University of Chichester Learning and Teaching Conference 2015 Tuesday 9th June
Reconceptualising the Student Experience: Students as Partners #LTswapshop
Plenary
“
Students as Partners: Reflections from Portsmouth University
Engaging students and staff effectively as partners in learning and teaching is arguably
one of the most important issues facing higher education in the 21st century. Students as partners is a concept which interweaves through many other debates, including assessment and feedback, employability, flexible pedagogies, internationalisation, linking teaching and research, and retention and success...it is timely to take stock and distil the current context, underlying principles and directions for the future of work on students as partners’ (Healey et al, 2014). Set against the context of the HEA framework, the aim of the conference is to highlight best practice around the key themes of: (i) learning, teaching and assessment, (ii) curricula design and pedagogic consultancy, (iii) subject-based research and enquiry, and (iv)
Learning and Teaching Conference 2015
Learning and Teaching Conference 2015
Welcome
scholarship of learning and teaching.
Key Note Speaker Ellie Russell
Students and academic developers have been working in partnership for the last three years at Portsmouth University (UoP). This is a professional development partnership working with staff new to teaching at the University. Students are working as Student Academic Facilitators (SAFs) supporting staff in learning and teaching workshops. New staff go on to obtain their Academic Professional Excellence Programme (APEX) Fellowship award, which is aligned to the Higher Education Academy (HEA) UK professional standards. This year SAFs have been working on their own case studies and have been awarded for their contribution to learning and teaching at the studentled teaching awards. We intend that SAFs will gain an Apex award on completion and have their achievements recognised in the Higher Education Achievement Record (HEAR). We hope that ultimately the SAF programme and award will be formally aligned to the HEA UK professional standards. We will talk about our partnership journey so far and how we intend to further develop and embed this partnership within the University including the development of our SAF Alumni network. We will also consider the impact of being awarded the HEA national student staff partnership award at the HEA conference last year. Our strategic plan involves embedding our learning and teaching partnership university wide and we will talk about how we hope to do this.
Partnership
We will draw on contributions from the University of Chichester ‘Students as Partners’ Learning and Teaching Conference as we talk about ways to develop and embed partnership. At this point we will open up the discussion to everyone so we can begin to identify key principles of partnership and ways forward.
Email: ellie.russell@nus.org.uk
Presenters:
The Principles of Student Engagement
Madeleine Worsley, SAF Co-ordinator, Zulfa Kaseruuzi Alumni SAF, Susan Gibbs Academic Developer
Student Engagement and Partnership Manager for the Student Engagement
In order to enhance the advocacy and practices of student engagement in institutions and students’ unions, we need to better understand and articulate the dimensions of student engagement and their value and impact. This session will consider the ways in which student engagement and partnership is being conceived of and implemented in the HE in sector in England, and introduce The Student Engagement Partnership’s ‘Principles of Student Engagement’.
Some of the following SAFs will be presenting with us: Ronald Ssebaduka, Gemma Isaj, Tolu Ijiti, Robin Eklind, Matthew Worsfold
Ellie Russell is the Student Engagement & Partnership Manager for The Student Engagement Partnership, which supports, develops and promotes student engagement knowledge and practice in the higher education sector in England. TSEP is housed by NUS and funded by HEFCE, Guild HE and AoC. Ellie joined NUS in 2011 after graduating from the University of Leeds with a degree in Politics and Parliamentary Studies. During her studies Ellie completed placements in MP’s offices in Westminster and the Canadian Parliament, and was a trustee of Leeds University Union from 20072011. Prior to starting university, she held the elected position of Vice President (Further Education) of NUS from 2005- 2007.
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Programme Outline Coffee and Registration
Venue: Cloisters
Venue: Mitre Lecture Theatre
9.30am
Welcome and Introduction
9.40am
The Principles of Student Engagement
Ellie Russell, Student Engagement and Partnership Manager for the Student Engagement Partnership 10.30am Session A Venues:
Strand 1 - Mitre Lecture Theatre Strand 2 - LO6 Strand 3 - E124
Learning and Teaching Conference 2015
Learning and Teaching Conference 2015
9.00am
Session A Time: Strand 1 (MLT):
10.30pm to 10.50pm 1
Dr Matt Smith, University of Chichester
Strand 2 (LO6):
2
Strand 3 (E124):
3
Strand 1 (MLT):
2.00pm
4
Strand 2 (LO6):
Venues: Strand 1 - Mitre Lecture Theatre Strand 2 - LO6 Strand 3 - E124
4
‘It takes two to tango’: Using ICT to Inform Learning, Teaching, Assessment and Achievement
5
Going Global: Students as Partners in Sharing Languages and Cultures Sue Lavender, University of Chichester
Strand 3 (E124):
6
Lunch
Engaging Students in Student Engagement Katie Akerman, University of Chichester
Venue: Cloisters
Time:
Session C
Venues: Strand 1 - Mitre Lecture Theatre Strand 2 - LO6 Strand 3 - E124
Plenary Cafe
3.15pm
Venue: Cloisters
4.00pm
Q&A and Summary
4.15pm
Learning and Teaching - Going Forward
University of Chichester
Using Screencast Software to Improve Student Feedback
John Holder and Joanne Hooker, Southampton Solent University
12.00pm Session B
1.15pm
Melissa Mantle, University of Chichester
10.55am to 11.15am
Venue: Cloisters
Curricula Design and Pedagogic Consultancy
Dr Emily Finch, University of Surrey
Time:
11.40am Refreshments
‘It’s not just about the mark’: Working with Students to Engage Them with the Feedback Process
Grab a tea or coffee and join us at the Plenary Cafe Students as Partners: Reflections from Portsmouth University
11.20am to 11.40am
Strand 1 (MLT):
7
Strand 2 (LO6):
8
Students as Partners in Assessment
Dr Emma Mckinley and Dr Andy Clegg, University of Chichester
Forum Theatre: A Mechanism for Social Work Exploration and Reflection Lisa Armstrong, University of Chichester
Strand 3 (E124):
9
How to Encourage UK-Based Students to Study or Work Abroad Through the Eramus+ Programme Stephanie Demont and Claudio Zanchi, Southampton Solent University
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Session C
Session B
Strand 1 (MLT):
12.05pm to 12.25pm 10
Enhancing the Student Learning Experience: Perspectives from Self-Funded International Phd Students Emmanuel Mogaji and Nenadi Adamu, University of Bedfordshire
Strand 2 (LO6): Strand 3 (E124):
11
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Reflective Writing
Rob Warwick, University of Chichester
‘e-LATE(D): e-Learning and Teaching Enhancements – Peer Assessment in the Social Sciences’
Learning and Teaching Conference 2015
Learning and Teaching Conference 2015
Time:
Time:
2.00pm to 2.20pm
Strand 1 (MLT):
19
Strand 2 (LO6):
20
Using PBL with Level 4 Child Development Students Rob Abbott, University of Chichester
Peer-Led Group Supervision - A Model to Support and Inspire Students to be ‘Active Discovers and Constructors of their own Knowledge’ Jo Strang and Jon Old, University of Chichester
Strand 3 (E124):
21
Brandy and Pep - A Partnership Approach Micheal Holley and Darren Mapleloft, University of Chichester
Wendy Maples and Rob Parsons, Open University
Time: Time: Strand 1 (MLT):
13
12.30pm to 12.50pm
Strand 1 (MLT):
22
‘Real and Live’ Architectural Projects at the University of Portsmouth
Strand 2 (LO6):
23
Martin Andrews, University of Portsmouth and David Goodman, University of Chichester
Strand 2 (LO6): Strand 3 (E124):
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Students as Peer Teachers on a Graphic Design Course Louise Downer, Isle of Wight College
‘Focus on the learning not the task’ - A Story of Formative Feed Forward
Audrey Horton, Christine Fountain and Louise O’Sullivan, Southampton Solent University
Time: 16
Strand 2 (LO6):
17
Engaging Students in the Learning Process Jodie Hope, University of Chichester
Special Interest Groups, Teach-Meets and Other Ways of Engaging Students in Subject-based Research and Enquiry Sue Bentham, University of Chichester
Strand 3 (E124):
24
Time: Strand 1 (Mitre):
Student Engagement in Action
University of Chichester Music Students
2.50pm to 3.10pm 25
Students as Partners in Dance - Reflecting on Employability Journeys Cathy Childs, University of Chichester
12.55pm to 1.15pm
Strand 1 (MLT):
2.25pm to 2.45pm
Strand 2 (LO6):
Customer Journeys - Reflections from SIZ
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Taking on Big, Real World Projects – What do we Really Learn? Linda Cooper, Matt Jolly, Gee King and Duncan Reavey, University of Chichester
Ruth Galloway, University of Chichester
Student Engagement Starts with Students as Partners A Module Case Study Kathryn Seal, University of Chichester
Strand 3 (E124):
18
Students as Partners in Dance Research: Changing my Approach to Teaching Jayne McKee, University of Chichester
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Abstracts Time:
Abstracts Session A - 10.30am to 10.50am
Strand 1: Mitre Lecture Theatre Venue:
No. 1
‘It’s not just about the mark’: Working with Students to Engage Them with the Title: Feedback Process Contributor(s):
Dr Matt Smith
Institution:
University of Chichester
Time:
Strand 3: E124 Venue: Title:
Contributor(s):
Dr Emily Finch
Institution:
University of Surrey
Student dissatisfaction with assessment and feedback seems to be an almost universal characteristic of any evaluation of student experience, whether this is at module, programme, institution or national level.This session will start by summarising the results of an investigation into the specific nature of this dissatisfaction and move on to outline the three different approaches that were implemented with a view to improving the quality and usefulness of feedback. The central focus of the session will be the most successful of these methods: the use of screen cast software which enables the marker to provide a commentary on the student’s work, offering a personalised and more nuanced approach to feedback than the other methods considered.The session will highlight the benefits of this method of providing feedback whilst acknowledging its disadvantages and it will conclude with a review of student responses to this approach to providing feedback. Although this session refers to approaches to marking undertaken in the setting of a law degree, it is not subject specific and could be of interest to academics working in any discipline who are involved in providing feedback on written work.
Our external examiner has regularly commented on the high standard of feedback we provide, yet has questioned to what extent our feedback actually ‘improves the trajectory for the student in future assessments’ (Coffee, 2013). Indeed, a frustration of many academics who spend so much time carefully marking students’ written work and writing detailed comments to help students understand how to improve their work… yet when feedback is released electronically, most students look at the mark and barely register the feedback (and commonly, we are left with many uncollected scripts). As a team, we considered various ways of addressing this, and one idea trialled was particularly effective. This involved a self-assessment exercise, where marked/annotated scripts of work were returned without the mark or the overall feedback comments. Students then considered their own work, identified strengths and weaknesses, and highlighted the most pertinent areas they need to address in order to improve future work. In this presentation, I will outline more specifically how the session worked, and from both my own reflections and the reflections of the students, offer thoughts about how best this session might work in the future and identify some of the issues than need consideration when running such a session.
Session A - 10.30am to 10.50am
Strand 2: LO6 Venue: Title:
Curricula Design and Pedagogic Consultancy
Contributor(s):
Melissa Mantle
Institution:
University of Chichester
No. 2
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Student teachers work in partnership with their training schools and University based lecturers. In order to encourage the student teachers to reflect on their experience and start to understand the influence of partnerships within education an action research project: a qualitative study on the process of reflection with student teachers studying PGCE PE, found the most suitable pedagogical approach to encourage reflection (analysed by using Dewey’s stages of learning) in student teachers were organised focus groups, discussion groups and interviews showed a limited amount of reflection and there was no reflection found in the written journals. Since the study oral focus groups have been included in the programme and in related undergraduate programmes however the lack of written reflection has caused concern. Swapping: evaluation of reflective learning strategy and related findings. After consideration there are several key factors that could attribute to the lack of written reflection: student teacher of PE naturally prefer oral communication in a group setting; the students associate writing with academic work that will be graded; students associate written reflection with a lesson evaluation that will be shared and assessed; the students are educated in a system that fails to highlight the importance of learning through written personal reflection (we are instructed rather than educated). Swapping: ways to move forward.
University of Chichester
Time:
No. 4
Session A - 10.55am to 11.15am
Strand 1: Mitre Lecture Theatre Venue: Title:
‘It takes two to tango’: Using ICT to Inform Learning, Teaching, Assessment and Achievement Contributor(s):
John Holder and Joanne Hooker
Institution:
Southampton Solent University
Contact: john.holder@solent.ac.uk / joanne.hooker@solent.ac.uk
Contact: v.brown@chi.ac.uk
Using Screen Cast Software to Improve Student Feedback
Contact: e.finch@surrey.ac.uk
Contact: m.smith@chi.ac.uk
Time:
No. 3
Session A - 10.30am to 10.50am
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This presentation is based on a case study of a Level 5 International Research Skills unit. It examines this semesterised unit by comparing a variety of Information Communications Technology data including the Virtual Learning Environment myCourse usage, attendance monitoring, the use of lecture capture, assessment preparation and hand-ins, as well as unit surveys and results. It’s an interesting unit as taught by distance learning as well as face-to-face classes at Solent, involving a high proportion of Erasmus incoming students. The aim of this presentation is to reflect on how to make smarter interventions when planning teaching, learning and assessment, based on actual data. The objectives are to find out what students actually do, why, and when, and how this might relate to student performance (both qualitatively in terms of the student experience, and quantitatively in terms of results).
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Abstracts Time:
Abstracts Session A - 10.55am to 11.15am
Strand 2: LO6 Venue:
No. 5
Time:
Session A - 11.20am to 11.40am
Strand 1: Mitre Lecture Theatre Venue:
Title:
Going Global: Students as Partners in Sharing Languages and Cultures
Title:
Contributor(s):
Sue Lavender
Contributor(s): Dr Emma Mckinley and Dr Andy Clegg
Institution:
University of Chichester
Institution:
Contact: s.lavender@chi.ac.uk
‘Going Global’ is a University-wide ‘students as partners’ initiative which facilitates students and staff to mentor and be mentored in aspects of languages and cultures. This year’s pilot project involved 26 participants and 11 languages. Mentors and mentees negotiated their learning/teaching experiences and were supported via 3 plenary sessions and on-line resources. The conference presentation focuses on one of the project’s major aims, namely to encourage non first language users of English to act as mentors of their home languages and cultures. Such participants typically work in and adjust to a language and culture which is ‘other’. Many come from academic cultures strongly focused on transmission delivery styles with students as recipients of knowledge.The project thus aimed, in a small way, to enfranchise such participants by valuing their ‘otherness’ and enabling them to act as partners in learning. It further aimed to develop the University as an international community by valuing its range of languages and cultures and encouraging all to participate in exchanges. The presentation reports on the experiences and reflections of its participants in their roles as partners in learning. The team aims to build on this evaluation so that language mentoring and cultural exchange can become more fully embedded within the University community.
Time:
Session A - 10.55am to 11.15am
Title:
Engaging Students in Student Engagement
Contributor(s):
Katie Akerman
Institution:
Director of Quality and Standards, University of Chichester
No. 6
Time:
Session A - 11.20am to 11.40am
Strand 2: LO6 Venue:
No. 8
Forum Theatre: A Mechanism for Social Work Exploration and Reflection
Contributor(s): Lisa Armstrong Institution: University of Chichester
Student engagement is a now-familiar concept, having gained traction through QAA’s inclusion of student reviewers on reviews and a section of the Quality Code dedicated to the topic. HEFCE are also long-standing supporters, and with the Competition and Market Authority’s guidance on consumer protection legislation and its applicability to higher education, others are hopping on the bandwagon, a notable example being Which?. HEFCE’s research shows that where students are highly engaged they are more likely to succeed in their learning. Similarly, QAA notes that where student engagement is highly developed and pervades institutional culture, related features of good practice are found. The Academic Quality and Standards Unit at the University support a number of measures undertaken throughout the University and this year is piloting the inclusion of students in programme approval. Does this measure (and others) work?
University of Chichester
University of Chichester Business School
Increasingly, there is a movement within Higher Education to support students as partners within their learning experience. As the culture of HE continues to evolve, there has been greater focus on the need to ensure that we, as HE professionals, are supporting students in their development as independent learners, with transferable skills, enhancing employability and ensuring they are equipped for a professional working life. In addition to recognising students as having a role within curriculum development, HE governance to name just two areas, there has also been a growing acceptance among the HE community that the assessment process should be more transparent (Rust et al, 2003). As such, assessment has moved away from the traditional teacher-led process diversifying into alternatives, including peer-, self- and co- assessment practices (Dochy et al, 1999). In the past, students have struggled to grasp a number of the concepts being presented to them during their Research Skills modules, with many of them being quite abstract in nature. This study aims to show that by encouraging students to engage in a self-assessment process, they will improve their understanding of the assessment criteria, and therefore the theory underpinning the assessment. Additionally, it is hoped that this will enhance their overall understanding of research methods and analysis, which can be applied to other modules within their curriculum. This paper will present the findings of the study and will make recommendations as to how this form of self-assessment can be used to better support the student learning experience.
Title:
Contact: k.akerman@chi.ac.uk
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Students as Partners in Assessment
Contact: e.mckinley@chi.ac.uk / a.clegg@chi.ac.uk
Strand 3: E124 Venue:
No. 7
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Contact: l.armstrong@chi.ac.uk
Forum theatre is a derivative of Theatre of the Oppressed both originate from the work of Augusto Boal. Boal utilized simultaneous dramaturgy, this means the performance actively grows from the script on stage via the involvement of the audience. The actors and the audience also have the ability to stop and actively change the direction and outcome of the performance. This makes the process empowering for students, encouraging group learning and support. This organic and dialectic process reflects the individuality of much social work interaction with service users and can be utilized by academics in partnership with their students and service users as an important experimental learning tool allowing students to reflect in and on their actions. The process is iterative, and so enables students to direct and to repeat, “rewind” an intervention or a process with the aim of refining the overall intervention by working on their body language, or their communication style.
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Abstracts Time:
Abstracts No. 9
Session A - 11.20am to 11.40am
Strand 3: E124 Venue:
How to encourage UK-based Students to Study or Work Abroad Through the Erasmus+ Programme?
Title:
Session B - 12.05pm to 12.25pm
Venue:
Strand 2: LO6
Title:
Facilitating Reflexivity in Partnership through Writing and Reading Aloud Narratives in the Classroom
Contributor(s): Stephanie Demont and Claudio Zanchi
Contributor(s): Rob Warwick
Institution: Southampton Solent University
Institution:
Contact: stephanie.demont@solent.ac.uk / claudio.zanchi@solent.ac.uk
Contact: r.warwick@chi.ac.uk
At Southampton Solent University, as in any other UK university, we receive each year many exchange students through the Erasmus + programme. The aim of this programme is to “improve the level of key competencies and skills through increased opportunities for learning mobility” (European Commission, 2014, p.28). Feedback from students having benefited from this experience is extremely positive and, as lecturers, we can see in the classroom how the learning and teaching process can be enhanced by the presence of Erasmus students. However at SSU, the number of UK based students going abroad remains low.The university, as part of its internationalisation strategy, has set up a university wide international exchange task and finish group to understand why our students are less likely to study or work abroad whilst undertaking their undergraduate studies. The presentation, based on the findings of this exchange task and finish group, explores first the reasons behind such low intake. The presenters, who are incoming and outgoing Erasmus coordinators for the Faculty of Business, Sport and Enterprise, will then reflect on what strategy could be put into place at their level to encourage Erasmus + provision within their Faculty to encourage our students to become international partners.
Session B - 12.05pm to 12.25pm
Venue:
Strand 1: Mitre Lecture Theatre
Title:
Enhancing the Student Learning Experience: Perspectives from Self-Funded International PhD Students
University of Chichester Business School
Reflexivity is important for self-development and can shine an important and valid light on organisational life (Cunliffe, 2003), (Hardy et al., 2001), (Gray, 2007), (Corlett, 2012). A way to work with such experience and insight is the writing and analysis of experiential narrative (Warwick and Board, 2013), (Macbeth, 2001). In this study narrative reflections of the same Level 5 Business School module on project management, written as part of the assessment process, were compared. In one cohort students were set the task of writing a reflection of their learning which was accompanied with a lecturer brief as to the features of a reflective narrative. A year later students were set a similar task, this time with the addition of the following classroom activity: they were encouraged to discuss the module in groups of 4 or 5 and to talk about any ‘striking moments’ that had surprised or unsettled them. They were given fifteen minutes to write a narrative, the style of which did not matter. They then read this slowly to their group and to engage in another round of conversation, noticing and note taking. A comparative analysis of the narratives demonstrated a substantial and more consistent use of the first person singular and pleural, indicators of engagement with one’s own practice. There was more explicit references to their own experiences of power, ambiguity, dealing with problems and difficulty with communication in the tasks set during the module. The use of narrative and performance encourages a greater reflexive awareness of though and practice.
No. 10
Time:
No. 11
Time:
Contributor(s): Emmannuel Mogaji and Nenadi Adamu Institution:
University of Bedfordshire
Contact: emmanuel.mogaji@beds.ac.uk
There are suggestions that the increase in UK higher education fees has led to a greater focus on enhancing the student experience by the universities. However, although International students have been paying high fees over the years, it is unclear if universities are investing in enhancing their peculiar student and learning experiences. This research explores the experience of self-funded international PhD students, on the premise that they also, deserve quality student experiences. In examining current student experiences, semi structured interviews were carried out using a small sample of students. Some of the findings indicate that most international self-funded PhD students do not believe they have adequate learning support, and they are often expected to perform on the same level as their home counterparts. While this is possible, it is believed that international PhD students would benefit from a more structured support system to enhance their learning and student experience. Including a structured learning path of courses to the PhD curriculum, staggered through the first two years would be ideal as well as incorporating opportunities to work closely with more experienced researchers. Peer to peer mentorship is also recommended, and also a focus on enhancing their post PhD employability is vital.
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Abstracts
Abstracts No. 12
Time:
Session B - 12.05pm to 12.25pm
Venue:
Strand 3: LO6
Title:
‘e-LATE(D): e-Learning and Teaching Enhancements – Peer Assessment in the Social Sciences’
Contributor(s): Wendy Maples and Rob Parsons Institution:
Venue:
Strand 1: Mitre Lecture Theatre
Title:
‘Real’ and ‘Live’ Architectural Projects at the University of Portsmouth
Contributor(s): Martin Andrews and David Goodman University of Portsmouth / University of Chichester
Contact: martin.andrews@port.ac.uk / m.goodman@chi.ac.uk
Contact: wendy.maples@outlook.com / r.j.s.parsons@open.ac.uk
Session B - 12.30pm to 12.50pm
Institution(s):
Open University
No. 13
Time:
We intend to ‘swap’ our experience of running a peer assessment programme with colleagues in the OU’s Social Science Faculty as part of a course (e-Learning and Teaching Enhancements) designed to improve tutors’ capacity to teach online. After a description of the peer assessment project, we address a number of themes that emerged from surveys of and interviews with participants about their experience of peer assessment including: uncertainty and anxiety: working outside participants’ comfort zones, the important of preparation, for both tutors and students, including a clear pedagogical rationale for the process as well as clear practical guidelines, efficacy of peer assessment in focussing participants on long-term learning goals and better learning practices, and on the subject-based content of the set assignment, understanding learning as a collaborative process: the emergence of new student-student, and student-tutor relationships, ‘independent learning’: new understanding of and engagement with the idea of reflective, independent learning In reflecting on the feedback from participants and our own experience of teaching on the ‘e-LATE(D)’ course, we consider the pedagogy that has informed our peer assessment approach, including the importance of formative learning assessment as an integrated part of a course’s formal teaching-learning-assessment architecture.
‘Core Curriculum’, ‘Extracurricular’, ‘Quasi Live’, ‘Non-hypothetical’, ‘Real’; with so many terms being used to describe ‘Live’ projects situated within the context of architectural education, what makes a ‘Live’ project truly ‘Live’ and how does this experience and practice relate to other disciplines?
The Case Study:The Project Office ‘Field Trip’ 2009 to 2014.
Many, if not all, Schools of Architecture advocate educational benefits to students of travelling internationally or within the United Kingdom for field trips. In addition to the normal ‘offer’ by Portsmouth School of Architecture, the Project Office invites staff and students across the School to engage with a 5-day ‘Live’ project working with a ‘Real’ Client located within Portsmouth or Hampshire. Judged by the Client, prizes are awarded at the end of the week to the best design proposals. The process builds on knowledge exchange models, relates to concepts of problem based learning and becomes an immersive process of full client engagement towards co-design/ co-production.
This case study will present the process from the 2014 ‘Field Trip’, explain the framework used in the engagement with the Client, discuss three distinct perspectives associated with live architectural projects and raise questions that apply to live projects in other disciplines.
Student perspective: Year-on-year, what attracts students to this type of ‘Field Trip’? Why choose a ‘Field Trip’ that requires hard work, tight time constraints, group working and presenting to a layclient and does this add value to their Higher Education experience?
Staff perspective: What does engaging with an external client outside of core curriculum, working with emerging and market led technologies mean for the academic. How can you manage the risks in terms of the student experience and the relationship with the client?
Client perspective: A non-confrontational design approach where design risk is encouraged may be exciting but what next? At a surface level divergent and diverse ideas, a rapid and intensive design period beyond industry norms can provide an attractive option, however what happens if you want to build the output?
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Abstracts
Abstracts Time:
Session B - 12.30pm to 12.50pm
Venue:
Strand 2: LO6
Title:
Students as Peer Teachers in a Graphic Design Course
No. 14
Session B - 12.55pm to 1.15pm
Venue:
Strand 1: Mitre Lecture Theatre
Title:
Students as Partners Customer Journeys - Reflections from SIZ
Contributor(s): Louise Downer and Michael Acain
Contributor(s): Ruth Galloway
Institution(s):
Institution(s):
Isle of Wight College
University of Chichester
Contact: Louise.downer@iwcollege.ac.uk / mickey.acain@gmail.com
Contact: r.galloway@chi.ac.uk
Here we explore a successful approach on a Graphic Design FdA where students take ownership of their own learning through teaching and support of other students. Within constraints of the curriculum, students became active, productive and collaborative in their selection of techniques and skill sets, which they considered relevant to the design industry. Electronic tutorials were planned, managed and produced by students for their peers. Students often have greater knowledge of software techniques than tutors, which can lead to interesting and unexpected outcomes. It is beneficial for tutor, learning from the “partner” the high level of skills; beneficial to the student who acquires these skills; beneficial to the “partner” who has investigated and developed the skills. This approach to “students as partners” will be adopted more widely as a philosophy underpinning this programme and others including FE courses. We include a demonstration of a tutorial on Camtasia, a tool for capturing screen audio and video for the delivery of software applications, developed by Michael for use by peers. We will provide lecturer and student perspectives on how this partnership has impacted upon student learning, the opportunity it has given for personal and professional development and cultivation of an ethos of mutual respect and team working.
No. 15
Time:
Session B - 12.30pm to 12.50pm
Venue:
Strand 3: E124
Title:
‘Focus on the learning not the task’ - A Story of Formative Feed Forward
Contributor(s): Audrey Horton, Christine Fountain and Louise O’Sullivan Institution(s): Southampon Solent University Contact: audrey.horton@solent.ac.uk / christine.fountain@solent.ac.uk / 9osull64@solent.ac.uk
Lecturers and students will share their story of formative feedforward. Together we will share how, working together to do something a little bit different, provides an excellent opportunity to more fully appreciate the demands of an assessment and ultimately to improve their final grade. The formative L6 sessions for the students are brief, fun, engaging and informative. They encourage a surprising amount of reflection and focus on the demands of the final assessment. Students review their own and their peers’ work. The learning is collated and the key issues to support the summative assessment considered. We have achieved a consistent level of achievement with this assessment and students often reflect on the value of the session. Formative feedback for the purposes of this paper is defined as: feedback that will directly influence the success of the unit assessment and also in a wider context where such feed-forward will support transferable skills in other units. Students, for example, Louise O’Sullivan who was part of last year’s cohort will be part of the presentation team and she will share her experience of the sessions, the feed forward, and consider the difference it may have made to her personal and group outcome.
No. 16
Time:
In 2012, we opened the door to the University of Chichester’s new Support and Information Zone. This was a bold and innovative step to provide a ‘one-stop shop’ for many front line services including Library, IT, Reception, Academic Registry, Finance as well as making bookings for the Student Support and Wellbeing team. Three years in and how are we doing? Well, we know we’re busier than ever, that the scope of the services we deliver is broad and the service is continuously evolving to meet changing needs. Therefore we understand the importance of engaging with our customers, testing systems and processes and encouraging all kinds of feedback. Since our launch we have held several surveys including ‘100 day’, an extended hours survey, a mystery shopping exercise and an annual light-hearted Father SIZmas survey.We engage with social media, welcome feedback forms, are represented on programme boards and link each SIZ advisor with a supporting team to ensure knowledge is current, relevant and accurate. However, the aim of this presentation is to discuss one specific way in which the SIZ has worked directly in partnership with students. We asked a recent cohort from our Business School to monitor the quality and value of the service experience offered through SIZ. In this approach each student completed a journey relating to a specific task either in person, by phone or digitally. The journey maps have been carefully designed to reflect the quality of service encounters from a user perspective at each point along the way. The results have been revealing and of great value to the future planning and evolution of the SIZ.
No. 17
Time:
Session B - 12.55pm to 1.15pm
Venue:
Strand 2: LO6
Title:
Student Engagement Starts with Students as Partners - A Module Case Study
Contributor(s):
Kathryn Seal
Institution(s):
University of Chichester Business School
Contact: k.seal@chi.ac.uk
The events and tourism industry’s success depends on working in partnership with peers, customers and suppliers. The Events Modules at University of Chichester highlight this important employability skill through focussed Student engagement in ‘real life’ learning and assessment. Coming from an industry background, I created the module content around Student as Partner, as well as knowledge of what would make the student’s CV stand out from the crowd. From week 1 of the module the students are given an ‘imaginary’ events company to base all the theoretical learning and knowledge around and are treated as ‘Partners’ in the industry. This session will highlight the teaching methods and learning outcomes ‘Student as Partner’ has on student engagement.
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Abstracts
Abstracts No. 18
Time:
Session B - 12.55pm to 1.15pm
Venue:
Strand 3: E124
Title:
Students as Partners in Dance Research: Changing My Approach to Teaching
Contributor(s):
Jayne McKee
Institution(s):
University of Chichester
This presentation illustrates the key role of BA Dance students in the development of the Dance Technique Programme, and how a developing student and staff partnership is impacting on teaching and learning. It will consider how practice-based research has informed curriculum development, enabling the delivery of dance specific fitness training to first year students with a view to developing the athletic artist. The presentation will examine the central role of student health and wellbeing as the driving force behind the initiation of this approach to Dance in Higher Education. Drawing on research in the field of Dance Science, qualitative and quantitative methodologies have been used in the monitoring and development of the programme. It will consider examples of how this research partnership is empowering and engaging students as they work to develop their dance skills and the impact it is having on my own teaching practice. Finally it will consider how this partnership is continuing to evolve through a co-researching approach into the what, why and how of university dance training, with a focus on the potential to optimise student learning and performance, training fitter, healthier and better informed dance practitioners for the future.
Time:
Session C - 2.00pm to 2.20pm
Venue:
Strand 1: Mitre Lecture Theatre
Title:
Using PBL with Level 4 Child Development Students
Contributor(s):
Rob Abbott
Institution(s):
University of Chichester
Session C - 2.00pm to 2.20pm
Venue:
Strand 2: LO6
Title:
Peer-Led Group Supervision – A Model To Support And Inspire Students To Be ‘Active Discoverers And Constructors Of Their Own Knowledge’
Contributor(s):
Jo Strang and Jon Old
Institution(s): University of Chichester
Contact: j.mckee@chi.ac.uk
No. 20
Time:
No. 19
Contact: j.strang@chi.ac.uk / j.old@chi.ac.uk
The idea to pilot peer-led group supervision with BA Social Work students undertaking practice placements, stemmed from a number of learning needs that had been repeatedly identified at Quality Assurance meetings over previous years. Namely, the need for students to be further encouraged and supported to undertake self-reflection and apply theory and research to their practice. During this session we will describe the model that was introduced to students and present the research findings from an evaluation of the students’ experiences. Many outcomes predictably matched the considerable writing around the topics of groupwork and peer support. However it is the student feedback about what would improve the groups which inform the discussion about this model; both in the context of the large body of work around teaching and learning and with the aim of analysing why and how the model can consistently function as a positive learning environment. The intention is to consciously identify why the process is a beneficial learning experience and to highlight the specific skills required of the facilitator, even when playing a largely observational role. From this discussion, suggestions are made about how the model could be beneficial to students studying a wide range of academic and practical subjects. Principally because the model can be seen to achieve many key components of a learning environment which encourages and supports ‘deep’ learning.
Contact: r.abbott@chi.ac.uk
This session will look at a planned PBL module to be used within an Early Childhood Studies Child Development module in semester 1 2015-16. The session will explore the developing plans for this module and consider the way in which learning will take place using extended PBL scenarios. It will also look at the ways in which students will be engaged as learners and partners in this process. For me the important part of this process will be the move from a moderately didactic approach to teaching to one which engages the students as partners in their own learning; the move will be from a passive mode of learning to one which encourages students to be creative and take an active role in the learning process and the way their knowledge is organised. It is also hoped that students will also participate in research emerging from their ongoing reflections about the module and their evaluations once they have completed the module.
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Abstracts
Abstracts
Time:
Session C - 2.00pm to 2.20pm
Venue:
Strand 3: E124
Title:
Brandy and Pep - A Partnership Approach
Contributor(s):
Michael Holley and Darren Mapleloft
Institution(s):
University of Chichester
No. 21
In November 2014, Level 4 and 5 students on the BA Hons Digital Film Production & Screenwriting programme at the University of Chichester, worked alongside staff and professional associates in the production of the short fiction film ‘Brandy & Pep’. The project had numerous aims but was driven initially by aligning staff research objectives with the student learning experience. We often ask students to go and make a fiction film. We can teach them about the skills they will need to accomplish this, however if the students have never been onto a professional film set, can we expect the best results? Do they even understand what we are asking them to do, in an industrial context? The University expects all academic staff to be active researchers. For the equally ambitious staff in Digital Film Production & Screenwriting, this requires us to produce drama productions for the screen. Many professionals in the film and TV industry are very keen to support ‘real world’ experiences for students but are too often not in the position to offer these experiences on professionally made films. Could we combine these needs and desires through making a professional standard drama production? The result is coming to a cinema near you soon. ‘Brandy & Pep’, directed by Tim Pope
Time:
Session C - 2.25pm to 2.45pm
Venue:
Strand 1: Mitre Lecture Theatre
Title:
Engaging Students in the Learning Process
Contributor(s):
Jodie Hope, SU President
No. 22
Institution(s): University of Chichester
Venue:
Strand 2: LO6
Title:
Special Interest Groups, Teach-Meets and other ways of Engaging Students in Subject-Based Research
Contributor(s):
Sue Bentham
Contact: s.bentham@chi.ac.uk
This session will outline how M-level provision in Education has trialled and implemented innovative ways to foster a research culture. In this session a number of initiatives will be shared which will include:
- Special Interest Groups for dissertation students
- Teach Meets where past students return to share their research and the impact that this has had on their practice with current M-level students
- A consideration of how the findings of M-level student dissertations can be developed into M-level modules
- Ways in which past students can contribute to the learning of present students.
No. 24
Time:
Session C - 2.25pm to 2.45pm
Venue:
Strand 3: E124
Title:
Student Engagement in Action
Contributor(s):
Victoria James, Pete Maher, Jess Bhatty-Garcia, IzzI Cooper and Freya Josling
Institution(s):
University of Chichester Music Students
Contact: l.richie@chi.ac.uk
Contact: j.hope@chi.ac.uk
Session C - 2.25pm to 2.45pm
Institution(s): University of Chichester
Contact: m.holley@chi.ac.uk / d.mapleloft@chi.ac.uk
No. 23
Time:
This presentation will look at the importance and value of partnership and how to ensure that our students are active participants in the learning process.We will look at ways to engage and develop elected Student Voices and how to use Student Voices to manage student perception. We will also discuss how to make more effective use of technology in order to engage with an ever changing student body and review ways in which to engage with post-graduates.
From planning to fundraising to engagement and leadership and finally producing results, the Musiquality project has taken student engagement to a new level. Five third year music students studying Instrumental / Vocal Teaching at the University of Chichester decided to go with their lecturer on a trip to realise a collaboration that had begun in class as a skype across continents. Chichester students connected with students from Righetti HS, north of LA, working collaboratively across disciplines - with Music, English, and Art. The trip in May, 2015 makes this face-to-face, where the Chichester Musiqulaity group performs and works with the students to collaboratively create and record music in a 4-day trip to Yosemite. Everyone is going outside of the school term, and the trip has been student led, and self-funded to cover all costs. The students have put their specialist degree skills into practice in a way that brings quality and connection through music. The project began as discussions between teachers from diverse disciplines: Laura Ritchie (music) in Chichester, David Preston (English) at Righetti High School, Mark Cabrinha (Architecture) at CalPoly University, and Jonathan Worth (Photography) at Coventry University, and the idea of students and staff learning and working together, across places and spaces to develop as independent, motivated, creative learners was a common driving force. The face-to-face initiative allowed a real happening to be the manifestation of these ideas. As the project progressed, the group (teacher and students) raised the £3,000 to cover their air fare in under a month, and have completely covered costs to the point where they were able to sponsor students from California who otherwise would not have the money to attend. Overall this project has pushed the boundaries of possibilities and confirmed that together, we can make learning real and meaningful.
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Useful Resources
Abstracts No. 25
Time:
Session C - 2.50pm to 3.10pm
Venue:
Strand 1: Mitre
Title:
Students as Partners in Dance - Reflecting on Employability Journeys
Contributor(s):
Cathy Childs, Katie Cunningham and Phil Barton
Institution(s):
University of Chichester
The framework
A Conceptual Framework for Students as Partners in Learning and Teaching in Higher Education
Framework for partnership in learning and teaching in higher education July 2014
Co-learning, co-designing and co-developing
Mick Healey, Abbi Flint and Kathy Harrington
Student engagement
Engagement through partnership: students as partners in learning and teaching in higher education July 2014
No. 26
Session C - 2.50pm to 3.10pm
Venue:
Strand 2: LO6
Title:
Taking on Big, Real World Projects - What do we Really Learn?
Contributor(s):
Linda Cooper,, Matt Jolly, Gee King and Duncan Reavey
Institution(s):
University of Chichester
Partnership learning communities Subject-based research and inquiry
Scholarship of teaching and learning
Co-researching and co-inquiring Alex Ryan and Daniella Tilbury November 2013
[Source: HEALEY, M., FLINT, A. AND HARRINGTON, K. (2014), Engagement Through Partnership - Students as Partners in Learning and Teaching in Higher Education, HEA, York]
Figure 1: A conceptual model for students as partners in learning and teaching in higher education (Healey, Flint and Harrington 2014). Flexible Pedagogies: preparing for the future
Contact: d.reavey@chi.ac.uk
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Curriculum design and pedagogic consultancy
Flexible Pedagogies: new pedagogical ideas
Time:
Learning, teaching and assessment
Student engagement
This presentation will be sharing the working processes and findings of the HEA Strategic Enhancement funded project into Embedding Employability into the Curriculum. The Chichester project entitled ‘Dance Map – The Employability Journey’ has enabled two current MA students to be employed to support the data collection and video capture of the target group. This in turn is enabling them to develop their research, communication and independent learning skills whilst utilising their subject specific dance knowledge of the sector. Using the HEA Framework but also drawing on the CBI’s Future Fit: Preparing Graduates for the world of work; the research aims to look at the generic skills identified and necessary for success in gaining dance employment; but beyond that to address the discipline specific dance skills of creativity, entrepreneurship, collaboration and risk taking that are inherent within dance and the wider arts graduate portfolio. This presentation questions the need for a more longitudinal approach to capturing an arts graduate employment status and questions the current value of the DHLE statistics that are undertaken 6 month from graduation as an unrealistic picture.
ement of learning and teac hanc hin y en g alit Qu
eaching and rese ning, t arch Lear
Contact: c.childs@chi.ac.uk
HEA (2014), Framework for Partnership in Learning and Teaching in
It is exciting to be challenged to make significant change happen in the professional world. That warm glow of success is great, but are students developing skills and attitudes that can’t be learned from conventional coursework? Here we present a case study of our experiences completing a ‘real world’ project - “Get Roped In” - as part of the module Creativity 3 in the Primary Education and Teaching undergraduate degree. The case study shows how modules like this can have an immediate impact on everyone involved and details how students can work in partnership as agents of change with educational establishments or more broadly. Over the last 5 years, around 140 different projects have made a significant impact across Sussex and Hampshire schools and NGOs. In addition, we consider impacts on future performance in the workplace using data from recent graduates who carried out their own ‘real world’ projects in this module in the past. Finally we reflect on the future: should modules like this be a part of teacher education or is their inclusion simply an interesting distraction?
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Higher Education, HEA, York. 3
HEALEY, M., FLINT, ABBI. AND HARRINGTON, K. (2014), Engagement Through Partnership - Students as Partners in Learning and Teaching in Higher Education, HEA, York..pdf RYAN, A. AND TILBURY, D. (2013), Flexible Pedagogies - New Pedagogical Ideas, HEA, York. WRAY, M. (2013), Developing an Inclusive Culture in Higher Education Final Report, HEA, York.
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A date for your diary: Learning and Teaching Conference June 7th 2016: Reconceptualising Assessment and Feedback Conference Organiser: Dr Andy Clegg Principal Lecturer for Learning and Teaching University of Chichester Email: a.clegg@chi.ac.uk