T&L Exchange – Page 20 – Centre for Quality Support and Development

A letter to my pre-UoRM self about teaching international students By Dr Dan Jones

26 October 20174 October 2019 By edwardwhite Comment Closed

Dear pre-UoRM Dan (circa 2015),

So, you’re looking forward to going to the University of Reading Malaysia (UoRM) soon, right? Slightly daunting I’m sure, but you’ll be telling yourself that the UK campus already has a large international cohort and that teaching in Malaysia won’t be that different to what you have already been doing, right? Well, not quite. Therefore, I thought I’d take a moment to write you this letter to give you a few snippets of advice…

It wasn’t until I started at UoRM that I came to realise what diverse teaching needs were; a classroom on the other side of the world, a different continent, with a highly international cohort, a diverse educational background, and almost all with English as a second language. Immersed in this setting I was suddenly rather outnumbered by the local knowledge and experience of the classroom. I learned quickly that to engage these students I had to reflect on my current teaching practices. To quote from the curriculum framework, I had to “adapt to students’ needs rather than expecting students to adapt to me.”; some of my rigid expectations did not fit with this context, some assumptions were unfair. Over two years I picked up many tips for teaching international students, however, for ease of digestion, I thought I’d focus on five key points. I think an awareness will help with your transition, and could even be used at UoR before you go!

Assumptions and expectations of roles: the role of a student and a staff member at university needs to be set out and understood, by both parties, early in the course. I found that international students start university with a range of educational, and cultural, backgrounds. If students and staff are not on the same page when it comes to what is expected from them in their degree, confusion and uncertainty arises. Acknowledging this difference, and laying out expectations clearly, was the most important lesson I took from UoRM, enabling me to maximise the effectiveness of my teaching.
Adapting to students’ requirements: new skills may need breaking down, defined, and the basics taught before building upon foundations. The student must play their part by working hard to learn a new skill, we do not want to end up spoon-feeding students. However, an educator can also facilitate such a transition, learn to acknowledge differences in backgrounds, and help students adapt to different environments.
Instilling confidence: many challenges I first had were related to confidence in the classroom: the culture I was in implicitly discouraged students to answer, or ask, questions. Schools often utilised embarrassment or peer pressure in the classroom, leading to an underconfident and passive cohort. I introduced ways to make the environment more accepting and friendly: electronically answering questions, using post-it notes to discuss, encouragement, light-heartedness – small things that added up to make a difference; by second year the difference in confidence was discernible.
Providing a new/different context: particularly in psychology, many examples and theories are Western-centric, something I did not acknowledge before. It was a case of contextualising, to make the content more accessible for students, which led to a greater inclusiveness, and subsequently better engagement.
Using simpler language: a practical issue that one must be aware of. The language I used was occasionally too advanced for the audience, and could benefit from additional explanation or simpler language. I was aware not to ‘dumb-down’ lectures (this is higher education after all), however, it is likely to be beneficial for all (including those with English as a first language) for the teacher to acknowledge the type, and level, of language that they are using.

Of course, a stipulation to this is that these points have arisen from my own experiences, and I can hear you now, “…well Dan, this is all very well, but where is the evidence? You are just relying on anecdote, can we really generalise from this?”. Yes, you’re right in your thinking, but, the changes in students’ approach to my classes was striking; confidence grew, participation improved and students were engaged. Nevertheless, as the scientist is exclaiming in you, that same scientist is exclaiming in me. Consequently, I, in collaboration with colleagues in the UK, Japan and Malaysia, am currently investigating whether cultural factors could explain the use of critical thinking in higher education. Data has been collected and analysis is underway…

Although realised and formed at UoRM, they are as applicable to the UK. UoR has almost 4,000 international students across all programmes and although we want to give international students the British education experience, I think it’s important to acknowledge differences and be aware of cultural challenges. Feel free to share this letter with colleagues at UoR and UoRM; these may not be the ‘best’ techniques, but, at the very least, may increase the discussion around multicultural learning, which can only benefit staff and students alike.

Finally, do make the most of your Malaysian adventure, it’ll be great. You’ll learn lots and be regularly challenged, but come back more culturally aware and open-minded than ever! Oh, and don’t forget to send a postcard…

Facilitating student reflection on learning in the Great Hall by Rev Dr Geoff Taggart

23 October 20174 October 2019 By edwardwhite Comment Closed

The Great Hall is the jewel in the crown of the London Rd campus and its cavernous interior gives it a unique atmosphere, ideal for reflective kinds of learning. I was fortunate enough to teach a session there in October and its dramatic, imposing space was a key pedagogical tool. The session lasted two hours and involved 50 2^nd year students training to become primary teachers through the BA Primary Education (QTS) programme. Although the focus of the session was the teaching of religious education in school, it did not involve any teaching about specific religions at all. This is because a key aspect of RE in school is ‘learning from religions’, not about them. In other words, the focus is upon the pupils’ own developing sense of purpose, sense of identity, meaning and belonging.

I am writing this since such a session would seem useful to undergraduates on all programmes since the development of self-awareness, goal-setting and clarification of values are skills needed by all students. There is also a growing need to find new ways to sustain student wellbeing.

Once the students were seated, I told them a little about the space they were seated in, about when the hall was built and what it is used for. Talking about all the graduation ceremonies which are held here, I expressed the view that, for about 100 years, the hall has been the ‘symbolic heart’ of the university since it is probably the one room in the whole institution which most students, on all UK campuses, have passed through at least once. I told them what happens at graduation and role-played walking in at the back and up to the stage to shake the VC’s hand. I asked them to do a piece of writing for themselves, in silence, stressing the fact that this was not an assessment and would not be handed in. On a handout, the prompts for writing were:

List all the important events which will happen for you between now and graduation day (e.g. birthdays, holidays etc).
What are the important things you will need to do between now and graduation day?
Are there things which have happened which you already know will become permanent memories of your time at university?
Which aspects of yourself need to be nurtured and cultivated before graduation?
Are there any aspects of yourself to which you need to say goodbye before graduation?
Who will you invite to your graduation?
What is the link (if any) between these people and the memory you wrote about at the start of the day?
What would you like to say to these people/person?
Is there anything particular you want to do today as a result of this writing?

I stressed the fact that students could spend as long or as short a time on the activity as they liked but, if they wished to stop, they should leave the hall and meet up with friends later, rather than disturbing them. There were other activities they could go onto. Over the previous few weeks, Mark Laynesmith and I had been fortunate enough to borrow a canvas labyrinth to use with students. This was set out in the hall. I explained that the centre represented graduation day and they could ‘take a stone for a walk’, reflecting on the actions and changes that need to happen as they get closer and closer to it. I also had large carpet tiles and baskets of different shaped stones. I explained that, if they wanted, they could extend their reflection by creating a picture out of stones which represented their life at the current time.

I asked students to complete an evaluation form before they left. One of the things I wanted to know was whether students felt that this kind of exercise was legitimate and worthwhile on a degree-level programme. All fifty students agreed unanimously that it is ‘a good thing for universities to have space on their courses for students to reflect on their aims and values in life’. One student acknowledged that ‘there are courses/societies where you can reflect but it is hard to allow/give yourself time to go to them. This is why it is very good to incorporate it into lectures.’ One student commented that ‘we need this time to just be calm and think without things like technology getting in the way.’ Another said that ‘being a student is daunting because you are working for your future while trying to fit in. Reflection helps with mental state [sic] and could prevent students from getting bogged down.’

I was also curious whether students would have preferred to clarify values and shares their goals in group discussion, rather than in solitary writing. Although seven students would have preferred this, the vast majority agreed that the silent reflection exercise was better in this regard. One student commented:

‘I think the quality/depth of my reflection has been much better by writing it as (1) it is harder to come up with words on the spot in conversation to describe things and (2) I feel I can express more when I know only I am going to be reading it.’

Six students felt that both solitary and group work could complement each other and this remark was typical:

‘I feel if reflecting with others they may help to remind you of events you may have put to the back of your mind but on the other hand silence was very nice to just sit and reflect.’

Overall, the comments from the students were overwhelmingly positive. These are some examples:

‘It has allowed me to stop and think about where I am in my life and where I want to go.’

‘I very much enjoyed the reflective session. It has benefitted me in many ways by putting my personal and university practices into perspective.’

‘It made it clear to me how important family are in your life.’

‘I was able to let all my feelings out on paper that I wouldn’t normally feel comfortable doing’.

‘I have become more aware of my personal goals and who/where I want to be at the time of my graduation.’

‘I found it really useful to think about what aspects of myself I want to change/develop before graduation day.’

‘The Great Hall reflective writing experience was one of the most beneficial activities I’ve ever done in a lecture.’

‘Today has made me think about my life in lots of ways – emotional but helpful.’

‘I almost feel uplifted after reflecting upon myself and others.’

‘I hadn’t realised how many good memories I had from only one year of uni.’

‘Slowing down today has had a huge positive affect’

‘The first thing I’m going to do when I leave is call my family and thank them for supporting me on my journey through university.’

‘Very helpful in understanding where my head is at mentally and grounding as I was able to list the most important things that matter to me.’

This exercise brought home to me how valuable the scale and atmosphere of the Great Hall can be as a resource in promoting a deep level of reflection and how it could contribute to all kinds of ‘contemplative pedagogy’.

Enabling greater access to teaching materials on academic integrity

16 October 20174 October 2019 By edwardwhite Comment Closed

Kim Shahabudin & Helen Hathaway, Library (Study Advice) k.shahabudin@reading.ac.uk Year of activity 2016/17

Overview

The Academic Integrity Toolkit is a suite of research-informed teaching resources, developed in 2012. This project reformatted and revised materials to improve access for tutors and students. Teaching materials were reframed and updated, before republishing online in LibGuides format. The Toolkit was relaunched in November 2016 with a very positive reception from tutors. Since then it has received 8940 views, and has informed key sections of the Study Smart OOC.

Objectives

To improve access to the Academic Integrity Toolkit for staff.
To introduce direct access to learning resources on academic integrity for students
To revise and update the existing resources
To disseminate and raise awareness of the resources among staff

Context

There has been increasing interest in academic integrity as an underpinning principle in academic study, evidenced by the establishment of a Steering Group on Academic Integrity, and its inclusion as an advisory section in Programme Handbooks for 2017-18. However, despite keen reception of the original Toolkit materials, they were little accessed in their original format on Blackboard. A small-scale survey of enrolled users indicated that tutors would like to be able to refer students to resources directly.

Implementation

The project began by seeking feedback from existing users to inform revisions. This indicated that while revision to the content of the materials was not regarded as necessary, there was a preference for direct student access: this would necessitate revisions of both content and format. A research officer was employed to set up and populate the new LibGuide, considering design and structure, while we carried out revision of the content of the teaching and learning materials. Dissemination took place via a launch event organised with the Centre for Quality Support and Development at which 21 staff participants heard talks on academic integrity and its increasing significance in universities as part of plagiarism prevention strategies, and about project development, before viewing the new version of the Academic Integrity Toolkit. Attendees were given a branded memory stick containing electronic versions of the materials; these were also sent to senior colleagues in teaching and learning who were not able to attend.

Impact

The Toolkit was well-received on its relaunch with colleagues noting that they would disseminate to colleagues and students, and use the materials in teaching. A senior colleague suggested that the materials should be “possibly sent to students prior to arrival”. This encouraged the inclusion of academic integrity as a topic for the first of three sections in the Study Smart OOC, developed by the Study Advice team in conjunction with the University’s OOC team as a preparatory course for new undergraduates and launched in Aug 2017. The section has seen strong engagement from the almost 2500 students who have enrolled so far, with a total of 2883 comments on discussion boards including 537 responses to the question, “What does academic integrity mean to you?”

Reflections

The revision and republishing of the Toolkit was especially timely with interest growing in the teaching of academic integrity as an alternative strategy to minimise academic misconduct: this certainly aided us in our aim of awareness-raising amongst staff. We were also fortunate to have recently subscribed to LibGuides in the Library, and so had experience of what worked with this format to draw on when making materials more engaging and easy to navigate for students. In addition, our research officer had already worked for the Talis Aspire implementation project and brought valuable experience of communicating guidance to students.

One comment gleaned from feedback on the launch event mentioned that it would have been useful to have more practical examples of how academic tutors could use the Toolkit materials in their teaching. While we lacked the resource to add research and development on this topic into the project, it would have been an effective strategy to encourage use of the materials and so would have contributed positively to awareness-raising.

Follow up

Since its relaunch, the Toolkit has received 8940 views with peaks in November 2016 (the month of launch), January 2017 (following feedback from Autumn term assignments) and September 2017 (new entrants including those new undergraduates who may have undertaken the Study Smart OOC). Research undertaken on the project contributed to the design of the Academic Integrity section in the Study Smart OOC.

Links

The Academic Integrity Toolkit (LibGuide): https://libguides.reading.ac.uk/academicintegrity

Social justice – Leading attitudinal change in students

12 October 20174 October 2019 By edwardwhite Comment Closed

Stephanie Sharp, Lecturer, Institute of Education s.sharp@reading.ac.uk Year of activity: 2016/17

Overview

After exploring representations of ethnicity within the ‘reading for pleasure books’ in primary classrooms I proposed that a group of second year, undergraduate, trainee teachers would undertake a small scale research project to support their understanding of equality and diversity in the primary school setting.

This study led to an attitudinal change in the trainees’ approach to school resources, such as books, by becoming more critically aware of equality and diversity issues. They went on to be active in enhancing curriculum design for future cohorts.

Objectives

To raise trainee teachers’ understanding of social justice to enable them to develop a more critical approach to resources available in primary school classrooms
To refine curriculum design by engaging with university guidelines to promote the trainees’ academic, personal and professional potential

Context

The IoE and the Reading International Solidarity Centre (RISC) work collaboratively to support trainees in their understanding of diversity and equality. Modules build on these activities in order to provide them with an opportunity to refine their thinking to open a dialogue on issues of inequality and social justice.

During my time visiting schools I have come to recognise that there is a lack of diversity in the ‘reading for pleasure’ books offered to pupils and in our increasingly diverse society many children do not find themselves reflected on the cover of these books and so I worked with a focus group to challenge this assumption.

Implementation

A convenience sample of six student volunteers, representing the majority female demographic of the course, made up a focus group. Firstly, students were introduced to Sara Ahmed’s writing on invisible whiteness in a diverse population, from a hegemonic position of privilege and power (2012). Secondly, using a census guide published by the Department for Education (2013), we examined the wide range of ethnicities currently present in UK classrooms. Thirdly, I randomly selected 50 children’s picture books to enable the trainees to identify the main protagonists by their ethnicity and then compared their findings to the census data.

The activity revealed that very few of the ethnicities listed on the census were represented in the children’s books, with a majority representation of white protagonists. The trainees then repeated this activity (Blackledge, 2000) on their school work placements. The trainees followed the University’s ethical guidance and gained permission from each of the schools to carry out this investigation.

Impact

Outcomes confirmed the hypothesis that the majority of children were under-represented in the ‘reading for pleasure’ books in their classrooms.

The trainees presented their findings to their peers, which led to a deep discussion, where students questioned the content of their own personal reading as well as that provided in the classroom.

The trainees also requested that this practical activity should be undertaken by all trainees in their first year to inform their early understanding of social justice. This was an unexpected outcome for both the trainees and myself. They took ownership of their learning and recognised that, by being proactive, they were key in refining an aspect of curriculum design. They are proud of this achievement and of their attitudinal shift.

Reflections

The certainty of evidence-based research gave the trainees the confidence to challenge provision in schools and while it must be acknowledged that teacher practitioners are working hard to ensure that they provide classrooms that are equitable and fair, there are still areas to address, however small. This research led to attitudinal change in the students and ensured that they understood, at a deep level, what social justice means. Without this process, the students would have assumed that the books provided for pupils in schools have been carefully selected with pupils at the heart of the choices made.

Follow up

In response to the request from the focus group, this book audit activity is now embedded as part of curriculum design. It has been organized as a school based task, to be repeated annually to support the teaching and learning that takes place with first year student teachers.

Links

Ahmed, S. (2012). On Being Included: Racism and Diversity in Institutional Life. London: Duke University Press.

Blackledge, A. (2000). Literacy, Power and Social Justice. London: Trentham Books Ltd.

Department for Education. (2013). Schools, pupils and their characteristics. Retrieved March 27, 2016 from https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2013

Generative lab to tackle gender stereotypes and unconscious biases in teaching and learning

12 October 20174 October 2019 By edwardwhite Comment Closed

Dr Karen Jones & Dr Maria Kambouri-Danos, Institute of Education karen.jones@reading.ac.uk m.kambouridanos@reading.ac.uk Year of activity: 2016/17

Overview

This entry describes a project which, with funding by the University of Reading Teaching and Learning Development Fund (TLDF), focused on designing an intervention to promote gender equality. Issues of gender stereotyping, sexism and unconscious bias in T&L can affect learners’ educational progress. Our aim was to develop and test the materials for an intervention that will help to alert teachers and those supporting learning, and provide appropriate learning opportunities that will support change.

Objectives

To design materials for an innovative teaching and learning intervention called a ‘Generative Lab’
To pilot the Generative Lab during a workshop
To engage the workshop participants in becoming progressively more aware of their own unconscious bias and of gender stereotypes

Context

Gender stereotyping and unconscious/implicit bias manifests in education. In higher education there is greater awareness of gender inequality concerning staff, but a lesser focus on T&L. Problems ranging from ‘lad culture’ on campus, to marked bias against women in doctoral dissertations have been documented. In addition, subject choice is divided by gender, and this can present problems for students studying non-traditional subjects for their gender. However, these problems manifest long before people arrive in higher education. The significant impact that gender stereotyping and bias can have on young people’s learning, aspirations and achievements is evident from secondary and even primary school years.

A common recommendation is to invest in training to combat gender stereotyping and everyday sexism and to support appropriate behaviour in teaching situations. Based on this, our aim was to develop an intervention that will help educators to de-bias the environment through capacity building that incorporates the unfreeze-change-refreeze approach. We call this intervention a ‘Generative Lab’ to emphasise the aspect of engaging the learner in active participation with a range activities on the given topic.

Implementation

The Generative Lab was delivered to three different groups, including a pilot session with 20 early years trainee teachers and approximately 2 groups of a total of 25 early years practitioners that attended a workshop on ‘‘Tackling gender stereotypes in early years teaching and learning”, delivered at the Institute of Education Early Years Conference, 2017. Each session included the following activities:

Cartoon strips with scenarios to illustrate unconscious bias
Role play scenarios of gender stereotyping
Action planning and feedback.

The cartoon strips were developed in collaboration with external professional illustrators. Their content highlights and challenges issues of inequality and gender stereotyping; thus, the cartoons were used to initiate discussions and raise awareness. The scenarios were developed by us and given to the participants who were asked to enact them through role play. After brief discussion of each scenario and the ideas involved, the participants were asked to repeat the enactment with a response that would discourage gender stereotyping. During the last activity, participants worked individually or in small groups to generate implementation plans for action that aimed to bring about change in their own teaching and learning context.

Impact

The Generative Lab was successful in initiating discussions in relation to unconscious bias and gender stereotypes, and how these might be prevalent in different levels and contexts of T&L. The participants were actively engaged in the activities, including sharing results of previous research, discussions around the cartoons as well as dramatization and action planning. The structure of the Generative Lab helped to constructively and progressively develop awareness of unconscious bias and of gender stereotypes.

The action points developed and the feedback collected at the end suggest that the activities successfully challenged and stimulated revisions in thinking. All participants gained a greater awareness of gender stereotypes, sexism and unconscious bias in T&L. However, some of them still did not feel able or confident enough to address sexism. This shift in awareness though, marks a significant change in mind-set for those previously subscribing to gender blindness. Participants left the session with plans for action to bring about change and refreeze change in institutional space. They are followed up 3-6 months later.

Reflections

The Generative Lab was experimental, and we took an iterative approach to explore issues, encouraging participants to seek the root cause of a problem systematically and to build capacity and confidence to address not just the symptoms, but to also identify actions to bring about change in educational space.

The comic strips were offered as a non-threatening avenue to raise awareness and facilitated a process where participants became progressively aware of their own unconscious bias and of gender stereotypes prevalent in teaching and learning, to be able to notice and challenge these issues in their everyday work practice. Similarly, the role play activities and the action planning helped participants to think about taking action and putting theory into practice.

Follow up

Further work is required to understand how to best support teaching and learning staff to create a more equitable teaching and learning environment. Future projects could establish if changes in practice occur and if these are sustained over time. Research is also needed to understand factors relating to the organizational climate that enable participants to be receptive to change, plus participants’ perceptions and needs regarding gender diversity and equal opportunities.

What are the benefits of Study Smart? A student perspective By Tom Wise (Part 3, Psychological Theory and Practice)

10 October 20174 October 2019 By edwardwhite Comment Closed

Being a student mentor for the Study Smart online course for Part 1 undergraduates has offered me an opportunity for personal development, through examining the perspectives of upcoming students to the University. It has allowed me to reflect on my university experiences, and develop further skills in communication. These are areas particularly important to me, as through reflecting on my experiences it has enabled me to understand my personal best practises, and supporting others to find their own. In addition, I have learnt to engage and effectively communicate with new individuals, about topics which are both basic and complex. Although with hindsight a topic (such as referencing) may now seem like second nature, for those initially transitioning to university, it can be extremely complex and daunting. Through developing this understanding, and through personal reflection and guiding others, it has really shown me how important a positive and supported university transition can be.

This course clearly can reduce student anxiety about coming to a different academic environment, made clear by comments during the course. However, there are other subtler benefits of this program, as this course can normalise and provide the understanding that “you are not alone”. When combined with other university wide programs, such as STaR Mentoring, it can provide a fully supportive, but not condescending transition; ensuring students enjoy the university experience for what it is.

Although there can be seen to be these higher-level benefits, Study Smart allows students to really utilize the university resources from day one. The course breaks down these resources, which can be worked through at the student’s own pace, before or during the first weeks at university, rather than being dumped onto them during Welcome Week, which can often leave students feeling very overwhelmed. This can mean that every student is able to receive uniform support into university.

Finally, I have enjoyed being a mentor on this program, as it has allowed me to give back to the University community. This has led me to some further questions which would be interesting to peruse further critically around how this course may impact on a student’s first term at the University, specifically their first formative assessment mark (in areas covered within this course) as well as their levels of anxiety. It would be interesting to evaluate whether students who have completed the course do feel less anxious than those who have not; this could demonstrate even further the benefits of Study Smart.

A Language Teaching Community of Practice: Collaborative development of expertise and scholarship By Jackie Baines (Dept. of Classics), Rita Balestrini (MLES), Sarah Brewer (ISLI), Barbara King (IoE), Regine Klimpfinger (MLES), Congxia Li (IWLP), Sarah Marston (IoE)

28 September 20174 October 2019 By edwardwhite Comment Closed

Over the course of the last academic year, the idea of creating a Language Teaching Community of Practice (LT CoP) has taken shape and developed as part of the University strategy to support and promote language learning and expertise in foreign languages teaching. A number of colleagues involved in language teaching or teacher education from the Department of Modern Languages and European Studies, the International Study and Language Institute, the Institute of Education and the Department of Classics, have agreed to meet informally and contribute, from their different perspectives, to the implementation of the project.

As a core group, we began our work with a critical discussion of the idea of CoP itself, its evolution and its adoption as an organisational tool. We discussed the range of functions that, as a cross-institutional LT CoP, we would like to have (sharing practices, responding to needs, mentoring, influencing policies, bidding for funds etc.) and key issues that we consider relevant to our interests and needs as language practitioners working in different contexts. We agreed that one of our defining aims will be to deepen knowledge, promote reflection and stimulate in-depth discussion around themes relating to our professional practice at the UoR. Therefore, we have decided to focus on one main theme in each academic year. In 2016-2017, we began to share and discuss some aspects of our assessment practices and we intend to continue exploring this theme in 2017-2018.

We would now like to widen participation and invite colleagues who have an interest in foreign language pedagogy to join us in termly meetings. The first meeting will be held on 13^th November, from 1-2 pm (Carrington, Room 101) room tbc) and will focus on marking criteria, rubrics and grading scales used to assess speaking and writing in a foreign language. We invite interested colleagues to give short presentations on these topics (10-15 minutes). For organisational purposes, we would like to receive a short abstract/summary (approximately 100 words) of the presentation by Friday 27^th October at the latest. This should be sent to r.balestrini@reading.ac.uk

As is the nature of a CoP, our structure and plans will remain flexible and we will respond to the needs and interests of our members. Therefore, the direction in which the discussion will continue in the spring and summer meetings will emerge from this first event in the autumn term.

If you plan to join us at our Autumn meeting on 13^th November, please register your interest in participating at the following link: https://www.eventbrite.com/e/autumn-meeting-of-the-language-teaching-community-of-practice-lt-cop-tickets-38351139290

Henley students’ social media engagement

27 September 20174 October 2019 By edwardwhite Comment Closed

Alina Maroukian, Henley Business School a.maroukian@henley.ac.uk Year of activity: 2016/17

Overview

A group of Henley Business School students supported the digital marketing team by creating content for social media use and providing social media support at key events. By creating social media content the students helped improve engagement on Henley Business School’s social channels and helped provide a student voice. At the same time, they gained work experience and developed their skills.

Objectives

To build their understanding of social media marketing through practice
To enhance their collaboration and prioritisation skills
To improve engagement on all social media channels, especially at key events
To provide our social media channels with more of a student voice.

Context

The activity was undertaken to assist the Henley Business School Digital team and simultaneously to provide students with valuable work experience and the opportunity to gain a reference as a result of their efforts.

Implementation

The Henley Business school digital team provided students with training on the digital Sprout Social platform and provided guidance for posting content. Students were provided with support at every stage of the process and they were provided with additional equipment, when necessary (such as tripod, portable battery pack, ipod, etc) at Henley Business school events. We asked students to keep a simple record of the activities they did on a spreadsheet (template provided to them) and requested they do 3 pieces/ week– where a publishing a post, or acquiring a testimonial from a fellow student or taking part in live-tweeting would constitute 1 activity. We gave them the tools to do this in the time that suited them best and always ensured their studies came first. The 3 pieces/ week was a rough guide of average to do and we kept it flexible so that exam times / holidays were given as exceptions.

Impact

The main objective was to improve our social media performance and to promote our student voice more. On Twitter the student helpers reached 4.2k and had 31 engagements. On Instagram they had a 12.3k reach and 748 engagements. This drastically helped show a more relatable social media student presence on Instagram and Twitter.

Reflections

Having students help with social media did prove to be very successful as it helped increase engagement on our channels but also gave them opportunity to develop their skills. The key was that, after initial digital training, the students were provided with a level of flexibility with their content and working hours. The activity could be taken further and if students were provided with hourly pay this might provide more motivation and lead to an increase in the amount of social media student posts, as well as a higher quality within their work. By an increased amount of posts they would help increase our social media presence even further and improve our engagement levels. Also, we could enhance their input by training them further on content production.

Follow up

We are looking into the possibility of using Campus Jobs to hire students for ad hoc work similar to what was done in 2016-17, as it proved to be successful. We will be adding content production to the type of work they can take part in as their input last year revealed that there is an interest. This is for on-the-go videos and photos on a mobile device but with training for optimum results.

Links

https://www.instagram.com/p/BSLlchAj8ii/?taken-by=henleybschool
The above video was taken by Henley Business School students and it received 2,190 views on social media. Other examples include:
https://www.facebook.com/pg/HenleyBusinessSchool/videos/?ref=page_internal
https://twitter.com/HenleyBSchool/status/837038728753397760
https://www.instagram.com/p/BTWNRlxjP7d/?taken-by=henleybschool
https://www.instagram.com/p/BRnuXXxD9ph/?taken-by=henleybschool
https://www.instagram.com/p/BQlhsD3jecs/?taken-by=henleybschool
https://www.instagram.com/p/BQDNMOzh4Ju/?taken-by=henleybschool
However this is only a sample, the work was spread out throughout the academic year 2016-17.

Launch of the Large Class Education Toolkit By Dr Katja Strohfeldt

26 September 20174 October 2019 By edwardwhite Comment Closed

With the start of the new term most of us will focus once again on one thing: How can we offer the best teaching to all of our students? Many of us will also face a very similar challenge: Class sizes are getting bigger and the student cohort is becoming increasingly diverse.

Some of you might recall the University kindly funded our research into large class size teaching with the special aspect of diversity through the TLDF. One of the main objectives of this project was to develop a toolkit, which provides easy access to tools and tricks to help with large class size teaching.

I am delighted to let you know – the toolkit is finished – thanks to the support of so many colleagues around the University!!

And just to add – what a large class size is really depends on your individual experience. For some of you a class of 40 students feels large because all your previous teaching was designed for 20 students. Some other colleagues are faced with 300+ students. However, you will find you face some common issues independent of the actual class size. And the toolkit hopefully provides ideas suitable for most class sizes.

The idea….

The aim of this toolkit is to provide real-life ideas around teaching large classes at HE level in an easily accessible manner. There are several books and publications out there, which describe large class size teaching, However not everyone has the time to find these publications, read them and then apply them to the environment, which we have available at Reading.

Therefore it was important to us to collect real-life examples. Many colleagues (all from within the University) have contributed ideas and case studies to this toolkit. They have kindly agreed to act as champions for the various ideas – it might be a good idea to get advice of our champions if you plan to introduce something new. It was important for us that there is an evidence-based approach to the case studies, where possible.

We also wanted to make it visually attractive. I am delighted that two Typography students took on the project to create a great design for the toolkit (I hope you will agree) as part of the “Real Job Scheme”, which the department runs. They created a printed version in form of a folder and it brief stipulated that we wanted a colorful, visually attractive folder, which can just sit on your desk or shelf and reminds you of some of the wonderful ideas colleagues use. Each idea is summarized on one card.

However, we are aware that some of you will prefer a digital version. The typography students have kindly agreed to also produce an interactive pdf, which can be found on the CQSD webpage under funding opportunities – internal funding – current funding holders. Or simply here…

V4_Interactive_Education_Toolkit

The Toolkit…

The toolkit consist of approximately 40 case studies from colleagues at the University. We have divided the toolkit into three sections – illustrating how much time you need to approximately spend to include these ideas into your next teaching session.

The first section (5-10 minutes) gives you quick ideas about how to reduce anonymity, to make a good start and finish, encourage engagement and improve accessibility amongst many other aspects.

The second section (30-60minutes) illustrates real-life examples, which actively help to engage students. The very practical guide includes ideas such as the use of poling software, quizzes, social media, screencasts and other case studies. As previously mentioned each case study has a “UoR Champion”, which is actively using the described approach.

The third section (60+ minutes) describes approaches, where you apply more significant change your teaching style and pedagogic. Again, we have focused on ideas practiced at Reading, e.g. problem-based learning, team-based learning, enquiry-based learning, blended learning, flipped classroom and many others.

Each case study contains an introduction to the case study or pedagogic used. This is followed by a case study, where our “UoR champions” describe how they have adapted their approaches so it is suitable for our teaching environment. And last but not least, there is a list of “Top tips” as a really useful resource.

Quo vadis?

This is a good question. First of all I would to encourage everyone to have a look at the toolkit. Have a look at the toolkit online, come to the CQSD session in October or email me if you want to get your hands on one of the folders.

If there are ideas within the folder you find especially useful for your work – why not take them out of the folder and leave them clearly visible on your desk to remind you?

I hope I will see many of you at the CQSD session in October. If you have any questions in the meantime, please email us (k.strohfeldt@reading.ac.uk) or follow us on Twitter @largeclassHE.

Syllabusless: Students and staff engaging through research

22 September 20174 October 2019 By edwardwhite Comment Closed

Nathalie Folkerts, School of Archaeology, Geography and Environmental Science nathaliefolkerts@gmail.com Year of activity: 2016/17

Overview

In this project, a group of students collaborated with academic staff in SAGES and the School of Agriculture, Policy and Development (SAPD), the two Schools that share the MSc Environmental Management programme, in order to create a database of interviews that would help inform future students’ choices for dissertation topics, supervisors, and module selection. Students discussed research interests and opportunities for engagement while also engaging on a more personal level, learning about topics such as research horror stories and favourite pastimes. This project was completed with the hope that future students would be able to learn more about their professors, whom they may not meet or have much opportunity to interact with, but whom they may want to have supervise their dissertation or discuss potential research projects with. These interviews were curated into 5-10 minute videos that will enable future students to learn more about academic staff, their classes, and the potential for research opportunities. Seven interviews were completed and compiled into a website that will continue to be expanded in coming years.

Objectives

Increase student-staff collaboration on and understanding of research projects and opportunities outside of the classroom
Allow students to learn about potential opportunities for research and dissertation topics
Allow students to learn about and better match with potential supervisors

Context

The MSc Environmental Management program is split between SAGES and SAPD; while this offers students an ability to interact with and pursue classes in a wide range of specialties, it also makes it difficult to understand all of the opportunities available and to connect to professors you may want to research with or have supervise your dissertation. Therefore, this project aims to help MSc Environmental Management students and others begin getting to learn more about their professors.

Implementation

I coordinated a group of 5-6 students who were interested in performing the interviews. We developed the questions and a plan for how to progress moving forward. Some of our questions included:

Could you give us an elevator pitch for why students should care about your field and research?
Who is your academic hero?
What is a recent finding in your research?
Do you have any research horror stories?
If you were stranded on a desert island, what are three items you would bring with you?

We assigned different professors to each individual to contact and interview. Because of scheduling conflicts, this process took most of the spring term. I then compiled and edited the videos, uploaded them to a new website, which will be made available and discussed with future students.

Screenshot from Exploring Research Opportunities website

Impact

We successfully completed 7 interviews with faculty members in SAPD and SAGES with several student volunteers. We also developed a website to house the videos and to provide future students with more information on academic staff and research opportunities. Now that the interview structure and website interface is developed, future students will be able to benefit and contribute to this project, allowing its impact to continue growing.

Reflections

Overall, this project was successful in creating a space and platform for students and staff to connect on a more personal level outside of the classroom. One of the main difficulties in executing this project was finding students and staff who felt comfortable participating and who had sufficient time in their schedule. Because of this, we completed fewer interviews than originally planned. However, the professors we interviewed spanned a wide variety of disciplines and backgrounds, and we also established a simple and easily replicated format for future interviews. We created a sample script and now have several example videos that will allow future interviews to proceed smoothly and quickly. Additionally, continuing to add to this project year-round would allow more time to coordinate with student and staff busy schedules. This groundwork will therefore allow the project to continue to expand in future years.

Follow up

This project had multiple iterations and changed significantly over time. Working with other students who were interested in performing the interviews, we developed the final set of questions and format we would want to use. We opted for short interviews that we recorded and uploaded to a website. We decided, given the availability of professors, that it would be better to develop this into a resource for future students rather than a shorter project aimed at current students. Students will be able to use this interview collection as a resource, and as other professors see the purpose and format of the project, they may also be interested in completing interviews remotely to be uploaded onto the platform, thus expanding the project’s use. Due to the change in audience and a conflict with another departmental event, we had to cancel the original idea for an end-of-year event mixer where students could meet and mingle with professors, lecturers and fellows. However, as the project continues to expand, this may be something to consider in future years.

Links

https://exploreuorenvironment.wordpress.com/