We Need To Talk About GSA A condensed summary of the event and its findings.
Index 02
Introduction
03
Workshop Plan
04
Group Findings
12
Recurring Issues
15
Recurring Solutions
18
Conclusion
Introduction
2
Introduction
“We Need To Talk About GSA“ was a cross-course workshop, run by 4 Product Design Students, conducted in February 2016. The aim of the workshop was to engage staff and students in open conversation about their experiences of GSA. The workshop was created In response to conversations between students and staff around the school over the past year. Many of these discussions highlighted an
underlying discontent with various GSA services. These services were categorised into 6 themes that were later used to organise groups of participants during the workshop. From here, the participants were presented with a number of design thinking tools in a bid to identify common issues and potential solutions, both short and longterm. Through the use of the tools the event
encouraged participants not to vent about issues, but instead to focus their energies on understanding the routes. By better understanding the causes of common issues, GSA can gain an insight into the inner workings of the school and replace complaints with conversation.
Workshop Plan Introduction (10mins)
Identifying Issues (20mins)
Facilitators give a Pecha Kucha style presentation to introduce the workshop and timetable, with time for questions. The participants are given time to join a group of their choosing. The groups have time to discuss issues within their chosen group themes. The facilitators will guide the discussion by introducing conversation tool ‘Expectations vs. Reality.’ The group will choose one specific topic to take forward.
Presentation (10mins)
Each group briefly presents their chosen issue and can take comments from other groups – short discussion (“how does this issue relate to the other group themes...”)
Root of the Problem (30mins)
Problem mapping tool, “Because Of…” is used and can be passed throughout the group. The facilitator stops the group and finds the focus root of the issue.
Identifying Solutions (30mins)
The group is then split in two; one half looks for short-term solutions, the other longterm. After some discussion, the groups present back to each other and document their journey.
Closing Presentation (10mins)
Facilitators close the workshop by asking the group facilitators or groups members to recap on the issues and solutions identified their groups. Workshop Plan
3
Reid Building Introduction
4
This group focused on the displacement of staff and students from the loss of use of the Mackintosh Building.
Short term solution
Utilise limenal spaces within the Reid Building, such as the creation of hot desking areas in the refectory for use after
Long term solution
Centralise administration buildings and reappropriate display spaces for student work use, such as the Mac library display on the first floor of the Reid building.
Group Findings
GSA Campus Introduction
This group highlighted a disconnect between departments within GSA which prevents students from cross school socialising and seeking facilities outwith the main workshop.
Short term solution
To include within student inductions a tour of the full GSA campus, showing students what other courses provide and learn (and where they are situated). This not only informs students what is available but also removed the intimidation of visiting another department for the first time. Inter-departmental speed dating – an event for students to quickly meet others from different departments and discuss GSA life etc. (a theme could be introduced to an event like this, i.e. ‘facilities’)
Long term solution
A platform, in or outwith the VLE, that displays a schedule of all department events to display free time and induction booking spaces. A cross discipline socialising area or club.
Group Findings
5
Workshop and Facilities 1 Introduction
Short term solution
Long term solution
6
Group Findings
The participants of this group highlighted a lack of communication between staff and students, a feeling of anxiety around workshop and facility use and student time wasted on waiting times. Coloured badges for workshop and studio staff to display their personal skills to make students more aware of who is available to seek help from. Profile posters for workshop staff to display their personal interests, skills and availability. This would prevent excess waiting time and add a more open, personal feel to the workshop which may relieve student anxiety. A digital skills sharing page for students and staff to arrange personal tutorails (may also be student to student) which could be displayed on the VLE.
Workshop and Facilities 2 Introduction
The second workshop and facilities group tackled the issue of project crossdepartmental deadlines falling on similar dates and causing added pressure and wait time from staff and students.
Short term solution
A large, either physical or digital, calendar of all course deadlines to alert students and tutors of peak usage times.
Long term solution
Communication between departments to stagger course deadlines.
Group Findings
7
Assessment and Feedback Introduction
8
This group noted a lack of communication between students and staff in relation to assessments. This included a lack of feedback within given time and confusion over marking guides.
Short term solution
An introduction of different communication methods, for example a personal project discussion instead of a print out sheet to receive feedback and cross discipline workshops and critique sessions to gain feedback from staff/students with own department.
Long term solution
Project specific student feedback forms, to allow students to critique projects as they are completed, which would help highlight issues before assessment time.
Group Findings
I.T. and Student Support Introduction
Again, a lack of communication was highlighted, resulting in staff and students who do not know what tools are available and what problems are occurring. This also includes a lack of SSCC nots being fed back to all students and staff.
Short/Long term solution
A digital platform (could be on VLE) that documents current issues and gives staff and students outwith SSCC meetings a chance to take forward their oppinions and ideas.
Group Findings
9
Ethics and Wellbeing Introduction
Short term solution
Long term solution
10
Group Findings
This group addressed the mental health of both students and staff. They noted that although staff are trained to deal with first aid issues, many are not aware of mental health. Staff in this group also believe that student services do not address student/ staff wellbeing in an appropriate way. To make a much bigger emphasis on student support services and what they offer – to attempt to remove the stigma attached to seeking help. This could simply be achieved through the use of posters and more public meetings. Target first year students early in the GSA careers to address the issue of wellbeing before it becomes an issue – this could incluse student service inductions, normalising the use of them to the same level as workshops and facilities. The creation of more quiet, destress areas along with departments allotting some studio time to relaxation. Mental health first aid training for staff and potentially also students.
Cross Disciplinary Learning Introduction
This group addressed a need for more cross discipline collaboration to evoke skill sharing and an awareness of GSA as a full school over own departments.
Short term solution
A physical or digital board to arrange skill sharing classes, workshops and tutorials between students – ideally this would be student led and maintained, although staff would need to set-up and moderate.
Long term solution
A cross-school project later in students’ GSA career, i.e. 3rd year, to make use of cross-disciplinary skills once they have actually developed. This could take place at the start of every year and include guest speakers and student exchanges between departments – ‘exchange week.’
Group Findings
11
Communication Deadlines
Assessment and Feedback
There appears to be a lack of communication between FoCI and studio staff resulting in deadlines that land on same days. Feedback on projects does not happen regularly enough and some people are unsure of their grading systems. Some feel as though the marking structures do not respond to courses specifically enough.
Channels of Communication
Some believe that the VLE and GSA email accounts are not sufficient at providing relevant information that is easily accessible - it needs to be more personal and customizable to help develop relationships with tutors and encourage student use. Much of the information listed on the VLE would be better displayed on physical posters, such as workshop timetables. Some students feel there should be better mediums of communication between staff and tutors to relive anxiety and build positive relationships - students would feel more open to asking questions and seeking help if tutors were more transparency.
Infrastructure
When students better understand the infrastructure of the school, they empathise with tutors and reach facilities more efficiently.
Trust
12
Recurring issues
Many students believe that there is a lack of trust between staff and students - especially in the workshop where this can feel offputting and intimidating.
Space and Access 1 Reid Building
Students find it difficult to negotiate and communicate with estates and health and safety, which makes exhibitions timeconsuming and at times extremely stressful. Students struggle to work with the acoustics in the building, which is made worse through the use of the building as a spot for tourism – “tours are tough.”
Utilising Space (liminal)
Students feel that they cannot book workspaces or utilise space in the buildings. Seminar rooms are sparse and always prioritised to staff. Creating hot desk spaces and in-between departments may ease this problem and provide cross-school connections. Areas like Mackintosh gallery and gift shop could be better used to suit students over tourism - i.e. an art store.
Recreational Space
Students feel there a few places to relax or escape the studio for a short while especially in the Reid building where there are very few quiet spaces to work.
Recurring Issues
13
Space and Access 2 Storage
14
There are few places to store materials and models, which leads to mess and unsafe environments. If there were points to recycle and store materials students could also recycle and reduce costs.
Time
Both staff and students agree that time spent preparing for assessment is also spent on grading - at times this could be better utilised through studio work and staffstudent contact tutorial time.
Mindset
A stress culture prevails throughout all courses, students and staff - stress has been normalised by understaffed workshops, tight deadlines and a lack of communication. There needs to be more of a focus on staff-student wellbeing through an encouragement of distressing tools – the yoga club is a good example of this.
Recurring issues
Skills and Learning Making
At times students feel there is too much of an emphasis on one form of making, i.e. 3-d making. Sometimes they are not taught the right tools, like software for example, and believe more skill-based projects would be helpful. Projects often don’t allow for enough time to explore and develop making skills due to overuse of the workshops. This can result in students not being able to book laser cutters and have materials cut in time for project deadlines. Some do not know how to book certain spaces and tools or know what facilities are on offer. It would be useful if students could learn from other departments - this would also encourage cross-school collaboration and relationship building.
Recurring Issues
15
Collabaration Cross School
16
Recurring Solutions
Students feel that some of the skills they are missing are being taught in other departments - if students could organise workshops between departments, they could build relationships and share skills without relying solely on workshop staff – in essence, creating a student knowledge pool. This could also take the form of a digital student forum. If this platform extended to scheduling and insights from each department, students would be encouraged to explore work from other departments. Deadlines could also be better organised to make use of quiet times in the workshop and limit capacity during peak hours.
Communication VLE Suggestions
Tutor profiles (could also take the form of posters inside studios and workshops) Dashboard for student representatives Induction timetables and a sign up schedule for skills tutorials (either staff or student led) Short announcements instead of posters and emails - PA system or digital social media feed Message board for technicians to post availability and drop in times
Workshop
A display to show how busy workshops are and at what times. A large calendar placed in common spaces could give an overview to students of cross department events and hand ins. This may increase staff/student respect throughout the campus. Posters or VLE digital profiles of workshop staff and their skills would help relationships build and students/staff effectively use dropin times.
Wellbeing
A 24-hour nightline to Glasgow University’s mental health service would encourage openness around the issue of wellbeing. Staff should also receive mental-health training as well as first aid. Some staff would be happy to receive student issue training.
Recurring Solutions
17
Learning Staggering deadlines would save time in the workshop and better help the making phases of projects.
Flexible Deadlines Staff/Student Relationships
18
Recurring Solutions
To learn more about staff, using profiles posters or presentations of their work, would boost relationship building. Generally contact time between staff and students needs to be increased – this could be achieved through less time spent grading and marking. This could extend to cross-departmental staff/student relationship, where staff are categories by their skills and interests instead of their departments.
Space Liminal Spaces
Utilising liminal spaces in building could give students hot desk space and also build relationships between different departments. Limenal spaces in studios should be turned into relaxation or quiet spaces with added structures.
Campus
Tours around the campus and other departments would help students feel more confident about using and booking facilities and less intimidated about going there for the first time on their own.
Storage
Students and staff need more storage space in studios due to health and safety and the protection of models. Storage, especially degree show work and structures, could be stored off campus.
Recurring Solutions
19
Conclusion
20
Conclusion
One of the key benefits of this style of workshop is that trends can be easily identified from the information gathered. This means that the source of common complaints might be better understood in the future, enabling us to find more efficient solutions. Along with this outcome, the positive feedback received from participants has identified an opportunity for the workshop to become a part of GSA life. In the future,
this event could be facilitated by student representatives and even adapted to suit specific and current themes. From conversations after the event, it became apparent that students and staff felt empowered by the event due to the visualisation of achievable short-term, and more invested long-term, solutions. The ‘next steps’ for GSA now are to recreate this sense of empowerment and find a more efficient way to implement simple solutions.
Designed by Organised by
With help from
Peter Swanton Fred Wordie Kirsty Hendry Rhona Jane McNicol ZoĂŤ Prosser Lewis Prosser Peter Swanton Fred Wordie Product Design Students Student Association The Art School & Participants