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: 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: 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 Teaching25(50), 181–190. https://doi.org/10.1017/S2058631024000412
Blending problem-based learning (PBL) and real-world scenarios on foundation economics: IFP

Blending problem-based learning (PBL) and real-world scenarios on foundation economics: IFP

 

By: Dr Veundjua Muruko-Jaezuruka, ISLI (International Study and Language Institute), v.muruko-jaezuruka@reading.ac.uk
stack of jigsaw puzzle pieces
Photo by Hans-Peter Gauster on Unsplash

Overview

This case study explores blending problem-based learning (PBL) and real-world scenarios on foundation economics. By embracing PBL, encourages deep learning, real-world application, and fosters a global perspective in students. In addition to enhancing academic achievement, it prepares students for further academic studies and future professional challenges in a globalised world.

Objectives

  • To build a deep understanding of foundational economic theories and concepts, while engaging students in practical applications that stimulate critical thinking and problem-solving skills.
  • The aim is to bridge the knowledge gap for international students who may face challenges transitioning into higher education systems.

Context

On the International Foundation Programme (IFP), we are committed to enhancing the student experience through creative and effective teaching strategies. An innovative approach I introduced on the Foundation Economics modules was the integration of Problem-Based Learning (PBL), in response to student feedback. With an average cohort size of 28, the module offers a supportive and interactive learning environment. Previously, students engaged mainly through quizzes, short-answer tasks, calculations, and textbook-based case studies, with limited real-world application. The shift to PBL marked a significant change, as students tackled real economic issues—such as market failures and government intervention in Microeconomics—through collaborative group work. They researched and critically analysed real-world problems, then proposed possible government intervention/solutions. This approach not only deepened engagement and critical thinking but also developed transferable academic and professional skills aligned with the expectations of higher education and future employment.

Implementation

  1. PBL: Each week, students were presented with real-world economic challenges, such as analysing global trade disputes, inflation crises, or the impact of taxation on different economies. This PBL approach moves beyond traditional lectures, prompting students to work in small groups to research, analyse, and propose solutions using core economic principles.
  2. To encourage more active participation, we adopted the flipped classroom approach. Students access lectures online at home and come to class prepared to engage in discussions, debates, and hands-on activities based on the theoretical content they’ve already absorbed. By shifting lower-order learning to independent study, resulted in more engagement, through interactive tasks. This change enhanced retention of complex economic concepts, and students reported feeling more confident in applying theory to practice.
  3. Cross-cultural perspectives: Given the international nature of the IFP, the module includes case studies from different countries, fostering discussions on how economic principles apply across diverse global contexts. Students were encouraged to draw on their own countries’ economic policies, enhancing relatability and relevance adding unique insights and enriching the learning experience.
  4. Interactive database technologies: Students were introduced to economic databases to analyse trends in GDP, inflation, and unemployment rates. These not only support the application of economic theory but also equip students with skills required in the modern data-driven world.

Impact

– Critical thinking and collaboration: Students developed critical thinking skills by working through ambiguous economic problems in teams -such as the impact of recent inflation on living standards and how this affects students’ daily lives, or the externalities of production and their environmental consequences, encouraging students to propose relevant policy solutions – learning to debate and defend their solutions. Student feedback indicated higher confidence in tackling complex economic problems, a skill crucial for their success in undergraduate studies.

– Global awareness: Students gained a global perspective on economics, appreciating the nuances of economic policies and their impacts in various regions around the world. By creating a learning community where students’ diverse experiences are valued (see Lave and Wenger’s Social Learning Theory, 1991), we fostered a collaborative and inclusive learning environment.

Reflections

Integrating PBL with digital tools (query interface built-in databases – like Statista, ONS and the World Bank Data Portal – transformed the classroom from a space for passive content delivery to a dynamic environment for exploration. One significant benefit was how it catered to different learning styles; students who excelled in independent research complemented those who thrived in group discussions, creating a holistic learning experience. These impacts were evident through classroom observations, where diverse strengths emerged during group tasks, as well as through end-of-seminar student surveys.

While the flipped classroom model was largely successful, there were some challenges, particularly in ensuring all students completed the pre-class materials. To address this going forward, short accountability measures, such as online quizzes, to track progress will be implemented. Some students also required more support transitioning to this self-directed learning model, so additional tutorials will be provided for those who need extra guidance.

I aim to develop a stronger feedback loop, where students regularly reflect on the flipped classroom model’s effectiveness, ensuring that the approach evolves in line with their learning needs.

Follow up

  • Expanding the use of PBL to cover all major topics in the curriculum
  • Introducing additional digital tools and simulations to further enrich the learning experience.
  • Providing continuous professional development for staff to adapt and refine these innovative teaching strategies.

Feedback on the effectiveness of PBL has been collected, and this approach will be incorporated (in seminars) into curriculum areas that students find challenging – identified through their own feedback.

References

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Embedding entrepreneurship and technology literacy in the student curriculum: A case study of a module for real estate students

 

By: Dr Matteo Borghi, Henley Business School, m.borghi4@henley.ac.uk
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Exclusive study visit to Savills headquarters in London by students, one of the practical employability outcomes of the curriculum and assessment redesign © Matteo Borghi

Overview

The Managing Change in the Real Estate Sector module was redesigned to embed entrepreneurship (the ability to identify and seize business opportunities) and technology literacy, aiming to bridge academic learning with real-world industry demands. The initiative significantly improved student engagement, understanding of PropTech (technology-driven innovation in Real Estate) trends and practical application of entrepreneurial skills, as reflected in enhanced student satisfaction and successful project outcomes.

Objectives

Foster students’ entrepreneurship skills (such as opportunity recognition, innovation, and problem-solving) and technology literacy, particularly in the context of PropTech (short for Property Technologies).

  • Encourage creative problem-solving and the development of innovative business ideas.
  • Enhance students’ practical understanding of industry trends through direct engagement with experts.
  • Improve student confidence and readiness for entrepreneurial careers in real estate through authentic assessments.

Context

The Managing Change in the Real Estate Sector module was developed to address the evolving needs of the real estate industry, particularly the integration of technology literacy (the ability to effectively use and understand modern technologies) and entrepreneurial skills. It was introduced in response to industry demands for graduates proficient in PropTech (technology-driven innovation in Real Estate) and capable of innovative thinking. In this context, entrepreneurial skills refer to the ability to identify opportunities, adapt to changing circumstances, and implement creative solutions within the real estate sector. The module, which carries 20 credits, is compulsory for approximately 120 Level 5 students each year.

Implementation

To implement the module, several key steps were taken:

  1. Module Design and Collaboration: The curriculum was developed in collaboration with internal teams, including the Henley career services and the Henley Centre for Entrepreneurship, to ensure alignment with industry needs and academic goals.
  2. Guest Lectures and Forums: External experts were invited to provide insights into PropTech and entrepreneurship, culminating in the Global Henley PropTech Forum (GHPTF) where students engaged with industry leaders. In the GHPTF, we included a general Q&A and an interactive co-creation session where students collaborated with industry leaders to refine the business ideas they had developed with the seminar leader during the first six weeks of the module.
  3. Dragons’ Den Assessment: A competitive pitching event was organised, where student teams presented their business ideas to a panel of judges, simulating a real-world entrepreneurial experience. This event mirrored the format of the famous British television show Dragons’ Den, where aspiring entrepreneurs pitch their business ideas to a panel of investors (Dragons) seeking promising ventures. To prepare for the Dragons’ Den assessment, students engaged in weekly seminar sessions, mock presentations with cross-fertilisation between teams, and a dedicated ‘Pitching to Sell’ workshop.
  4. Continuous Feedback and Adjustment: Throughout the module, student feedback was actively solicited and used to make real-time adjustments, enhancing the learning experience and addressing concerns.
  5. Support Structures: The module included mentoring and support from faculty, promoting an environment conducive to innovative thinking and teamwork.
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Dragons’ Den 2024 © Erno Frak

Impact

The module successfully achieved its objectives, as reflected in students’ positive feedback on experiential learning methods (4.3/5). Integrating entrepreneurship and technology literacy greatly enhanced students’ understanding of real estate and PropTech. This resulted in improved business propositions and heightened student engagement, praised by both internal and external contributors. An unexpected outcome was the module’s selection as the main compulsory team project for future students. Additionally, a student venture developed during the module was shortlisted in the European PropTech competition, demonstrating the initiative’s success in fostering critical real-world skills such as problem-solving, creative thinking, digital proficiency, and the ability to navigate the intersection of technology and business.

Reflections

The success of the module stemmed from its integration of real-world experiences with academic learning, enhanced by effective collaboration with industry experts and external events. Key elements included the Global Henley PropTech Forum and Dragons’ Den assessments, which provided students with invaluable exposure to real-world scenarios and feedback. The responsiveness to mid-module feedback and adaptation of content and support mechanisms significantly contributed to student satisfaction and engagement.

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Global Henley PropTech Forum 2023 © Matteo Borghi

However, some challenges remained. Coordination issues with guest speakers and unexpected withdrawals from the Dragons’ Den highlighted the need for more robust contingency planning. Additionally, while student feedback on individualised guidance was addressed, further improvement in personal mentorship could enhance the learning experience. Future iterations could benefit from more structured self-assessment and additional real-world case studies to deepen students’ understanding and application of entrepreneurial concepts. Overall, the module demonstrated a strong capacity to evolve and adapt, ensuring its continued relevance and effectiveness.

Follow up

Since the module’s implementation, it has garnered additional industry support. Savills, a prominent global real estate services provider, has endorsed a revised version of the Dragons’ Den, featuring a grand final and a study visit for the winning team (see title image above). Additionally, an exclusive internship opportunity was offered by one of the Dragons. The 2024 winning team, Senspore, also achieved significant success by securing £3,000 for the best commercialisation idea for China at Henley Business School’s IDEAFEST student business idea competition.

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Senspore winning the best commercialisation idea for China at Henley Business School’s IDEAFEST student business idea competition © Matteo Borghi

Links

The published article can be downloaded for free from Innovations in Education and Teaching International.

The Hidden Curriculum Glossary – supporting transitions with student-created resources

The Hidden Curriculum Glossary – supporting transitions with student-created resources

By: Amanda Millmore, The School of Law, a.millmore@reading.ac.uk

Overview

As a way of helping new students to transition to university, our student-staff partnership co-created a “Hidden Curriculum Glossary.” The original glossary has been shared with students in the School of Law, used as the basis for a guide for first generation students at the University of Reading and has been adopted and adapted by universities across the sector, both in Law and other disciplines.

Objectives

The “hidden curriculum” has varied definitions but relates to the lack of connection between academics’ assumptions about students and how they should behave and what happens in reality. This includes implicit aspects of the taught curriculum as well as the academic expectations. The project aimed to get first generation Law students to help new entrants to understand some of the terminology and behavioural expectations of university by co-creating supportive resources.

Context

The adverse impact of the Covid-19 pandemic on students’ sense of belonging has been challenging. This partnership project worked with first generation Law students to brainstorm ideas to improve a sense of community and belonging within the Law School. The project led to positive ideas to benefit our community, as well as the creation of resources to support transition for all students.

Implementation

We recruited 8 paid student-partners; we pay them for their time to ensure a diverse group of students and as always, we are adopting the University’s Principles of Partnership.

Together we shared ideas to improve the sense of community and belonging which were taken forwards by the School’s Student Experience Committee and we identified suggestions to help incoming students.

One important output of our partnership was our quick guide to terminology and expectations – the Hidden Curriculum Glossary. Students shared what they wished they had known before starting and in their first year of university, and we co-created a helpful and colourful document demystifying key terms and concepts, written in plain English and tailored for what new students need to know.

The glossary was printed and shared with incoming undergraduate and postgraduate students as part of their transition materials in Welcome Week. Students also created “Top Tips” videos for new students and a video guide to our building. All of the resources are also shared electronically via Blackboard.

We have updated the glossary each year to incorporate student feedback and to include any changes. So for example, in its second year we added in more information about the Careers team and how they can help students.

What it all means - studying Law at the University of Reading! This is a guide created by students for students, to help you understand what some of the words we use while studying mean. We hope you find it helpful! STUDYING LAW AT THE UNIVERSITY OF READING Co-curricular activities: Things you do along with your Law degree. They can be law related like mooting, negotiation skills, client interviewing and mediation or they may be clubs, societies and hobbies you get involved with. Foxhill House: Home to the School of Law - we have some classrooms here, lots of offices and a student common room. All Law students are welcome. We also have some offices in Edith Morley building. LLB: Bachelor of Laws - this is your degree programme and is the qualification you are awarded at the end of the course. Module: A module is a subject with a set number of credits assigned to it. You can find a number of compulsory and optional modules to complete each year.

The glossary is designed to support student transition and retention. It received very positive feedback from Law students via a questionnaire to all who received it, for example here is some of the qualitative feedback we received:

Screenshot of a PowerPoint slide. It reads: Evaluating the Glossary: How specifically did it help you? “How and who to contact for help if need be.” “The key websites that I’d be visiting frequently and who to ask for help in different circumstances. Assessment and marking section was really helpful.” "Familiarity with all the new terms I had never come across regarding my learning." “It gave me more of an understanding of the structure of the law school and what everything means. It had also clarified the definitions of the assessment terms as I had been struggling with understanding them.” “How the assessments work, how teaching works here, who to contact, what everything means."

Impact

 

Student partners disseminated the work at a Teaching & Learning Showcase and the Change Agents’ Network Conference 2023.

We created a Criminology version of the glossary for the new programme which was launched in 2023/24 and are now getting ready for the 3rd iteration of the glossary to incorporate the new language of semesters for 24/25.

The glossary is also a useful introduction to new colleagues joining the university, to get to grips with the language and terminology we use in Reading.

Reflections

Sometimes the simplest ideas are the best. The glossary has been a really useful exercise in co-creation with students, ensuring that we meet their needs and by making something of real value to them.

I would recommend that anyone looking to devise this kind of resource, looks to do so with student partners. Partnership working in this way ensures that the materials you produce are appropriate. As always with this kind of work, the students are fantastic at getting their teeth stuck into a project and make a real difference. Co-creation leads to sharing of different perspectives and is always eye-opening, unsurprisingly students know best as to what will resonate with their peers.

One of the biggest challenges was the timing of the project. Our funding did not kick in until August, but we needed to start work before then in order to achieve something useful in time for the start of the next academic year. Juggling student availability, when they have so many calls upon their time is always tricky, but keeping a flexible approach and realising that things do not need to be perfect, is crucial to a successful project.

Full credit to my colleague Dr. Başak Bak who worked on the community-building side of the project, and our fantastic student partners: Laura Carroll, Ambreen Azeem, Ryan Gibbard, Aina Binti Mohammad Abu Sofian, Srijanani Viswanathan, Saydee Brown, Lewis James, Hasti Houshyari and Kartiga Moganan.

Follow up

Having presented this work and its evolutions within Legal Education streams at Law-specific conferences (Society of Legal Scholars, 2023, Socio-Legal Studies Association, 2024) and at the Advance HE Teaching & Learning Conference (2023 & 2024), our glossary has been adopted and adapted by 8 other institutions (to date), many working to co-produce resources with their students:

2023

  • University of York (Law)
  • King’s College, London (Law)
  • University of Lancaster (Law & Student Success Team)
  • University of Salford (School of Science, Engineering & Environment)

Screenshot of the glossary at the Lancaster University Law SchoolScreenshot of the glossary at the University of York Law School

2024

  • University of Cardiff (Law)
  • University of Nottingham (Law)
  • University of Portsmouth (Law)
  • University of Manchester (Law)

I am currently working with colleagues at these institutions to gather feedback and the impact of this work. With cohorts of several hundred (and in one case over 1000) our work has already supported several thousand students nationwide. They are all explicitly acknowledging that their versions were inspired by the work of our student staff partnership.

In 2024 students asked, through course representatives on the Student Staff Partnership Group, whether we could create a Careers-focused Glossary. Jeff Anderson (our Careers Consultant) is working with student representatives and me to produce something suitable.

If you are interested in adopting and adapting the glossary for your students, please get in touch with Amanda as she is very happy to share the materials, advice and wants to gather more evidence of impact of this work.

Links

Improving student awareness of programme information through strategically-timed messaging

Improving student awareness of programme information through strategically-timed messaging

 

By: Dr Jayne Freeman, School of Psychology and Clinical Language Sciences, j.e.freeman@reading.ac.uk
Photo by Alejandro Escamilla on Unsplash

Overview

This case study reflects on an approach to enhance awareness of programme-level information in Psychology. Students often appear to have a lack of knowledge about key aspects of their programme. To address this, I introduced an approach of staggering the delivery of key programme-level messages in compulsory modules.

Objectives

  • To enhance undergraduate Psychology students’ awareness of programme-level information by delivering strategically-timed messages in compulsory teaching sessions across the academic year
  • To evaluate students’ perceptions of the usefulness of having programme-level information delivered in teaching sessions

Implementation

I developed a schedule for the timely distribution of programme-level information in compulsory teaching sessions for Part 1-3 Psychology students. This involved creating a table with a list of the key information that students might need to be aware of and some suggestions for when and in which module each message might best fit. For example, information about how to use assessment feedback was timed for when the first assessment marks were due for release. The table also specified the number of slides or approximate amount of time that would be needed to share the information and a suggestion for who might deliver it (e.g., me as Programme Director or the lecturer taking the class). I also included a link to the slides for staff to see the details of the information to be disseminated.

I then shared the table with teaching staff and asked them to indicate whether there would be sufficient time to fit the information in their lectures. In most cases, staff were able to accommodate the messages, or they suggested alternative sessions where the information could be delivered.

Table listing academic topics, timeline, duration, presenters, and suitability for different modules in the autumn term.
Figure 1: List of programme-level messages to be delivered to Part 1 students across Autumn term 2023/24

Impact

At the end of the academic year, students were asked to indicate how helpful it was to receive programme-level messages in lectures and whether they would prefer to receive such messages in lectures or in standalone briefings. They were also asked to say what they had learned from the messages that they hadn’t known before. Approximately, 83% of students reported that they found it quite or very helpful to have the messages in lectures and 65% said that they would prefer to have the messages delivered in lectures than in standalone briefings. Students reported that they had learned about a range of different areas, including student support, the library, marking criteria and other aspects of academic literacy. This suggests that the messages were providing students with important information that they had not obtained from elsewhere.

Reflections

Standalone briefings may not always be the best way of providing students with key messages about their programme as the information might not be reaching students at the optimal time. For example, information about late submission penalties presented in a start of year briefing may well be forgotten by the time students come to submit their first assessment. By strategically timing messages in compulsory lectures, students will have received the information when it was more relevant to them, thus hopefully enhancing its usefulness.

In light of the findings, we will continue to disseminate programme-level information through compulsory lectures (in addition to start of year briefings). However, for next year, I think it will be important for me to work with students to find out what information they consider would be useful and to identify what the optimal timing would be from their perspective, as this might not align with the timeline that I had proposed.

Exploring students’ sense of belonging in the Charlie Waller Institute

Exploring students’ sense of belonging in the Charlie Waller Institute

 

By:
1. Denethri Gamagedara, Psychology Undergraduate and UROP student, d.gamagedara@reading.ac.uk;
2. Anjali Mehta Chandar, Lecturer, Charlie Waller Institute, a.m.chandar@reading.ac.uk;
3. Professor Allán Laville, Dean for Diversity and Inclusion, allan.laville@reading.ac.uk;
4. Hannah Raheja, Research Assistant, h.raheja@student.reading.ac.uk
Photo by Tim Mossholder on Unsplash
Overview

Following the University of Reading’s (UoR) Race Equality Review (UoR, 2021), this Undergraduate Research Opportunities Programme (UROP) project took place, consisting of a student survey and two student interviews conducted in the Charlie Waller Institute (CWI), a department within the School of Psychology and Clinical Language Sciences. The aim was to investigate students’ perception of staff racial representation and its impact on students’ sense of belonging. Students felt that diversity explicitly needed to be integrated into the teaching and learning environment. A range of recommendations are provided.

Objectives

The objectives of this pilot study were:

  • To understand how staff racial representation impacts CWI students’ sense of belonging.
  • To explore student sense of belonging in CWI, a department that consciously integrates diversity and inclusion into teaching.
  • To contribute towards diversifying teaching and learning material and maximising student-staff interactions.

Context

The Race Equality Review (UoR, 2021) underlined racial representation as a salient factor for fostering sense of in its students. As Strayhorn (2018) outlines, sense of belonging is broadly defined as “students’ perceived social support on campus, a feeling or sensation of connectedness, the experience of mattering or feeling cared about, accepted, respected, valued by, and important to the group (e.g., campus community) or others on campus (e.g., faculty, peers).” Focus groups within the review highlighted that a lack of staff from minor ethnicities reinforced students’ isolation and lack of belonging within the university. When present, sense of belonging promotes successful learning by improving student engagement, encouraging students to seek campus resources and acting as a buffer from mental health issues (Gopalan & Brady, 2019). This was consistent with comments made in focus groups, where inclusion and sense of belonging were seen as important to the student experience.

The primary reason for conducting this study within CWI was because of the institute’s particular interest in ensuring diversity and inclusion (D+I), and it has an award-winning D+I working group. An institute in the School of Psychology, CWI specialises in postgraduate, vocational training for mental health practitioners. Within the teaching material, students are taught to think about a therapy client’s protected characteristics and engage in conversations about their diverse cultural backgrounds. It was deemed interesting to see how students at an institute that overtly discusses diversity felt about their sense of belonging to the university (potentially based on their racial identity).

Denethri Gamagedara conducted this study as part of UROP. This study was particularly important to her because of the possible implications of institutional improvement for students similar to herself. The project had two supervisors: Anjali Mehta Chandar, a Lecturer in CWI with a keen interest in D+I, and Allán Laville, both a Professor in the department and the University’s Dean of Diversity and Inclusion. Hannah Raheja, a CWI undergraduate student, aided in the project in the role of a research assistant, particularly supporting with the thematic analysis and dissemination.

Implementation

The study involved conducting a survey and two individual participant interviews with the students of CWI. The questions were co-designed by Denethri and Anjali. Sixteen students responded to this survey while three students volunteered for the interview, however only two proceeded to be interviewed due to availability.  Responses were analysed using reflexive thematic analysis and discussed with Anjali and Allan. Coding and clustering were completed by Denethri and Hannah, with inter-coder agreement scores of 95.5% and 85.3%. Figure 1 and Figure 2 below outline the themes and sub-themes that emerged from the data.

Figure 1

Themes from the survey

PowerPoint slide with the following text: Themes from survey 1. Uncertainty & neutrality 2. Diversity and improvements 3. Majority 4. Connecting with staff 5. Benefits of having representation and sense of belonging Themes from the question: Please write 10 words which come to mind when thinking about ‘sense of belonging’ 1.Group sense of belonging 2. Individual sense of belonging 3. Positive feelings from sense of belonging

Figure 2

Themes (dark green) and sub-themes (light green) from the interviews

PowerPoint slide with the following text: Themes in the interviews 1. Belonging and its facets 2. Diversity and representation Holistic Diversity Characteristics Racial Majority 3. Teaching and learning environment Conversations on diversity Diversity in education 4.Feedback 5.Interactions with staff 6.Student experience Professional Practice Mental Health Barriers 7.Institutional awareness

Impact

The research team devised the following recommendations for teaching staff to foster a sense of belonging for students and address diversity.  

1 Openness in introductions: Lecturers to mention their own protected characteristics and routes to becoming an academic can be beneficial, particularly during their initial introduction to the cohort e.g. first teaching session. Students had perceptions that only individuals who fit certain criterion could become lecturers (e.g., majority ethnicity and higher socioeconomic status).

2 Showing cultural awareness: Acknowledging cultural events in lectures, Blackboard announcements or emails helps students feel accepted and valued. This allows for better student-staff connection.

3 A discussion blog: Implementing a blog where lecturers can talk about being a professional from a minoritised background is helpful. For example, departments might like to host this on Blackboard, with a new blog each month, or in the student newsletter which is sent out once a term. Students recognised the importance of holistic diversity and wished for more openness about this.

4 Teaching resources: Representation extends to teaching material. has conducted work into decolonising the curriculum, with a more recent publication in September about steps on how to achieve this.

5 Discussing belonging with academic tutees explicitly: Students reported that openness was crucial and belonging involved feeling comfortable and valued. Figure 3 (below) provides examples on how to address sense of belonging.

6 Discussing diversity, notably race, with tutees: Students mentioned that acceptance contributed to belonging. Creating a safe space for students may improve student-staff relationships. Figure 3 (below) has potential questions related to race.

Figure 3

Questions related to sense of belonging and diversity to ask tutees

PowerPoint slide displaying the following text: Discussing sense of belonging “Do you feel valued within the university? Do you feel valued within the department?” “Are you comfortable during lectures? Do you feel comfortable approaching lecturers after?” “Do you feel included and part of a group at university?” Discussing diversity and race “Do you feel we do enough as lecturers and/or as a university to ensure equal opportunities for everyone, especially from various ethnic backgrounds?” “Do you feel we do enough as lecturers and/or as a university to build cultural awareness where everyone can learn and be themselves?” “Do you feel the university is doing enough to acknowledge and ensure diversity?” “What would you like to see us do more of to further inclusion in the university and/or department?” “Has your identity characteristics affected your university experience?”

Reflections

Conducting the study was extremely beneficial as it created the opportunity to think about recommendations to improve student sense of belonging. The results showed that only 31% of students agreed to the statement “I feel a sense of belonging within CWI”, with 25% neither agreeing nor disagreeing, 18.8% disagreeing and 25% strongly disagreeing – this suggests that there is room for improvement.

The study was successful because of the efficient pedagogical partnerships that were formed. Anjali, who was the main supervisor during the project, created a creative space where Denethri and Hannah, as undergraduates, could openly express their opinions. Whilst having Allan’s perspective and expertise helped Denethri and Hannah cluster themes effectively and think about tangible recommendations that lecturers can implement. The positive outcomes, particularly the opportunity to conduct more thorough analysis with a variety of researchers, will hopefully encourage more students and lecturers to apply for the UROP scheme in subsequent years too.

The study may have been better implemented if there was an opportunity to hear from a group of students, such as in a focus group setting. This was part of the original methodology, however, only one student volunteered for this, which therefore had to become an individual interview instead. Focus groups and/or creative styles of evaluation and student voice (such as zine-making) could be incorporated into future replications of this study.

Follow up

The recommendations have been included in a screencast for dissemination to staff groups within CWI, which is viewable here for other UoR colleagues to also view. A reflective paper about the impact of pedagogical partnerships formed from the study is in the process of being published. A pre-print in the style of a lab report is also hoping to be published. It is likely that future projects will look into the effectiveness of the recommendations, perhaps in the form of student or staff feedback.

References

  • Gopalan, M., & Brady, S. T. (2020). College students’ sense of belonging: A national perspective. Educational Researcher49(2), 134-137.
  • Strayhorn, T. L. (2018). College Students’ Sense of Belonging: A Key to Educational Success for All Students. Routledge.
  • University of Reading (UoR). (2021). Race equality review. University of Reading. https://static.reading.ac.uk/content/PDFs/files/race-equality-review-report-2021.pdf

Links

Questions in Figure 1 are adapted from CIPD (2013)

Enhancing and developing the use of OneNote Class Notebook beyond the Covid-19 pandemic

Enhancing and developing the use of OneNote Class Notebook beyond the Covid-19 pandemic

 

By: Rita Balestrini, Department of Languages and Cultures, r.balestrini@reading.ac.uk

Overview

The project built on T&L innovation embraced in the Department of Languages and Cultures (DLC), where Microsoft’s OneNote Class Notebook (CN) was trialled during the Covid-19 pandemic to overcome the constraints of teaching languages remotely. The outcomes provided knowledge of DLC students’ experience of CN and understanding of the type of support needed by CN users to staff users of CN, and to colleagues in Technology Enhanced Learning (TEL) and Digital Technology Services (DTS), and informed the development of technical and pedagogical support and guidance for CN users.

Objectives

The project aimed to enhance student learning by improving the use of CN, and had the objective to facilitate sharing of knowledge and expertise, gain insights into students’ experience of CN and inform TEL and DTS decision-making on the tool.

Context

CN is a digital T&L tool to store materials (e.g. text, images, handwritten notes, links, recorded voice, videos), where students and teachers can work interactively in and outside the classroom. It is organised into three parts:

  • ‘Content Library’ – where only the teacher can add, edit, and delete materials.
  • ‘Collaboration Space’ – a place to collaborate in groups open to everyone in the class, where multiple users can work on a page simultaneously or asynchronously.
  • ‘Teacher Only’ – a private space invisible to students.
  • ‘Student Notebook’ – a private area that only a student and their teacher can see and use, where they can interact directly on a page.

CN continues to be used in some language modules as it proved to be effective beyond a remote teaching environment and offered features that supported accessibility and inclusivity in language learning.

screenshot of the classroom notebook
Screenshot of a Class Notebook © Rita Balestrini

Implementation

  • In 2022–2023, I held three sessions with DLC staff users to share practice and ideas on using CN, and record information on what support would enhance teaching with CN. I also held in-person, small group meetings with DLC CN student users from all year groups to gain insights into their experience of CN. The feedback gathered informed the development of a branched MS Forms survey, which was completed by 28 (of 50) student CN users.
  • I facilitated a cross-School (DLC, Institute of Education, Law) ‘teaching conversation’ to reflect critically on the pedagogical value of CN.
  • I wrote a project report for DTS and TEL and shared with them the findings from the needs analysis.

Impact

  • The project created a ‘space’ for the sharing of practices, knowledge, experience and expertise, which in turn, enabled the enhancement of the use of CN.
  • It enhanced students’ learning and increased their engagement with CN learning activities – as evidenced by the students’ survey.
  • As part of ‘internal monitoring and review’ practice, the outcomes of the ‘teaching conversation’, informed the School of Literature and Languages (SLL) T&L enhancement process.
  • The project should inform the integration of CN with other applications (e.g. Teams), and the provision of technical and pedagogical support for CN users.

Reflections

CN offers a paperless learning environment and facilitates the organisation of T&L materials in a clear and, ‘potentially’ visually intuitive, hierarchical structure. Students evaluated CN positively as a useful ‘digital binder’ and ‘learning tool’ (Average Rating [AR] 4.15 and 4:00 respectively, on a scale of 1 to 5). Most of them felt that materials and resources were easy to access (AR 3.89), and it was easy to take notes within CN (AR 3.74).

CN users generally agreed that navigation in CN is quite ‘fluid’ compared to Blackboard. However, I think that for this fluidity to be fully meaningful pedagogically CN requires a thoroughly thought-out structure, with reasoned and transparent ‘labelling’ throughout the learning environment.

There can be issues in meeting current assessment policies when using CN for summative assessment. However, CN greatly facilitates the provision of feedback with a digital pen or by audio-recording on a page. Staff value the possibility of monitoring individual and group activities and providing private, individualised feedback in different formats; students appreciate highly receiving feedback directly in their personal notebook, which stands out as a noteworthy result of the survey (AR 4.26), especially considering that feedback in general ‘is often framed as the dimension of students’ experience with which they are least satisfied’ (Winstone & Carless, 2020, p. 5).

The ‘Collaboration Space’ can be used for class activities, collaborative projects, sharing resources, and a channel for students’ voice – additional uses of this area depend on the subject taught. CN allows students to take ownership of a shared area and use it for independently chosen purposes, which helps create a sense of ‘community’ and a feeling of ‘online connectedness’ (Hehir et al., 2021).

Regarding technical issues, 68% of respondents did not report any. The others mentioned a variety of problems (e.g. syncing issues, ‘handwriting’ and ‘highlighting’ not anchored to text). Many reported difficulties were linked to using different CN versions, devices, or operating systems, which suggests that improvements could come with advice from technical support specialists.

Follow up

In future, students’ experience of using CN could greatly benefit from:

  • staff sharing and discussing practices across different subjects to facilitate pedagogical enhancements (e.g., communities of practice, special interest groups, TEL forums);
  • making access to CN easier and facilitating its integration with Teams and Blackboard;
  • the availability of expert support from DTS and TEL (e.g. technical assistance, TEL resources and sessions for users).

References

  • Hehir, H., Zeller M., Luckhurst, J., & Chandler T. (2021) Developing student connectedness under remote learning using digital resources: a systematic review. Education and Information Technologies, 26, 6531-6548. https://doi.org/10.1007/s10639-021-10577-1
  • Winstone, N., & Carless, D. (2020) Designing effective feedback processes in higher education. Routledge.

Reflecting on developing support for disabled students attending clinical training courses in the Charlie Waller Institute

 

By: Natalie Meek, n.a.meek@reading.ac.uk & Fisayo Adunola, f.adunola@reading.ac.uk, School of Psychology & Clinical Language Sciences
one woman writes on a whiteboard while another watches
© University of Reading

Overview

Academic tutors across the Charlie Waller Institute (CWI) courses recognised that disabled students faced specific challenges during their studies. Respecting the diverse voices of our student body is paramount, as noted within the student charter. As such we developed student led forum to access feedback and to enact change within courses. In this report we will reflect on the learning taken, and challenges met in engaging students with disabilities.

Objectives

  • Support students with disabilities.
  • Supporting students to have a reflective space to discuss respective challenges faced and to enable them to support one another and discuss helpful ways to cope.
  • Enact change within CWI courses, and in wider educational settings, based on student feedback.

Context

The CWI offers graduate and postgraduate clinical training courses. We have been receiving feedback from our disabled students that they were facing additional barriers and challenges in completing their courses. One area of feedback was feeling isolated within their peer group, and assessments and processes being less accessible to them.

Implementation

The group was to cover all areas of disability; neurodivergence, learning difficulties, physical, sensory and mobility disabilities. So far five groups have been conducted in the previous academic year, sadly attendance has been very low, three groups were conducted with only one student present. Although this meant a great listening space for that student, and an opportunity for the school to take direct feedback, there is little opportunity for peer support. We have identified several challenges to developing peer support groups for post-graduate training course cohorts. On the same day that our forum runs there are two other forums which are the Diversity and Inclusion (D&I) student forum and the Parent and Carers student forum. There has been some cross over as some of the trainees that have attended one forum have attended other forums.

Impact

So far, the forum has met each objective in part. However, one challenge that has arisen is attendance at the forum which has meant the reach hasn’t gone beyond a small number of students. This is a challenge we are continuing to work on as a school to enabled more disabled students to access this space. The reach of the group has also gone beyond the University or School, with contact being made with an accreditation body to respond to student feedback. An unexpected impact has been to enable undiagnosed neurodivergent students to access support through their attendance at the forum. One take away is the importance of students having more contact with the Disability Representatives (Dis Reps) and Disability Advisory Service (DAS), which this group has facilitated. In their role of Dis Rep, Natalie can offer further individual support to enable students to have further reasonable adjustments in university study and in professional service.

Reflections

Despite low turnout, facilitating the forums has been insightful in hearing the voices of students who often face barriers to social engagement within higher education and within wider society (McGuckin et al., 2013; Watson & Nolan, 2011). Our students face unique challenges due to the pressures of clinical training, which impacts their personal, professional, and educational lives. Challenges have varied from accessibility of buildings to difficulties with information processing.

Disabled students are not a monolith, so continuing engagement with diverse voices is necessary to understand our students’ strengths and challenges. The title of the group may be a barrier to engagement, the disability label holds stigma, and those with invisible disabilities may not identify with this label.

In addition to university related learning, our students have expanded on how larger systems, such as the health service and accrediting bodies, lack accessibility. This led to liaison with the British Association of Behavioural & Cognitive Psychotherapies (BABCP). We hope this forum will empower our students to engage equitably in our courses.

Follow up

Within CWI we have Diversity and Inclusion Support Officers (DISOs) who have been active in ensuring that the actions from the student forums are followed up and embedded within the direction of CWI. The forums are continuing throughout the 2023/24 academic year, we plan to continue responding to student feedback to facilitate engagement. A further review will be performed at the end of the 2023/24 academic year.

References

Developing resources to support student transition into HE

Developing resources to support student transition into HE

 

By: Mirjana Sokolovic-Perovic, m.sokolovic@reading.ac.uk, Jayne Freeman, j.e.freeman@reading.ac.uk, Psychology and Clinical Language Sciences
red welcome flag flying on a flagpole
Red welcome flag flying during Open Day at Whiteknights campus © University of Reading

Overview

This case study outlines how PCLS designed an induction booklet for UG programmes to provide additional pre-arrival support during transition into higher education. Psychology and Speech and Language Therapy students reported that they found the induction booklet useful and that it helped them to feel more prepared for university.

Objectives

  • To provide essential information about the course and university life before students arrive
  • To prevent information overload in Welcome Week by phasing information delivery into pre-arrival period
  • To support students in their transition to university by engaging them early with the School and their chosen programme
  • To reduce student anxiety about the transition to Higher Education

Context

Successful transition to university life is related to a range of outcomes including student retention, academic success and mental wellbeing (e.g., Cage et al., 2021). However, our students often report being concerned about joining university and feeling overwhelmed with the new information.

Traditionally, students receive a wealth of information during the Welcome Week, but it has been argued that transition should be viewed as a process. The induction could be extended into the pre-arrival period, putting the emphasis on early engagement. Successful pre-arrival interventions include various orientation plans, mentoring schemes, and programme-specific transition programmes (McInnis et al., 2000).

Early engagement should help students understand academic procedures and expectations, as well as help them develop a relationship with the institution and feel part of the learning community. Thus, we wanted to design a pre-arrival intervention to support students to feel more prepared for entering university.

Implementation

We prepared induction booklets for our UG programmes: BSc and MSci Psychology, and MSci Speech and Language Therapy (SLT), which included essential information:

  • key members of staff,
  • term dates,
  • an overview of teaching and assessments of Part 1 modules,
  • information about Blackboard and University Library,
  • information about various ways of supporting students and the course rep system,
  • how students can get involved with the School,
  • useful links,
  • a schedule of the Welcome Week events.

At the end of August 2023, booklets were emailed to all students who had accepted a place on one of the programmes.

Students were asked to fill in a short questionnaire in week seven in the Autumn term to indicate if they had read the booklet, and if they did, how useful they found it, and to what extent it helped them feel more prepared for university study (both on a scale 1-5). We also asked if they had attended the relevant ‘Programme Briefings’ and ‘Transition to Higher Education’ sessions in Welcome Week to examine if reading the booklet had negatively affected attendance.

Impact

Sixty-two UG Psychology students and twenty-six MSci SLT students completed the questionnaire. Overall, students reported that the induction booklet was useful and that it helped them prepare for university.

Students who read the induction booklet considered it useful: the average rating was 3.72 for UG Psychology, and 4.17 for MSci SLT (75% rated it 4 or 5). They also felt more prepared for university, with the average ratings of 3.39 for UG Psychology and 3.82 for MSci SLT (50% rated it 4 or 5).

Programme Briefings were attended by 81% of UG Psychology and 92% of SLT respondents. Of those who had read the induction booklet, 75% and 92% (respectively) attended this session. ‘Transition to HE’ sessions were attended by 42% of UG Psychology and 77% of SLT respondents; 53% and 75% (respectively) of those who had read the induction booklet attended. Attendance was similar for those who had not read the booklet. Therefore, our concerns about a possible drop in attendance/engagement were not warranted.

Reflections

In light of the findings, we will continue to implement the induction booklet for future cohorts as part of our approach to supporting students in their transition to higher education.

While this investigation has given us important insights into the benefits of using the induction booklet, on reflection, we would have ideally administered the questionnaire shortly after Welcome Week while the booklet was still fresh in students’ minds. Students may not have accurately remembered the extent to which they had found the booklet useful or whether reading the booklet had impacted their attendance at the Welcome Week sessions. We will repeat the evaluation of the induction booklet again next year but will administer the questionnaire during the first two weeks of the semester to gain more contemporaneous feedback. Not all students read the booklet so we will also examine reasons why this might have been.

Follow up

There are some important questions that warrant further investigation. For example:

  • Whether the booklet may be more helpful for some students than for others (e.g., students with higher levels of pre-arrival anxiety and/or first-generation students)?
  • Which parts students found the most helpful and whether any further information would have been useful?
  • Why some students did not read the booklet?

References

  • Cage, E., Jones, E., Ryan, G., Hughes, G., & Spanner, L. (2021). Student mental health and transitions into, through and out of university: student and staff perspectives. Journal of Further and Higher Education, 45, 1076-1089. https://doi.org/10.1080/0309877X.2021.1875203
  • McInnis, C., James, R., & Hartley, R. (2000). Trends in the first year experience. AGPS.