devices, what may require students do a second click to “open the file” and improve readability.

Screenshot of a coding question posted by a teacher named Alan Guedes. The question asks, “What is the output of the code below?” followed by a Java code snippet with overloaded add methods for integers and doubles, and a call to add(2.5, 2). Multiple-choice options are 2.5, 2, 4, and 4.5. No votes or comments are present.
Figure 1.2. Using two Padlet posts

Option 2: Code block in the body

This solution involves use only post, which has the code inside its body (Figure 1.3). The post title should remain concise and directly address the quiz query. The source code is then added as a “code block” within the body of the post. This method ensures student readability by preserving indentation and utilizing a monospace font, characteristics common in programming editors.

While this represents a good solution, it has one drawback: it has been observed that Padlet’s default layouts may automatically wrap longer lines of code (Figure 1.4). This can complicate student readability.

Coding question interface showing a multiple-choice question: “What is the output of the code below?” Options are 2.5, 2, 4, and 4.5. The code block includes two overloaded add functions—one for integers and one for doubles—and a call to System.out.println(add(2.5, 2));.
Figure 1.3. Inputting the code block in the body of a post
Screenshot of a coding question displayed in a two-section layout labeled “Section 1” and “Section 2.” Section 1 contains the same Java code snippet and multiple-choice question as Image 1. Section 2 is empty.
Figure 1.4. Code block displayed without text wrapping

To mitigate this issue, the “stream” layout is identified as the optimal configuration. This layout (Figures 1.5 & 1.6) will render content vertically without unnecessary text wrapping, thereby maintaining the readability of the source code.

Screenshot of an application’s appearance settings. Options include wallpaper set to dark, color scheme set to light, font set to Alba, and post size set to standard. Layout format is set to “stream,” with an arrow indicating selection. Group posts by section is toggled on, sorting is set to drag and drop, and new posts appear first. Comments and reactions are enabled.
Figure 1.5. Selecting the text wrapping option
Screenshot of a coding question posted by a teacher named Alan Guedes. The question asks, “What is the output of the code below?” followed by a Java code snippet with overloaded add methods for integers and doubles, and a call to add(2.5, 2). Multiple-choice options are 2.5, 2, 4, and 4.5. No votes or comments are present.
Figure 1.6. The “stream” post with text wrapping enabled

Final remarks

In conclusion, while Padlet may not be inherently designed for showing source code, the file upload and code block options are viable for displaying source code. These methods can be beneficial for lecturers conducting in-class activities involving source code.

If you have a query about the institutional Padlet, please raise a ticket with the TEL Team.

If you’re a University of Reading staff member, you can watch the recording of Alan’s presentation about notation in Padlet by selecting the following link: TEL: Showcase: Power Up your Teaching with Padlet.

 

Video vignettes for pharmacy education

Video vignettes for pharmacy education

By michaelkilmister Comment Closed

 

By: Atta Naqvi*, Sam Bizley, & Shweta Ghosh, School of Pharmacy
Three people standing in front of doors with a sign above them that says "Welcome to Harry Nursten Home of Pharmacy & Food and Nutritional Sciences."
From left to right: Dr Atta Naqvi, Dr Shweta Ghosh, and Dr Sam Bizley. © Atta Naqvi

Overview

This innovative project produced four video vignettes that simulated culturally complex patient interactions in pharmacy settings. Developed collaboratively between the School of Pharmacy and the Department of Film, Theatre & Television (FTT), the vignettes enabled students to reflect on non-verbal cues, patient diversity, and inclusivity. The project was funded by the Teaching and Learning Enhancement Projects (TLEP) scheme and informed by student feedback.

Objectives

  • Support pharmacy students in recognising and interpreting non-verbal cultural cues.
  • Improve students’ ability to respond inclusively to diverse patient needs.
  • Provide simulated exposure to real-world patient communication scenarios.
  • Enhance cultural competence education through an interdisciplinary, research-informed approach.
  • Build sustainable capacity for future simulation-based learning

Context

The initiative stemmed from cultural competence teaching embedded in the newly accredited MPharm programme. Previous student feedback revealed challenges in recognising non-verbal cultural cues, especially in potentially sensitive scenarios involving pain, gender, and disability. Traditional workshops were insufficient in exploring these making it challenging for the students’ to put the knowledge into practice, prompting the exploration of immersive, simulation-based learning through video vignettes.

Implementation

The project was based on years of feedback from MPharm students on cultural competence education. One year prior, a research study on placement experiences highlighted specific challenges—such as interacting with LGBTQIA+ individuals, patients from the d/Deaf community, and those who underreport pain due to cultural norms. Dr. Naqvi proposed developing video vignettes as a simulation method to observe and reflect on these challenges. The School of Pharmacy collaborated with the FTT to develop four vignettes: a d/Deaf patient using an interpreter, a trans patient engaging in health consultation, a Southeast Asian woman downplaying pain, and a Western patient masking pain with a smile.

Dr. Naqvi wrote the scripts, which were reviewed by Dr. Bizley and Dr. Ghosh. Two FTT student teams undertook production planning, script refinement, shooting and editing via the Commercial and Community Filmmaking module through Semester 1 of 2024/25, with filming taking place at the JJT Clinical Suite between December 2024 and January 2025 (see Figures 1& 2). The vignettes were delivered as workshops in Years 3 and 4 of the MPharm programme during April–May 2025 and reached over 200 students.

Two people filming near a table with an old cash register, keyboard, and papers under studio lights.
Figure 1. Filming the learning videos. © Atta Naqvi
Pharmacy-style room with people working at a counter labeled 'Day Lewis'; camera setup for filming.
Figure 2. Filming on location. © Atta Naqvi

Impact

The workshop sessions using the vignettes received positive student feedback, with learners expressing increased confidence and awareness in interpreting cultural cues (see Figure 3). The activity enabled students to better understand the complexity of patient communication and to reflect critically on their own approaches.

A follow-up research study is currently collecting data to formally evaluate the educational impact. Early responses indicate that the use of realistic, context-rich simulations fostered deeper learning compared to traditional methods. The project demonstrated a successful interdisciplinary collaboration, fostered a student-centred learning approach, and set the groundwork for integrating film-based simulations into healthcare education more broadly.

Students in a classroom working in groups; a slide titled 'PRIVILEGE AND OPPRESSION' is displayed
Figure 3. A photograph of the workshop where the vignettes were used. © Atta Naqvi

Reflections

This project’s success lay in its deep grounding in student feedback and educational research. Unlike traditional lectures or workshops, the video vignettes enabled learners to visually and emotionally engage with complex scenarios. Students appreciated the diversity of the patients represented, including those with visible and invisible cultural differences. The collaboration with the Department of Film, Theatre & Television proved invaluable—not only for technical expertise but also for storytelling and visual representation.

One challenge was the logistics of coordinating actors, locations, and filming during term time. Another area for development is expanding the scenarios to include more intersectional and multi-lingual cases. Familiarity with the filmmaking process has equipped our team to undertake similar projects in the future more independently. Overall, this experience has encouraged new forms of pedagogical creativity and interdepartmental collaboration.

Follow up

A research study is currently underway to evaluate the impact of the vignettes on student learning. The team has acquired filmmaking equipment through the TLEP fund, enabling future projects. We aim to expand our vignette library and welcome collaborations with educators at Reading and beyond.

Links

Staff and student attitudes to educator self-disclosure in teaching

Staff and student attitudes to educator self-disclosure in teaching

By michaelkilmister Comment Closed

 

By: Emma-Jayne Conway, Charlie Waller Institute, School of Psychology and Clinical Language) emma-jayne.conway@reading.ac.uk
Man holding a piece of broken glass revealing himself
Photo by LOGAN WEAVER | @LGNWVR on Unsplash

Overview

Educator self-disclosure can serve as a useful approach to creating inclusive learning environments and challenging traditional academic power dynamics. Educator self-disclosure refers to personal remarks made in a learning setting that may or may not relate directly to the subject matter, but nonetheless share information about the educator that students would not typically access through other means (Henry & Thorsen, 2018). When used thoughtfully, lecturers sharing personal and professional experiences helped model authenticity, validate diverse experiences and reduce the power imbalance between staff and students. This research highlights the value of using this approach to foster more inclusive and reflective learning spaces.

Objectives

  • To explore the benefits and challenges of educator self-disclosure in cognitive behavioural therapy (CBT) training from both student and educator perspectives.
  • To examine the impact of educator self-disclosure on power dynamics in academic settings.
  • To assess its potential to support inclusive, reflective teaching.

Context

Many students bring lived experience into the classroom, including mental health struggles, and statistics suggest that every year one in four people will experience a mental health issue (McManus et al., 2009). This research was inspired by my experience of disclosing a needle phobia in teaching, which was positively received by students and helped support their learning of the diagnostic criteria, assessment, and formulation of specific phobia.

Implementation

To explore perceptions of educator self-disclosure, semi-structured interviews were conducted with both staff and students to examine its perceived benefits, challenges, and influence on power dynamics. The data was analysed using thematic analysis to identify key themes (see Table 1 in the appendix and Figure 1 below).

Examples of self-disclosure from educators included their personal lived experiences with mental health and professional learnings from clinical practice. One educator commented “I think that it can sometimes support students who might also have lived experience as well, just to know that it’s normal and it’s OK”, a statement that reinforces the value of creating a supportive learning environment. Another noted how educators using their clinical experiences as a teaching tool can help students understand boundaries and appropriateness in therapeutic settings, “It can help us to model to our trainees what’s appropriate self-disclosure because obviously that’s something we want them to be considering of their own work.”

These insights were echoed by students, with one sharing, “I suppose you feel a bit more on par, especially when they tell you things they have not done so well, like mistakes they’ve made”. This participant described feeling more equal to lecturers when they disclosed professional mistakes, suggesting that such self-disclosure humanises educators and lessens the power imbalance in the room.

These examples demonstrate how educator self-disclosure can serve as a powerful pedagogical tool to foster academic relationships, normalise experiences, promote inclusivity, and reduce power dynamics.

Flowchart showing themes and sub-themes of teacher self-disclosure, with coloured boxes and connecting lines illustrating relationships.
Figure 1. Thematic map Flowchart showing themes and sub-themes of teacher self-disclosure.

Impact

This study achieved its objectives, with the key themes offering insights into how educator self-disclosure has implications for both pedagogy and CBT clinical practice. In the pedagogical context, the findings suggest that self-disclosure can humanise educators, reduce the power imbalance, and create more passionate teaching. The implications for CBT suggest that educator self-disclosure can increase student reflection, bridge the gap between theory and practice, and model appropriate self-disclosure as a therapeutic skill. However, the study also revealed that if disclosures felt irrelevant, they could alienate students and reinforce power imbalances, therefore highlighting the importance of context, intent, and boundaries.


Unexpectedly, there was a general, though not exclusive, difference in how educators and students defined the term ‘self-disclosure.’ Students tended to associate it with professional examples, while educators more often referred to personal experiences. As a result, students responded particularly positively to disclosures involving professional mistakes or challenges as these disclosures helped reduce feelings of perfectionism and self-doubt.

Reflections

This study was made possible by undertaking it as part of my EDMAP3: Academic Research and Practice project, which gave me the dedicated time and structure to carry it out.

A key strength of this project was the dual perspective of students and educators, which enriched the findings and provided a more rounded view of how educator self-disclosure is experienced and understood in the classroom.

The study could have been strengthened by giving clearer distinctions between personal and professional disclosure in the interview questions, which may have helped explore the differing interpretations of self-disclosure more explicitly.

Follow up

Based on this research, I will be looking to develop guidelines for educator self-disclosure, specifically within CBT clinical courses, and will seek to do a follow-up study to assess the impact of such guidelines on the teaching experience for students and staff.

References

Appendix

Table 1 – revised themes

Research in clinical practice: Developing teaching alongside NHS practitioners

Research in clinical practice: Developing teaching alongside NHS practitioners

By michaelkilmister Comment Closed

 

By: George Pontikas & Emma Pagnamenta, Psychology and Clinical Language Sciences, g.pontikas@reading.ac.uk e.pagnamenta@reading.ac.uk
Two women using laptops sitting on a lounge
Photo by Christina @ wocintechchat.com on Unsplash

Overview

This post outlines curriculum development undertaken as part of the MSci/MSc Speech and Language Therapy programmes to strengthen our students’ knowledge and understanding around research ethics, research governance, clinical audit, service evaluation and quality improvement and how these can be utilised alongside clinical practice. Activities were supported by external collaborators with leadership roles in the National Health Service (NHS) providing real-world experience of these processes.

Objectives

  • To support Speech and Language Therapy students to develop professional competences in research focusing on ethics & governance and adherence to relevant processes and policies.
  • To engage students in authentic activities assessing examples of audits, service evaluations and quality improvement projects which are common research-based activities in NHS services.

Context

Both the Royal College of Speech and Language Therapists and the Health & Care Professions Council stipulate a requirement for evidence-based practice and engagement in (ethical) research or research-related activities such as service evaluation. This aims to continuously improve and offer the best service to users and stakeholders. However, developing research skills can be challenging on programmes that require many hours of teaching across disciplines while completing placements.

Implementation

We designed a series of materials and activities around obtaining information and/or assessing a particular provision in an NHS service (audit, service evaluation, quality improvement). We selected a series of real examples from NHS services involving audits, service evaluation and quality improvement projects. Subsequently, we created a number of activities where students were asked to consider:

  1. the motivation for these projects,
  2. their relevance and appropriateness given the challenges faced in the services,
  3. their implementation and effectiveness and
  4. avenues for further action aiming to deliver optimal service.

The activities involved group discussion around a series of structured questions with students’ contributions collated on PowerPoint slides. For students to engage with these activities, we ran four 2-hour workshops in Semester 1 (for Part 3 MSci or Part 1 MSc students).

Involvement of (external) experts: This project was supported by three NHS practitioners with leadership roles (Dr Sam Burr, Dr Colin Barnes & Ophelia Watson, Solent NHS Trust) who:

  1. provided us with the relevant case studies from their own Trusts
  2. recorded screencasts on how their Trusts engage with either evaluating their service or involving the patients and the public in research, or
  3. attended workshops and co-taught with a UoR lecturer (Emma Pagnamenta).

Impact

This project has been running for three years. Overall, it covered a gap in the teaching on the speech and language therapy programmes on evaluation and research, aligned with professional standards, while enriching the student experience in terms of diversity of opportunities and learning activities.

In the second year (2023–4) we obtained feedback from students specifically for this teaching this year. Responses were positive with over 80% students reporting that they were more interested in carrying out clinical research and/or service evaluation in their careers.

In 2023–4 and 2024–5, current students have been invited to showcase research projects from the Undergraduate Research Opportunities Programme (UROP) that have involved collaborative quality improvement initiatives between NHS services and UoR.

Reflections

We evaluated these activities this year informally. Students were generally positive about these activities with > 80% reporting that they have become more interested in clinical research/audit/evaluation. One student characteristically said that “[it] made research a lot more realistic to me”.

One challenge we faced was around the logistics of timetabling these sessions around external collaborators’ availability and fitting these sessions into an already loaded timetable. One way around this is to be flexible in terms of the contribution of our external experts – through using screencasts, joining teaching sessions remotely to present and answer questions, providing resources and examples. We hope this will enable a more long-term collaboration with external experts who have unique professional insights and experience given their roles.

We believe having activities which are digitally enabled in this way can facilitate learning integrated in professional settings in other contexts across programmes.

Creating a sustainable wellbeing support journey for apprenticeship students

Creating a sustainable wellbeing support journey for apprenticeship students

By michaelkilmister Comment Closed

 

By: Dr Andrea Tresidder and Dr Alicia Pena Bizama, Henley Business School, a.tresidder3@reading.ac.uk and m.a.penabizama@reading.ac.uk
floating green leaf on a person's hand
Photo by name_ gravity on Unsplash

Overview

We designed, piloted and evaluated a series of wellbeing resources specifically for apprentices to better support their wellbeing. These resources were created with learners’ and employers’ feedback and demonstrate Henley’s commitment to improve and protect wellbeing for our apprentices.

Objectives

The project aimed to

  1. Create wellbeing resources for learners focused on challenges of studying while working

2. Embed and integrate these resources consistently in degree apprenticeship programmes.

Context

Like all employees and students, learners on apprenticeship programmes need ongoing support to maintain their wellbeing. Henley is committed to creating a wellbeing-focused culture, yet current wellbeing resources fail to address the unique challenges experienced by this type of learner who are both employee and student. Embedding tailored resources into professional practice modules ensures learners receive consistent, relevant wellbeing support.

Implementation

The steps taken to carry out the activity were:

  1. Conducted a needs analysis by conducting surveys and informal discussion with apprenticeship learners to identify specific wellbeing challenges related to balancing work and study.
  2. Audited existing wellbeing materials to assess relevance and identify gaps specific to the dual role of apprentice learners.
  3. Worked collaboratively with an occupational psychologist to co-create new resources addressing motivation, procrastination, fear of failure, understanding perfectionism, stress and managing work and study.
  4. Mapped key wellbeing themes to the stages of the programme. For example, a video and talk on ‘Managing the transition to HE: Balancing work and studies’ at the beginning of stage 1 (see Figure 1).
  5. Introduced wellbeing resources in the Professional Practice Module and reinforced content through ‘live’ talks, reflective activities and follow up tasks.
  6. Collected learner feedback and reviewed module evaluations to assess the impact and make iterative improvements to the resources.
A screenshot from a video. It features a woman at a laptop and the text 'Adopting a growth mindset helps you view obstacles as opportunities to develop through practice and effort.'
Figure 1. Screenshot from a video embedded in stage 1.

Impact

The integration of tailored wellbeing resources into the programme had a positive and measurable impact on apprenticeship learners. Students reported feeling more supported in managing the dual demands of work and study, with increased confidence in applying wellbeing strategies such as stress reduction and maintaining motivation. We observed greater engagement and openness during reflective activities, indicating improved awareness and prioritisation of personal wellbeing. Employers also noted improvements in apprentices’ self-management, resilience, and motivation. Feedback highlighted the value of consistent, embedded support rather than one-off interventions, contributing to improved retention, progression, and alignment with Henley’s wellbeing-focused culture.

Reflections

The process of embedding tailored wellbeing resources into the programme was both rewarding and instructive. What worked particularly well was the collaborative, learner-informed approach. Engaging apprentices and employers in the development phase ensured the resources were relevant, practical, and sensitive to their dual roles. Embedding the materials within core modules rather than offering them as optional extras normalised wellbeing as an integral part of professional development.

However, some challenges emerged. Creating resources that were not only informative but also engaging proved challenging, given the authors inexperience with creating digital content. Interactive formats and the use of software helped but required significant time and creativity to develop effectively.

Overall, this ongoing initiative demonstrated the value of consistent, embedded wellbeing support. It fostered stronger connections between learners, tutors, and employers, and highlighted the importance of continued dialogue, flexibility, and cross-team collaboration in embedding a wellbeing-focused culture.

Decolonising assessment in a clinical training programme within the Charlie Waller Institute

Decolonising assessment in a clinical training programme within the Charlie Waller Institute

By michaelkilmister Comment Closed

 

By: Natalie Meek, School of Psychology & Clinical Language Sciences, n.a.meek@reading.ac.uk
Four green leaves of varying sizes against a black background
Photo by Olia Bondarenko on Unsplash

Overview

Research within psychology has been largely conducted on a group that represent on 12% of the world’s population, those that are Western, educated, industrialised, rich and democratic (WEIRD) populations (Henrich et al., 2010). This colonial legacy, the centralising of the WEIRD population as representative of the human species, indicates a need to decolonise (Winter et al., 2022). The British Association for Behavioural & Cognitive Psychotherapies (BABCP) who accredit our High Intensity Child, and Adult Cognitive Behavioural Therapy (CBT) programmes centre decolonisation and inclusion within their updated curriculum. In response to this, and decolonisation efforts elsewhere in the higher education sector, the aim of the BABCP is to embed EDI within assessment. Assessment is also a focus of this case study as assessment drives learning in higher education (Boud, 1995).

Objectives

  • To change current assessment mark scheme to incorporate a section on EDI.
  • To ensure assessment is in line with BABCP EDI guidance.
  • To encourage student learning through assessment.

Context

The Charlie Waller Institute (CWI) offers graduate and post graduate clinical training courses. The training course discussed here is for High Intensity Adult CBT course, a  year-long post-graduate clinical training course run twice a year with intakes of up to 50 students. The ongoing effort of the University to decolonise is essential within training courses to ensure our trainees are equipped to deliver equitable psychological support to all.

Implementation

The extended case report (ERP) is an assessment used across two modules, a 5,000-word report which is set as part of paired assessment, was explored as a potential vehicle of change. There were some references to the identity of the client within the original mark scheme, however, little exploration of the client’s identity was required to pass the assessment. The High CBT Curriculum 4th Edition (NHS, 2022) states that trainees should be equipped with an understanding of EDI, and that we should support students to understand the needs of their clients in the context of protected characteristics. The curriculum (NHS, 2022) outlines the need for CBT therapists to achieve cultural competence, to be committed to anti-discriminatory clinical practice, and to have knowledge of research on CBT with minoritised groups. As assessment is an opportunity for learning (Sambell, et al., 2013), so this was a key opportunity to meet the BABCP curriculum.

Historically assessment has been neglected in the process of decolonisation within higher education (Godsell, 2021) and this was the case within our course. Changes had been made to lectures, but no changes had been made in assessment. To ensure assessment was aligned with BABCP curriculum (NHS, 2022) and Minimum Training Standards (BABCP, 2022) the method of assessment was not able to be changed, so changes to the original mark scheme were made in two ways. The first was to change what constituted a passing mark for each section of the mark scheme, so that a lack of considerations of power relations in the literature, or protected characteristics would equate to a failing mark (Figure 1). The second change was to redefine item 6, originally Reflection, to Diversity & Inclusion, which is worth 10% of marks (Figure 2). To pass this section students must demonstrate a satisfactory account of protected characteristics (such as age, disability, gender, race, sex and religion) through an exploration of aspects of their client’s identity in CBT literature, and a reflection of their own identity. To support the students in this new aspect of assessment a lecture on “Identity & Values” so the topic was introduced prior to the assessment.

Comparison table of a mark scheme with two columns titled "Original Mark Scheme" and "New Mark Scheme."Transcribed Text: Original Mark Scheme Relating case to relevant literature, displaying knowledge, and understanding of theories and concepts relevant to the case study. New Mark Scheme Relating case to relevant literature, displaying knowledge, and understanding of theories and concepts relevant to the case study, critically evaluating psychology literature. Consider power relationship in psychology literature, such as the colonial history of the subject. Explore existing literature regarding protected characteristics, or comment on the lack thereof. Explore how mental health may present differently in different groups e.g. culture, age, sexuality, gender, and whether interventions or theories are effective for the group that relates to your client.
Figure 1. A comparison between the ‘new’ and ‘old’ marking scheme
Alt-text:Table outlining assessment criteria for diversity and inclusion in clinical settings. Transcribed Text: Diversity & Inclusion – 10% Reflection on protected characteristics and differences between the client and clinician and how the client’s protected characteristics (e.g., session times discussed to be respectful of daily prayers, consideration of relevance of video feedback questions e.g., “redness” for Black clients). Inclusion of relevant literature relating to the protected characteristics of your client. Discussion around any differences in presentation within the client group you are working with, and therefore any adaptations to your treatment, or considerations going forward. Considerations to the colonial history of psychology and psychology literature. Distinction 70 – 100 Excellent account of the client which is comprehensive and provides clear information regarding their protected characteristics and how these have been considered with regards to difference in the therapy space and in terms of potential adaptations to assessment and/or treatment. Excellent reference to relevant literature around protected characteristics of the client. Merit 60 - 69 Good account of the client which is comprehensive and provides clear information regarding most of their protected characteristics and how these have been considered with regards to difference in the therapy space and in terms of potential adaptations to assessment and/or treatment. Good reference to relevant literature around protected characteristics of the client. Pass 50 – 59 Satisfactory account of the client which is comprehensive and provides some information regarding some of their protected characteristics and how these have been considered with regards to difference in the therapy space and in terms of potential adaptations to assessment and/or treatment. Some reference to relevant literature around protected characteristics of the client. Fail 0 - 49 Weak presentation of the client which is not comprehensive and provides little or no information regarding some of their protected characteristics and how these have been considered with regards to the difference in the therapy space and in terms of potential adaptations to assessment and/or treatment. Few reference to relevant literature around protected characteristics of the client.
Figure 2. New diversity and inclusion section in the marking scheme.

Impact

Student and marker feedback indicates the three objectives of this project have been met: the assessment and mark scheme incorporates EDI,  the changes are in line with BABCP guidance for EDI, and these changes have facilitated student learning. The changes to the mark scheme were rolled out for two modules of the HI CBT Adult course and adopted by the HI CBT Childrens course also. Feedback from markers indicate a noticeable increase in the student’s consideration of the client’s identity, and a diversification of CBT literature utilised for reports. In the Theory and Practice for Depression (PYMDEP) module evaluation, students’ ratings of “course content/examples/case studies selected (or used) offer a diversity perspective” has increased from an average of 3.5 to 4.4, where 5 means definitely agree. Although this feedback is not solely regarding changes to assessment, it does indicate change has been recognised and is having a positive impact.

Reflections

Decolonisation, and developing cultural competence are both ongoing processes, which require lifelong learning. This change in assessment has been one step in meeting BABCP curriculum guidance (NHS, 2022) and in training our therapy workforce to deliver anti-discriminatory, and effective therapy for diverse groups of people. This change has happened in line with lecture content changes, such as the introduction of teaching day on working with neurodivergence, gender & sexuality, and religion & spirituality.

Follow up

One change within an assessment does not end the ongoing process of decolonisation and of the integration of EDI within higher education. Going forward it would be good to get more feedback directly from students’ assessment, and any further work we can do to continue to decolonise the course and ensure all peoples can access equitable psychological support.

References

Supporting academic and social transition of first year speech and language therapy students

Supporting academic and social transition of first year speech and language therapy students

By michaelkilmister Comment Closed

 

By: Mirjana Sokolovic-Perovic & Joe Spackman, Psychology and Clinical Language Sciences, m.sokolovic@reading.ac.uk, j.spackman@reading.ac.uk 
yellow smiley emoji balloons on grey textile
Photo by Tim Mossholder on Unsplash

Overview

This is an overview of a buddy system for speech and language therapy students which aims to support students’ academic and social transition to university and to enhance their sense of belonging and wellbeing. We paired each first-year student with a second-year ‘buddy’ and provided opportunities for the two cohorts to get together.

Objectives

  • To support academic and social transition of first year MSc and MSci speech and language therapy (SLT) students
  • To help build a community of students and a peer-support network
  • To support development of students’ sense of belonging, and to enhance their wellbeing
  • To enable students to start building a professional network

Context

Transition to higher education has been recognised as a multi-layered process involving academic, social and lifestyle adjustments. It has a long-term impact on students’ academic achievement and satisfaction, social integration, mental health and wellbeing, and retention rates (Briggs et al., 2012).

Peer support has been suggested as an effective strategy in supporting various aspect of student transition (Heirdsfield et al., 2005). For students on allied health programmes, Health Education England (HEE) have advocated for a student buddy scheme in HE institutions, advising it provides educational, social and pastoral support (Stokes, 2022). Peer-to-peer support adds an extra layer of student support and is often the first step in accessing professional services. HEE report on attrition and retention (Lovegrove, 2018) found that healthcare students who had participated in a buddy scheme felt it was important to settling into the course and helped with engagement, learning and any possible anxieties and fears.

This has led us to consider how the existing SLT peer-support scheme could be improved to aids SLT students’ academic and social transition.

Implementation

Recent feedback indicated that first year students felt anxious and sometimes lonely, not knowing what to expect from the programme and from day-to-day life as SLT students. They needed a wider community of SLT students they could reach out to for advice and support.

A buddy system has existed in Clinical Language Sciences department in the past, where each first-year student was paired with a second-year student (there are currently around 215 students on the two SLT programmes: approximately 40–45 students in each MSci cohort, and 20–30 students in each MSc cohort). However, it was left to students to initiate and maintain contact, and consequently the uptake was low and there was little impact on student experience. Unfortunately, during the Covid-19 pandemic and in the following years, this has fallen away, and the scheme was abandoned.

In academic year 2023–24, we decided to reconsider our approach and to revive the SLT buddy scheme, by not only pairing students from different cohorts, but also by providing them a safe space on campus where they could meet and socialise with students from the year above.

Students were allocated a buddy at random. Pairings were shared with both cohorts via email and advertised in teaching sessions. Students were invited to an informal get together where buddies could both meet each other in person and get to know the other cohort. Students were encouraged to either contact their buddy beforehand or to arrange to meet at the get together. Two different formats were used for MSci and MSc students because of different cohort sizes.

For the MSc SLT cohorts, which are smaller than the MSci groups, a room was booked on campus at a lunch time and both cohorts were invited. Attendance was high for this meeting. We organised a small ice-breaker activity and had talking point questions and well-being activities (colouring-in, pom-pom making) available. The students were very welcoming of each other and conversations started immediately and spontaneously throughout the session.

The MSci SLT cohorts are larger, and for this buddy get-together we booked two rooms, with the same format. However, the attendance was lower, so in the end we only used the larger room.

Impact

Participants were asked to complete a MS Forms questionnaire about their experiences. Student feedback was very positive overall, demonstrating achievement of our initial objectives:

‘It was so reassuring talking to the 2nd year students and widening our network of SLTs in the department. I intend to keep in touch with my buddy.’

‘Really good opportunities to mingle and talk. Like that it was a big group so we could meet more people than just our buddy….’

‘I thought it was a lovely idea. I got to speak to my buddy in a chilled environment.’

‘The informality of the session worked really well to get to know each other and find out about the specific information….’

Reflections

Buddy meet-up sessions were very successful. The atmosphere was relaxed and student feedback suggested that it helped them settle better into the new environment.

First year MSc students reported that speaking with a second-year buddy alleviated some of their anxieties about the workload and studying on a professional course. They suggested that they would prefer the buddy system to start earlier in the academic year, and to have regular meetups, which is something we will try to implement for the next year.

Our reflections on the lower attendance for the MSci cohort led us to consider whether there was some uncertainty among the second-year undergraduate students about the role of a buddy and expectations in terms of their engagement. We could have provided more support on this. HEE suggests creating a buddy fact sheet/contract to explain the scheme and boundaries (Lovegrove, 2018). Next year we plan to introduce this at the beginning of the process.

Following some feedback about the impact of interacting in a large space with multiple students, we will investigate different options for the environment to support students who may find this uncomfortable or challenging.

Follow up

Using an adapted Learning Cycle (Kolb, 1984), we will continue to refine the format of the buddy scheme, based on feedback from this year’s cohorts and subsequent cohorts, making sure that these events benefit all groups of students.

The reflections and recommendations on the SLT buddy scheme have been shared at an Advance HE Conference (May 2024) and PCLS Teaching and Learning Away Day (July 2024).

Links and further reading

References

ChatGPT: A conversational language study tool

ChatGPT: A conversational language study tool

By michaelkilmister Comment Closed

 

By: Jackie Baines and Edward A. S. Ross, Department of Classics, School of Humanities, j.baines@reading.ac.uk and edward.ross@reading.ac.uk
classical Greek/Roman style columns on a classical ruin with a bright futuristic sky background
Photo by Yusuf Dündar on Unsplash

Overview

This project outlines the work undertaken in the Department of Classics to demystify generative artificial intelligence for ancient language staff and students over the 2023-2024 academic year.

Objectives

  • Codify and standardise methods for using conversational AI models (such as ChatGPT, Claude-2, and Google Bard) in ancient language classes.
  • Produce tested guiding phrase documents for students to copy and paste into conversational AI models so that their outputs are standardised to match course expectations.
  • Lead interactive testing sessions in all levels of ancient language classes (i.e. Latin and Ancient Greek) to test these documents and inform students about the ethical considerations for using generative AI.

Context

At the time when this project was instigated, there was a dramatic surge of generative AI development and use at a generally accessible level. This led to extreme anxiety among educators and students alike as to how these tools could impact the known models for teaching, learning, and assessment in classics and beyond. We sought to approach this issue ‘head on’ in order to contextualise the nature and value of generative AI tools for staff and students, dispelling any unwarranted preconceptions and informing them of necessary ethical considerations.

Implementation

  • Surveyed ancient language teaching staff about the necessary elements of their courses.
  • Led sessions with staff to develop the departmental AI guidelines and citation guide in Summer 2023.
  • Led AI ethics information sessions for all undergraduate and postgraduate students in the Department of Classics over the Autumn 2023 term.
  • Held survey sessions with all ancient language students studying Ancient Greek and Latin, gathering data on their views on generative AI before and after the information sessions, in Autumn 2023.
  • Hired three undergraduate research assistants to test guiding phrases on a variety of conversational AI tools to determine the effectiveness of the tools and guiding phrases for supporting various aspects of their ancient language learning.
  • Published the tested guiding phrases as a digital and physical pamphlet for staff and students to freely use in March 2024.
  • Recorded and published a series of tutorial videos on generative AI ethics and digital tools for Classics.
  • Carried out a follow-up survey in Spring 2024 with the same ancient language students that completed the Autumn 2023 survey to gauge the impact generative AI had on their studies over the 2023-2024 academic year.
  • Analysed and published survey data in two academic journal articles (one is currently in press) and on secure data repositories.

Impact

The initial intention for this project was to investigate how effective generative AI tools were for supporting ancient language teaching and learning, but our research and response from students led us to work more towards improving general AI literacy among humanities teachers and students. When we were giving our ethics presentations, teachers and students were shocked by the ethical considerations behind generative AI, especially the environmental and copyright implications, and as soon as they saw this and learned that their own work could be used to train these models, they were much more sceptical of using the tools. At the time of writing, the tutorial videos and guiding phrase pamphlet have been downloaded around 150 times each, and this continues to grow as we present our tutorials to future course groups.

Reflections

We found this work was successful in many ways, particularly through our collaboration with our undergraduate students. By working with our students, who are seeing large swaths of generative AI tools on a daily basis, we were able to get a wider perspective on the impact and use cases of these tools for ancient language teaching and learning. Any research into generative AI and teaching and learning should involve student-teacher collaboration. In some aspects, we were also interdisciplinary in our reach, making some presentations for the Modern Languages Department, but there is scope for many more interdisciplinary collaborations for this work. In the future, we intend to continue making ethics tutorials for ancient language students, and the materials developed during this TLEP-funded project will help us illustrate the current issues more effectively.

Links

Further reading

  • Ross, E. A. S., & Baines, J. (2024). Treading water: New data on the impact of AI ethics information sessions in classics and ancient language pedagogy. Journal of Classics Teaching, 25(50), 181–190. https://doi.org/10.1017/S2058631024000412