The Frame by The Frame

The Frame Issue 1 / Summer 2015

This issue: Framing Academic Study Skills

THE FRAME

THE FRAME Summer 2015

FEATURES Foreword

Elisabeth Hill, Pro-Warden Learning, Teaching & Enhancement (P.2)

Regular Features

Skills for Life, Sue Young, Head of Goldsmiths Careers Service (P.5)

Guest Contributors Self-Regulation, Professor (P.9)

Norman

Jackson,

Emeritus

Staff Perspectives

Finding their Voices, Tim Chapman & Paul Stocks, CELAW (P.6) Information Literacy in a Digital Age, Caroline Lloyd, Associate Director (Library and Research Services) (P.7) Broadening Horizons, Howard Littler, Studentsâ&#x20AC;&#x2122; Union (P.8)

Case Study Interviews

Staff discuss a range of approaches to Academic Study Skills within and outside of the curriculum. Interviews were held with: Sara Ewing (P.21), Elena Gil-Rodriguez (P.25), Kevin Wilson (P.29), Marianne Franklin (P.31), Rajyashree Pandey (P.33), Caroline Frizell & Paul Stocks (P.37), Sarah Lambert (P.41).

Student Perspectives

Studentsâ&#x20AC;&#x2122; perspectives on Academic Skills gathered from focus groups, interviews, lecture feedback and a survey. A variety of videos, images, reports and articles present these perspectives through the issue (P. 15, 17, 36, 40).

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CONTENTS

1 Features 2 Contents & Foreword 3 Introduction 5 Careers Service Perspective, Sue Young 7 CELAW Perspective, Tim Chapman & Paul Stocks 8 Library Perspective, Caroline Lloyd 10 Students’ Union Perspective, Howard Littler 11 Self-Regulation, Norman Jackson 15 Student Perspectives: Focus Groups and interviews 17 Student Perspectives: Survey 21 Case Study Interview: Sara Ewing, CELAW 24 Example Careers Service Skill Sessions 25 Case Study Interview: Elena Gil- Rodrigeuz, STACS 29 Case Study Interview: Kevin Wilson, Library 31 Case Study Interview: Marianne Franklin, Media & Communications 33 Case Study Interview: Rajyashree Pandey, Politics 36 Supporting Students in Effective Time Management 37 Case Study Interview: Caroline Frizell & Paul Stocks, DMP & CELAW 40 Student Perspectives: Lecture feedback 41 Case Study Interview: Sarah Lambert, TaLIC 43 Information & Resources 44 Next Issue 45 Goldsmiths Careers Service Information & Team

THE FRAME Editor: Charlotte Betts E. c.betts@gold.ac.uk W. gold.ac.uk/careers/skills

FOREWORD

ELISABETH HILL PRO WARDEN LEARNING, TEACHING & ENHANCEMENT Goldsmiths’ Mission is to offer a transformative experience, generating knowledge and stimulating self-discovery through creative, radical and intellectually rigorous thinking and practice. LTAS 2012 - 2016 At Goldsmiths we are proud of our graduates, who leave equipped to go into a range of career paths, whether in employment or in using their creative and entrepreneurial skills to start their own endeavours. The ability to think critically, the confidence to articulate complex ideas, and the aptitude to conduct research are all invaluable–and transferable–attributes students can take with them beyond Goldsmiths. As staff, we recognise that our students possess a wealth of skills and capabilities both academically and beyond the classroom. Goldsmiths offers a transformative learning experience for students, encouraging and enabling learners to develop their knowledge, thinking, practice and skills in many areas. We are continually impressed by the achievements of our students and celebrate their successes both academically and through the co-curricular activities they participate in. Initiatives such as the HEAR and Gold Award recognise and value students’ co-curricular activities which complement their studies and contribute to the student experience as a whole. Academic skills are central to our programmes, and therefore it is vital that we demonstrate the value of developing a strong academic practice. This is one of many ways in which we can support students through their academic journey. Opportunities to enhance academic study skills are beneficial to all students whatever their level, background or experience. Our purpose is to enable students to improve, develop and reach their potential and this is why it is important to offer access to academic study skills information and guidance. Providing a good foundation to underpin learners’ academic practice is critical. This issue of The Frame showcases some of the excellent work occurring across Goldsmiths. It does this by focusing on a collection of staff and student perspectives, highlighting a range of approaches taken by staff in developing students’ academic study skills. Elisabeth Hill Pro-Warden, Learning, Teaching & Enhancement

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FRAMING THE ISSUE

ISSUE 1: ACADEMIC STUDY SKILLS

Goldsmiths Careers Service Skills Team supports students with their skills development. Charlotte Betts, Skills Developer is exploring what opportunities are available to students and how we can best enable them to navigate these. Charlotte introduces the new skills development initiative and welcomes you to the first issue of The Frame. As Skills Developer within the Careers Service I am undertaking a research process, mapping and identifying existing skills-related initiatives occurring across the campus and exploring the landscape across the sector. This research will inform the development of a skills framework which will support students’ skills development. The framework will underpin Goldsmiths’ commitment to the student experience in all aspects: academic, personal, social and professional. This has been a fascinating journey; I have had the opportunity to visit people from a range of internal departments, academic and student services, to discover more about the wide variety of approaches employed. It has also been valuable to make connections with key individuals from other HEIs that share this dedication to supporting students in developing, recognising and reflecting on their capabilities. This process has revealed some excellent examples of initiatives that are happening all over Goldsmiths. I have been delighted to meet innovators and champions of skills development, in areas as diverse as: academic study skills, research skills, professional practice and development and enterprise. Approaches are varied with some initiatives being fully embedded within the curriculum and others running alongside, or in addition to students’ programmes as co-curricular aspects. What is clear is the way in which each of these skills-related elements enrich the student experience. Schemes involving students as partners

such as Student Ambassadors, PALs and DSCs as well as many other activities like involvement in societies, sports and volunteering, contribute to a positive student experience at Goldsmiths. Identifying such a wealth of endeavours has been encouraging and through meeting colleagues I have been pleased to be directed to other interesting projects. My search has resulted in an initial mapping of opportunities and although I am sure that this is not an exhaustive list, it does begin to establish the types of activities occurring and enable recognition of these areas of good practice. To gain a full picture of the benefits of these activities we have also been talking to students: holding focus groups, interviewing, visiting lectures and conducting surveys. Through these interactions we are now beginning to build an understanding of students’ perspectives around the breadth and variety of activities they engage in, why they do them and what they gain through their involvement. This has been inspiring – hearing about the exciting activities students are taking part in, both related to their studies and outside of them including work placements, internships, mentoring, volunteering, part-time work, running their own businesses and many more. They clearly gain a great deal from these experiences and their reflections have been illuminating. We have started to hear more about not only what they are doing but why these experiences are valuable and how they are part of their student experience as a whole at Goldsmiths.

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In this new quarterly publication we are delighted to be able to share some of the findings of this study with you. We have been amazed by the wealth of interesting and innovative areas of skills development occurring and we hope that in identifying and sharing some of this excellence in practice we can celebrate our staff and student achievements and showcase what makes Goldsmiths unique in this area. This demonstrates Goldsmithsâ&#x20AC;&#x2122; strong commitment to enabling learners to reach their full potential both in study and beyond and will enable us to create a coherent framework to support and further enhance the student experience. Each issue of this publication will frame a different aspect for its main focus. This first issue explores academic study skills, considering the value of offering developmental opportunities, case studies demonstrating a variety of approaches, articles from guest contributors and student perspectives. The aim of the publication is to promote discussion and explore opportunities for collaboration. We hope that you will see this as an invitation and opportunity to share your own thoughts and approaches for future issues. I very much hope you enjoy this issue of The Frame.

Charlotte Betts Santander Skills+ Developer

The student learning experience is embedded in our Values: to encourage intellectual curiosity and individuality, to offer inspiring opportunities for personal and social development (including the life skills of employable and enterprising graduates) and to ensure a responsive and collaborative learning environment that nurtures talent. â&#x20AC;Ś Our graduates should be equipped with the skills, knowledge and understandings that prepare for careers and life. Goldsmiths Learning, Teaching & Assessment Strategy 2012 - 2016

STAFF PERSPECTIVES

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SKILLS FOR LIFE Over the last year Goldsmiths Careers Service has formed a new Skills team, dedicated to supporting students in their skills development. Sue Young, Head of Goldsmiths Careers Service considers the importance of academic skills and how these are transferable to other areas of life In an Abstract for the 2010 conference Academic skills in higher education: Does age matter? Caroline Corley states, “Changes in all areas of education have meant that whether a student has come straight from college to university or has returned to education as a mature student, many require assistance with academic skills”1 [and she cites Keane2 and Wingate3]. It has become increasingly recognised that academic skills need to be taught to all students new to higher education, regardless of previous qualifications, background or age. Take writing, for example. Writing at university level is different from the writing required in school, at college and at home; such differences are likely to include the need for formal academic language; the ability to structure work in a logical manner; the ability to exemplify assertions; and understanding how to write in a persuasive yet rational way.

“As soon as our students arrive at Goldsmiths, we want them to be successful. We want them to have positive experiences whilst in higher education, both personally and academically, and to find fulfilling and interesting work post-graduation.”

As soon as our students arrive at Goldsmiths, we want them to be successful. We want them to have positive experiences whilst in higher education, both personally and academically, and to find fulfilling and interesting work post-graduation. One of the key ways in which we, as an institution, can help our students to become successful in their studies and in their working lives, is to support them in the development of their academic study skills. Even an apparently simple skill, such as ‘reading’, becomes a different thing altogether in an academic context. The art of skimming, scanning, intensive and extensive reading enable the student to skim for an essential meaning, to scan for key details, to achieve a full understanding of a text, and to deal with a variety of materials on a range of topics, increasing comprehension and confidence. Other skills such as effective note-making and -taking, research, critical thinking and evaluation, presentation skills and the avoidance of plagiarism are all important for the successful student to develop. Offering a structured programme of academic study skills to all students is a useful addition to their studies.

STAFF PERSPECTIVES

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The advantages of gaining academic study skills do not end with graduation. Far from it. The transferability of these skills from study to the world of work means that they are highly valued by employers. Employing graduates who write well, or who can conduct effective research, or think critically and evaluate in a logical manner, makes for a more efficient and able workforce. Employers have long bemoaned the fact that a university degree does not guarantee ability in the workplace - that certain skills are lacking. Stephen Isherwood, Chief Executive of The Association of Graduate Recruiters states

It is therefore vital that we support our students in developing their skills and enable them to articulate these effectively. Many higher education institutions have responded to this challenge by setting up skills related initiatives such as Experience Sheffield, The Salford Advantage and The Kings’ Experience for their students. Here at Goldsmiths Careers Service we have recently formed a Skills Team to support students with their skills development. Charlotte Betts, Skills Developer is researching skills provision at Goldsmiths with the aim of developing a campuswide skills framework for all students.

‘In 2014, nearly 50% of AGR employers didn’t fill their vacancies. That’s 1,422 positions left vacant because employers couldn’t find enough graduates with the required mix of

I believe that a university education is not only about academic learning; it is a unique journey for each student, gaining knowledge of the self and skills for life, becoming a more ‘rounded’ person. And developing strong academic study skills are a key part of that.

knowledge, skills and attributes.’4

Sue Young, Head of Goldsmiths Careers Service

References 1 Corley, C. Abstract for conference 2010 Academic skills in higher education: Does age matter? Academic Skills Tutor, School of Applied Sciences, University of Huddersfield 2 Keane, E. (2006) Diversity & Inclusivity: Academic staff views of the implications of increasing student diversity in higher education. AISHE Conference. 3 Wingate, U. (2006) ‘Doing away with ‘study skills’, Teaching in Higher Education, Volume 11 (4): pp 457 – 46 4 Isherwood, S. (2015) DHLE Report, AGR

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FINDING THEIR VOICES Tim Chapman and Paul Stocks from The Centre for English Language & Academic Writing (CELAW) outline CELAW’s approach and discuss how they work with students to develop their academic skills. Academic language is ‘nobody’s mother tongue’, as Bourdieu and Passeron observed, and every discipline has its own terminology, linguistic conventions and modes of expression. The novice student may be unfamiliar with these, and as a result, feel daunted, and lack confidence in expressing themselves appropriately as a member of a discourse community.

“Our role is often to raise awareness of the implicit, cultural aspects of Western academic discourses: to render these expectations explicit and enable students to find their voice within them.” The Centre for English Language and Academic Writing (CELAW) addresses this issue through its diverse range of in-sessional academic language development courses, which are as far as possible targeted towards specific fields of study. We aim to provide an environment in which students can develop their academic skills in ways which are directly relevant and applicable to their degree studies. We see this as a real strength in our provision – a targeted, subject-specific approach, rather than generic skills learnt in a vacuum. Where this works best is when there is collaboration with programme convenors. Through close collaboration, CELAW lecturers can gain clear insights into the demands placed on students within particular disciplines and so can design the curriculum and materials to be as engaging and relevant to them as possible. One of the most challenging areas for students to negotiate is academic writing and particularly incorporating their reading into their writing to support an argument. This isn’t simply a case of their skills being deficient, but rather the student body at Goldsmiths come from a diverse range of backgrounds and different writing traditions; they may have been highly successful in other

academic contexts and cultures, but are unfamiliar with the rules and expectations they experience at Goldsmiths. Our role is often to raise awareness of the implicit, cultural aspects of Western academic discourses: to render these expectations explicit and enable students to find their voice within them. We generally avoid the term ‘academic support’ in describing our work. Our approach is developmental rather than remedial, enabling students to make the most of their capabilities and achieve their potential. Our in-sessional courses have evolved in line with changes in the College. We recently introduced classes for students in the Institute of Management Studies. This discipline’s genres of writing and expectations are distinct from many programmes at Goldsmiths, so we developed bespoke teaching materials for these students. As far as possible, we respond to need where it develops. Where it is impractical to develop a specific in-sessional course, we offer one-to-one writing development; we have two Royal Literary Fellows within the Centre, professional writers with whom students can book appointments.

“Our approach is developmental rather than remedial, enabling students to make the most of their capabilities and achieve their potential..” Feedback from students often highlights how different studying at Goldsmiths is compared with their prior expectations. This may be due to working within new theoretical frameworks, reading complex academic texts or expressing their ideas in writing. CELAW’s in-sessional provision provides a space for making sense of such difficulties, and students often note how useful our courses are in helping them to gain confidence in an unfamiliar academic culture. This is especially important on one-year Master’s degrees, on which students have very little time to adapt.

Tim Chapman & Paul Stocks, CELAW

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INFORMATION LITERACY IN A DIGITAL AGE

Caroline Lloyd, Associate Director (Library & Research Services) discusses the need for students to develop information literacy, the stages this involves and how it relates to other spheres of life. Teaching people to find, validate and organise information has been a core part of library work for a very long time, probably for as long as libraries have existed. In the 1970’s the term ‘information literacy’ (IL) was coined for this activity but what does this actually mean in our digital society and how does it fit with all the other skills that students and researchers need to navigate higher education in the 21st century? The SCONUL 7 Pillars of Information Literacy are widely regarded as the sector standard in the UK and the core model defines IL as: ‘an umbrella term which encompasses concepts such as digital, visual and media literacies, academic literacy, information handling, information skills, data curation and data management’ The graphical depiction of the 7 pillars (below) shows the stages and levels that build up IL. Taking the definition and the image together demonstrates how closely linked IL is to the broader academic skills agenda and the lifelong skills that students need to develop; not just for careers in research, but for whichever field they select. It is therefore vital that IL teaching is connected to the delivery of these broader, transferable skills.

The apparent ease of finding information in our digital world ( “just Google it” ) means that IL is all the more critical. ‘Locate and access’ comes fourth in the steps that need to be carried out. When looking up the opening hours of a favourite restaurant, we carry out stages 1 to 3 in the blink of an eye, seemingly skipping straight to stage 4, where we locate and access the information we need (typically via a search engine and with a few clicks). When we are researching an academic topic or gathering information for a critical life-decision, spending more time on stages 1-3, and then carrying on through stages 5 – 7, results in a more meaningful outcome. One of the challenges of teaching IL in a world where everyone is evermore connected to information is to embed this skill set of all 7 pillars within those digital skills that so many of us take for granted. It is further complicated by the mix of digital natives and digital immigrants. These terms (first coined by Mark Prensky in 2001 and still very relevant today) distinguish between those born into a digital world and those who pre-date it. Higher education is, and will continue to be for many years, a mix of these groups.

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“Typically individual students presented multiple issues that crossed the traditional boundaries between IL and other skills or support services. The combination of professionals with different areas of expertise enabled a more seamless set of responses and points to the usefulness of future collaborative working.” Can the 7 pillars model, first developed in 1999, hold firm in such a world? The 7 pillars are kept current through an ongoing programme of applying different ‘lenses’. The digital literacy lens , published in 2013 demonstrates how the original 7 stages map to the skills needed to operate effectively in our digital society.

group sessions are complemented by drop-in training at lunchtimes across the year on the use of electronic resources, referencing using Zotero, finding online news, using audiovisual resources and finding and using resources in Special Collections and Archives. Students attend these drop-in sessions on a voluntary basis and attendance is typically high.

Closer to home, the subject librarians at Goldsmiths Library deliver an extensive IL programme in different formats. In the 2013-2014 academic year, this totalled 3,819 student hours of IL teaching.

Conversations about bringing IL closer to broader academic skills are ongoing and a recent example of cross-team activities were the joint drop-ins run as part of the ‘Be well, Do well’ campaign during the 2015 revision and exam period. Subject librarians and members of the Careers Service Skills Team were available in an informal setting in the Library and together fielded a whole range of queries. Typically individual students presented multiple issues that crossed the traditional boundaries between IL and other skills or support services. The combination of professionals with different areas of expertise enabled a more seamless set of responses and points to the usefulness of future collaborative working.

In the Autumn term, the team provide library inductions to students from the academic departments they work with. Inductions generally last for around one hour and cover essential information that students need to know so that they can use the library effectively, from borrowing information to the use of electronic resources for their study. Subject librarians also provide information literacy across the year when academic departments request it, such as hands-on sessions with electronic resources for students about to start their dissertations. These

Caroline Lloyd Associate Director (Library & Research Services)

References 1 Society of College, National and University Libraries. [Online] Available from: http:// www.sconul.ac.uk/ [Accessed: 11/5/15] 2 SCONUL (1999), The SCONUL Seven Pillars of Information Literacy, Core Model For Higher Education. [Online] Available from: http://www.sconul.ac.uk/sites/default/ files/documents/coremodel.pdf [Accessed: 11/5/15] 3 Prensky, M. (2001) Digital Natives, Digital Immigrants. On the Horizon. 9 (5) [Online] Available from: http://marcprensky.com/articles-in-publications/ [Accessed: 15/5/15] 4 SCONUL (2103), Digital Literacy Lens. [Online] Available from: http://www.sconul. ac.uk/tags/7-pillars [Accessed: 15/5/15]. 5 Thanks to Kevin Wilson for providing this summary of the subject librarians’ IL

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BROADENING HORIZONS The Students’ Union provides a wide range of opportunities for students to get involved. Howard Littler, SU President, gives his thoughts on the SU’s commitment to enabling students to make the most of the skills and experience they are gaining through their SU activities. At Goldsmiths students engage in many ways. In the lecture theatre they analyse, in the seminar they debate and in dissertations they articulate. However outside of the academic sphere there is a plethora of other activity bubbling away on campus. Goldsmiths Students’ Union hosts hundreds of societies, sports clubs, student media, and extra-curricular elements to student life that are enjoyable, lively and entirely student led. We celebrate our fantastic academic feedback system, with Departmental Student Co-ordinators (DSCs) working with academics in every department to address student concerns and help departments innovate and succeed. They are aided by course reps and PAL mentors who contribute massively to an effective student-staff partnership throughout everything we do as a University. This year we have aligned ourselves as an organisation to the skills agenda. But what does this mean? We aim, along with the Careers Service, to revolutionise how students recognise their strongest points. We want to build confidence and create an awareness that every day students are growing their skills base in a valuable way.

Our message, and hopefully yours too, to students is clear:

“From organising events, to campaigning for change, to writing a piece for the student newspaper or broadcasting a live radio show, these are all transferable skills that will be useful in post-University life. You just may not recognise that yet. Importantly this isn’t just about getting a good job after University (though it certainly helps!). Partaking in the Activities the Students’ Union provides boosts your confidence, makes you a better communicator, and broadens your horizons beyond the lecture theatre. Get on board!” Howard Littler Goldsmiths SU President 2014-15

GUEST CONTRIBUTOR

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SELF-REGULATION A framework for understanding how we learn, develop, create and achieve in new situations Norman Jackson is Emeritus Professor at the University of Surrey and a Fellow of the Royal Society of Arts. He leads two social enterprises, ‘Lifewide Education’ and ‘Creative Academic’. His views of learning in higher education have been shaped by the diverse perspectives he has enjoyed over a long career in teaching, research, policy making, quality assurance and enhancement, professional and educational development, and consultancy.

Self-regulation - a key capability for the 21st century I am often asked what I think is the key transferable skill or capability that higher education needs to enable students to develop. To my mind, it’s the ability and willingness to learn not just in academic contexts but in the many different contexts that life provides. My own life tells me that being able to move from one professional role or field to another, and to perform well is dependent on this capability. This capability and willingness to learn and develop, through all the opportunities that life affords, is bound up with the challenge all learners face, namely how do they prepare themselves for a lifetime of learning and adapting to the continuous stream of situations and disruptions they will create or encounter in their lives. It goes well beyond preparing them for employment. Whenever we encounter a new situation, be it a coursework assignment task, preparing for exams, finding somewhere to live, or creating a business, we go through a process which involves:

• Assessing the situation - sometimes briefly, sometimes involving a long process of investigation and enquiry • Deciding what, if any, action to take, both immediately and over a longer period either on one’s own or with the help of others - creating a plan to deal with the situation • Pursuing a course of action aligned to the plan modifying, consulting, evaluating and reassessing as and when necessary • Reflecting on the results of one’s actions to learn from the experience Professor Michael Eraut1 defines this process as the basic epistemology of practice, but it is also the fundamental basis of self-regulated learning. I first became aware of the idea of self-regulation while I was involved in developing the higher education policy for Personal Development Planning (PDP) in 1999. I believed, and still do believe, that self-regulation provides an underpinning theory of thinking, action and learning for PDP. More importantly, I have come to understand PDP as a systematised process for developing students’ attitudes and capacities for selfregulation. This is perhaps the most important goal for those who believe that the ultimate aim of higher education is to help people become independent and fully autonomous learners able to learn in the many different contexts that constitute their lives no matter what the world throws at them.

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12 Key features of self-regulated learning Social cognitive psychologists describe self-regulated learning in terms of self-processes and associated self-beliefs that initiate, change and sustain learning in specific contexts. It is fundamentally linked to: • metacognitive processes such as planning, organising, self-instructing, self-monitoring and selfevaluating one’s efforts to learn; • behavioural processes such as selecting, structuring, and creating environments for learning; • processes and beliefs that motivate self-regulated people to learn – such as beliefs about their own capabilities to learn, beliefs that the outcomes of learning will be worthwhile, intrinsic interest in the task and satisfaction or dissatisfaction with their own efforts to learn.

Acknowledgement : Illustrations by Kiboko Hachyion

A learner who adopts a self-regulating approach to their own learning will be involved in a continuous process involving:

1) forethought Click for full description 2) action/performance Click for full description 3) self-reflection Click for full description operating

within a context-specific environment that is structured by the learner to provide resources for learning and achieving specific goals2,3 . Figure 1 illustrates the model.

Figure 1 The model of self-regulated learning3

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Figure 2 The social world of reflection

Social dimensions of self-regulation The model outlined on the previous page seems strangely individualistic and introverted given that we inhabit a social world. As framed, the model is mainly concerned with reflection as internal conversation. Figure 2 portrays a more social dimension to the selfregulation model in which individuals are connected to the social world they inhabit. The Social Age has added another dimension to our processes for self-regulation by enabling us to share our experiences, our reactions to the situations

we are dealing with and our reflections on those experiences through websites, blogs and other forms of social media, and receive feedback from people we do not know. In this way self-regulation and our reflective processes have become even more social. Mobile technologies and Social Media enable us to record and share events and experiences in real time in ways that would not have been possible even ten years ago and this creates a more dynamic and resource-rich and social environment which can be drawn upon for reflective purposes.

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In January 2015 Tommy Caldwell and Kevin Jorgeson became the first people to climb the 1000m, sheer granite face known as the Dawn Wall of El Capitan in Yosemite National Park. The pioneering ascent came after five years of training and failed attempts for both men. The two climbers documented the entire experience in detail on Twitter, Facebook and Instagram so that people across the world could watch it unfold and share something of their experience. The climbers used social media not only to chronicle the ups and downs of their journey, but also to engage with their community of supporters and followers. They even held a question-and-answer session mid-way

through the climb using Twitter. The Q&A covered everything from specifics about climbing techniques to choice of music and sleeping arrangements. This extreme simply illustrates how most experiences can be documented and shared in real time with others who are interested and that such acts can increase the social impact of an event and these shared resources can subsequently be used in the post event reflective process. This story illustrates well how the Social Age is impacting on our selfregulated learning. Further reading about the Social Age of Learning can be found in the Lifewide Magazine

References 1 Eraut, M. and Hirsh, W. (2008) The Significance of Workplace Learning for Individuals, Groups and Organisations SKOPE Monograph http://www.skope.ox.ac.uk/wordpress/wp-content/uploads/2014/12/ Monogrpah-09.pdf 2 Schunk D H and Zimmerman B J (1994) Self-regulation of learning and performance: Issues and educational applications Hillside NJ: Lawrence Erlbaum Associates. 3 Zimmerman B J (2000) Self-regulatory cycles of learning. In G A Straka (ed) Conceptions of self-directed learning, theoretical and conceptual considerations. New York, Waxman p221-234 4 Boud, D. Keogh and Walker (eds.) (1985) Reflection. Turning experience into learning, London: Kogan Page. 170 pages 5 Eraut, M. and Hirsh, W. (2008) The Significance of Workplace Learning for Individuals, Groups and Organisations SKOPE Monograph http://www.skope.ox.ac.uk/wordpress/wp-content/uploads/2014/12/ Monogrpah-09.pdf

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A STUDENT VOICE ON ACADEMIC SKILLS In December 2014 the Careers Service Skills Team conducted a focus group with 12 students. The session was led by Professor Norman Jackson and Charlotte Betts, Skills Developer supported with the group facilitation. The session focused on identifying the learning, skills and development students’ value from their academic and co-curricular activities whilst they are at Goldsmiths.

• How can the institution best support students in their academic studies, personal and professional development and prepare them for life beyond the classroom?

Two key areas were covered through the session:

The two short animations below resulted from drawings created by the students in the focus group, to visualise and describe the experience of being at university.

• What skills (academic, personal, social and professional) do students wish to develop whilst they are at Goldsmiths?

Students were asked what key learning areas they were taking from their academic programme; the image on the right shows a few of their responses.

Further focus groups and interviews have been conducted with students to gain a greater understanding of their views on skills development. Here two students discuss academic study skills.

STUDENT PERSPECTIVES

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STUDENT PERSPECTIVES

ACADEMIC STUDY SKILLS: A STUDENT SURVEY In March and April 2015 the Careers Service conducted a survey amongst Goldsmiths students to gain their perspectives on Academic Study Skills. Students were asked to self-audit some of their own skills and capabilities and were also asked a range of questions about the importance and value of academic skills. Some of the results of the survey are presented here. In total there were 32 responses to the survey. Respondents ranged from Foundation year to UG (1st, 2nd and 3rd years) and PG. Each of the three Schools were represented with students from a wide range of programmes including English and

Figure 1 Collated survey responses from skills self-audit

Comparative Literature, Theatre & Performance, Music, Fine Art, Design, Media & Communications, Computing, Anthropology, Politics and more. Figure 1 shows responses to a self-audit on skills. The majority of respondents felt they had an understanding of plagiarism and were fully confident in listening to the views of others. The areas respondents felt least confident with were: the use of different reading strategies (Figure 2), using punctuation, grammar and spelling correctly and planning and structuring essays (Figure 3). It is also interesting to note that over 6% responded with ‘Don’t know’ to critical thinking and knowing where to

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Figure 2 Use of different reading strategies Survey participants were asked: In your opinion what are the top 3 academic skills needed for your programme? Figure 4 shows a wordle representation of the top academic skills respondents stated were required for their academic programmes. Perhaps as to be

Figure 3 Planning & structuring an essay expected, there was a clear emphasis on critical thinking and analysis, reading, researching, and writing. Other skills suggested included curiosity, problem solving, determination and organisation, independent learning, creativity and delivering ideas in a clear way.

Figure 4 Wordle respresentation of responses: Top academic skills required for programme

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STUDENT PERSPECTIVES

Figure 5. Wordle representation of responses: Challenges faced with academic work What are the biggest challenges you face with your academic work? Recurrent themes in the ‘challenges’ responses, were around academic writing and essay structuring (17 responses); in addition, students were concerned about planning, meeting deadlines and balancing their workload (9 responses), whilst time management, procrastination and coping with the quantity of reading expected were also high on the list. What tips would you give to new students about improving your academic study skills? Responses included: “Try and think critically about the texts you enjoy as well as dislike so you are able to gain further skill and ability of expression.” “Do not be discouraged if the most popular study methods have not worked for you. Spend some time

looking into what other methods work best for you.” “Read, ask, trust tutors, read, read, read, love what you read, understand what you read, absorb information, read, read, apply what you read in your day life, read read read read read....” “Preparation for an essay is just as important as writing it. I find writing streams of consciousness very helpful before starting an argument” “Find a place to concentrate, i.e..Library, bedroom, cafe, or somewhere else, it may sound relatively simple, however for me personally, I have never succeeded at completing work in my bedroom as there are far too many distractions, I have to go to the library to complete work.” “If you are an international student, seek writing advice from the English department as soon as you get here, even though you feel confident about your writing skills, the UK grading system is quite different and challenging.”

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STUDENT PERSPECTIVES

Is it important for Goldsmiths to support students with their academic skills?

96% of respondents said yes Are you interested in further developing your academic skills?

In which areas would you like to develop your academic skills further and how could Goldsmiths help with this? Many referred to the need for more help to be available on academic writing, planning, structuring and writing essays. Responses included:

Responses included:

“Academic writing, research skills. Providing more advisors for academic writing, making each department set up real deadlines to give students enough time to do a proper literature research, critical views and writing essays. I’ve learned from other universities they give more support to PG international students and even get students to do essay plans which have to be approved before heading to writing, I think my friends from other universities have had more opportunities supporting them with academic writing and this has made them more succesfull [sic] in their grades and school work.”

“balancing life and university workload. the integration of all sectors of one’s life organizing, prioritizing, planning, time management, fastly adapting to new academic challenges.”

“Understanding how the essay is required to be written and presented. There could be more discussion in seminars, or more hours at uni where help could be available.”

“Language, Cultures, and self directed study”

“Sourcing relevant references, presenting, lecture note taking and popular software knowledge. Possibly hold small workshops or provide literature on the areas via email or leaflets.”

100% of respondents said yes What challenges are there to studying at University? Many of the responses to this question centred around the challenges of balancing workload, social life, part-time work and other commitments.

“Large jump from A level :- brand new skills such as referencing need to be adopted.” “It is a lot more independent so if you forget to do something or miss a lecture it is up to the student to take responsibility for their own degree. Also it is difficult to balance academic work with other pressures such as a part time job.” “Finances”

“More help on verbal communication and how to present ideas orally because although it’s not a key part of my degree, it will be crucial when I look for a job.” “Research. Reading enough and reading what is relevant to the essay topic. Goldsmiths could help with workshops on research skills”

THE FRAME

DEPARTMENTAL CASE STUDY

COLLABORATION, CO-OPERATION & COMMUNICATION Sara Ewing, Lecturer from CELAW, provides weekly in-sessional academic study skills sessions for international students on the MA Creative & Cultural Entrepreneurship programme. Sara spoke to Charlotte Betts about cross-departmental collaborations and her work with ICCE. Sara Ewing, Lecturer CELAW Department: CELAW collaborating with ICCE Programme/s: MA Creative & Cultural Entrepreneurship In-Sessional: Academic Study Skills weekly classes Year/ Level: MA Number of Students: 24 Accreditation: Non-credit bearing but mandatory for international students Length of Engagement: 2 hour session once a week for the whole year

Overview CELAW provides weekly in-sessional academic study skills sessions for international students on the MA Creative & Cultural Entrepreneurship. Insessional modules are specifically designed to develop students’ language and study skills in line with the academic tasks they will face on their degree programmes.

Do you work in collaboration with any other departments? How is this managed? The weekly in-sessionals I deliver are a crossdepartmental collaboration between CELAW and ICCE.

What are the Requirements? Attendance at sessions and related work but no assessment.

How long has the module been running? Do you know how or why this element was initially introduced? Discussions were held between the departments to develop and tailor sessions for the MA Creative and Cultural Entrepreneurship and the sessions commenced in October 2014. There is a focus on critical thinking which is vital to all students. Critical thinking can be quite a baffling concept and often requires a shift in approach. These classes are developed for students to challenge themselves and to build on whatever level they are currently at.

“[The students] are improving at structuring work and are able to see the benefits of this.”

Do you identify Learning Outcomes? There are flexible lesson plans that reflect the needs of the group as they arise. Continual assessment of understanding through performance on coursework also contributes to the direction of the sessions. Areas that have been covered include: • The process of writing: formulating ideas, managing information, processing information and utilising it, incorporating ideas into essays, structuring writing and constructing arguments • Linking, signposting and critical reading • Picking apart essay questions • Summarising and demonstrating understandings • Creating an academic voice and becoming academically creative

THE FRAME “Critical thinking can be quite a baffling concept and often requires a shift in approach. ”

Are the teaching materials/ Resources on Learn. Gold? No, there are currently no materials on Learn.Gold for this class but it might be interesting to do this in future. What are the benefits/ impact of the module for students? There has been really good feedback from students that they are learning how to manage an assignment and that they are pleased to feel they have the freedom to write about what interests them. They are improving in confidence, in expressing ideas and developing them. They are improving at structuring work and are able to see the benefits of this. There are also one-to-one tutorials. How does the module dovetail with the rest of the programme? Are you able to offer examples of

the ways in which it has enhanced the learning process / been part of delivering the curriculum in an alternative way? The in-sessional classes are directly linked to the assessed work required for the programme. Prior to starting the sessions, a meeting was held with the course convenor and lecturers to establish the needs of the students. This collaboration allowed the insessional to be designed and tailored specifically for the programme’s requirements and students’ needs. This was especially important as the in-sessional delivery time is very limited. The in-sessional is integrated into the programme and prioritised by staff which contributes to its success. The students can see that the department value this element and there has been good attendance at the sessions.

THE FRAME

DEPARTMENTAL CASE STUDY

“Consider what the challenges are for your students and communicate those to CELAW so that an appropriate programme can be developed for their specific needs.” Do you gather feedback from students about the module? No, although the department may gather their own feedback. Have you experienced any challenges with the module? There is not enough time to cover everything and there were so many more areas that would be good to include. Also, the range of abilities can be challenging; ensuring that what is covered is relevant for different levels. Would you do anything differently next time? Are there any other areas that might be useful to cover? Reflect on one or two of the classes and develop them further. What have you been most happy with about the module? Very happy with the level of departmental collaboration and the sense of co-operation. Communication with the department has been excellent, this has allowed for the in-sessional programme to be relevant and not de-contextualised. In addition, the students have such a good attitude which feels like a reflection of

the successful collaboration with the department as a whole. Any advice for others about conducting a similar programme or module? Establish expectations and define what you would like from a programme of collaboration with CELAW. This preparation is key. Consider what the challenges are for your students and communicate those to CELAW so that an appropriate programme can be developed for their specific needs. In addition, ensure your students value and see the importance of this aspect of the programme. Do you think that it is important that these areas are offered to students as part of the Goldsmiths experience? Are there any other areas that you think should be offered by Goldsmiths to support students? Definitely. I wish it were more widely available to all students, as entering Higher Education can be intimidating and not everyone will have had essay writing experience in the past. It is really helpful and can enable students to become confident in approaching their studies.

“...entering Higher Education can be intimidating and not everyone will have had essay writing experience in the past. ”

THE FRAME

SKILLS SESSIONS Below are examples of skills sessions run by the Careers Service in collaboration with other departments and skills providers: REPORT WRITING: for DSCs, delivered by the Skills Developer in collaboration with The Students’ Union This session covered the style, content, sections and structure of report writing.

“Thanks for making this workshop possible. Now I know what to look out for when presenting.“

“I came for assistance with referencing and was given a lot of good advice. It would be very helpful to have such great assistance more often! Thank you!”

“More study skills drop-in advice! Very helpful during exams time!”

PRESENTATION SKILLS: for Gold Award Students, delivered by the Skills Developer The session focused on structure, content, delivery and timing, to build confidence and explore what makes a successful presentation. Time was included for each individual to do their own brief presentation to the group employing the techniques covered in the workshop. TIME MANAGEMENT: Drop-in session for Health & Wellbeing week in association with Student Recruitment & Engagement, delivered by the Skills Developer, the Gold Award Coordinator and the HEAR Coordinator Students were encouraged to consider how they balance their time using a visual planning tool and adding to a post-it feedback wall. DROP-IN STUDY/INFORMATION SKILLS SESSIONS: in collaboration with The Library, for the Be Well, Do Well campaign in association with Student Recruitment & Engagement, delivered by the Skills Developer and Subject Librarians Two drop-in sessions were held at a time when many students were revising, writing assignments and preparing for exams. The sessions took place in the library where the Careers Service Skills Developer and Subject Librarians were available to help with general questions and to offer advice and guidance. Students were asked to share their exam and revision tips with each other on a board installation and study skills books and resources were available. BUILDING SELF-CONFIDENCE: for Gold Award Students, delivered by a Careers Consultant This practical workshop examines what factors affect confidence and helps to develop techniques to become more confident in a range of settings. NETWORKING: for PhD students, delivered by a Careers Consultant A workshop looking at the barriers to effective networking in a conference setting and practising strategies to overcome them. CVs & APPLICATIONS: for Fine Art and History students, delivered by a Careers Consultant To help students improve their CV writing and application skills and enable them to articulate their experience and abilites effectively to employers.

DEPARTMENTAL CASE STUDY

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SCAFFOLDING FOR SUCCESS Elena Gil-Rodrigeuz, Lecturer in Counselling, has designed an innovative academic study skills module for first year BA Psychosocial Studies students. Charlotte Betts finds out more about how this has evolved and what impact it has had. Dr Elena Gil-Rodriguez, Lecturer in Counselling Department: STACS Programme/s: BA Psychosocial Studies Module: Independent Learning Strategies and Skills (CU51040A) Accreditation: 15 credit core module Year/ Level: 1st year Number of Students: 25 - 30 Length of engagement: 1 term, 10 sessions

Overview The module develops study, academic and communication skills, such as written and verbal communication, academic writing, self-reflection, the use of academic resources and presentation skills, which are required for undergraduate level study in social sciences.

Do you work in collaboration with any other departments? How is this managed? This has been developed in-house by the department. There are no formal collaborations with other departments but it is useful to talk to others.

What are the requirements? Engagement in 10 sessions and completion of reflexive assignment which includes an outline skills assessment, action plan and meta-reflection.

How long has the module been running? Do you know how or why this element was initially introduced? There is a big jump from A-Level to Higher Education study, the quicker students can become more familiar with what is required in terms of reading, writing and critical thinking, the better it is for them. Academic study skills are often quite neglected, especially research methods which are really needed for the programme. Originally this was a 6 lecture programme, this year it has been extended to a 10 week module.

Do you identify Learning Outcomes? Yes, at the end of the module, students will: 1. Demonstrate an understanding of how to plan, structure and produce academic assignments 2. Evidence the ability to utilise literature searching skills, specifically using relevant academic databases 3. Evidence the ability to utilise a reflexive learning cycle to assess their study skills, develop an action plan to address weaknesses/ shortfalls and evaluate the impact of implementing this 4. Evidence an ability to use self-directed and independent learning 5. Be able to begin to develop self-reflexive skills and critically evaluate their learning and progress

The module â&#x20AC;&#x153;helps with the transition to HE and acts as an anchor point.â&#x20AC;?

THE FRAME “This module is very much scaffolded with the other modules, leading the students towards their 3rd year.” What are the assessment methods? A reflexive skills based assignment (3000 words; including peer assessment – 100%). This form of assessment complies with the programme’s ethos of critical thinking and reflective skills, and it is chosen in order to be able to assess the module’s outcomes which extend beyond theoretical understandings to general skills (e.g. reflection, independent learning etc.). Are the teaching materials/ resources on Learn. Gold? Do you use any other online/digital platforms or materials? Teaching materials are on Learn.Gold and some of the resources from the 3D Graduate are used. What are the benefits/ impact of the module for students? It helps with the transition to HE and acts as an anchor point. An emphasis is placed on getting the most out of the Goldsmiths experience in a holistic sense, encouraging a conscious approach to the skills acquired through life experiences and cocurricular activities, such as volunteering.

How does the module dovetail with the rest of the programme? Are you able to offer examples of the ways in which it has enhanced the learning process / been part of delivering the curriculum in an alternative way? The module includes reflection, peer assessment and learning logs, all of which are integral components and skills required for the rest of the programme. This module is very much scaffolded with the other modules, leading the students towards their 3rd year. This is the first year that the module has been run in this format. It is hoped that there will be virtually no issues around plagiarism as this has been thoroughly covered in the sessions. Have you noticed any changes since introducing the module? As this is a new version of the module, it will be interesting to see what changes as a result. This year more focus has been given to critical thinking in the hope that this will impact on students’ awareness of analysing and evaluating information.

THE FRAME

â&#x20AC;&#x153;By tackling study skills in areas like avoiding plagiarism, early on you can embed good academic practice. â&#x20AC;?

DEPARTMENTAL CASE STUDY

THE FRAME

28 Do you gather feedback from students about the module? Yes, feedback is collated each year. Have you experienced any challenges with the module? Noticing students’ areas of weakness has resulted in an even greater emphasis on certain areas and the module has been increased from 6 weeks to 10. Would you do anything differently next time? Are there any other areas that might be useful to cover? Although it is still a little early in the process to comment, it would be excellent to extend this even further if possible, perhaps across the whole first year. It may also be good to expand the critical thinking area. What have you been most happy with about the module? The general outline of the module which addresses the issues that have been noticed. The assignment and peer assessment are very successful assessments method. Any advice for others about conducting a similar programme or module? Although the department is yet to see the rewards, it is so important for students to be offered academic study skills information, giving them a strong foundation and frame for their studies and they are extremely appreciative of the module. Do you also include other areas in your programme such as provision for careers education programmes, work placements or enterprise initiatives? Careers Education – the Careers Service coordinated a day for the students which was very helpful and worked well. Considering options beyond the degree

in a less formal sense is also addressed in tutorial time. Field Work Practice module – students attend 80 hours of voluntary work linked to their programme and are assessed through a reflective journal and presentation. Empirical Projects in year three, which involve some community based work. Do you think that it is important that these areas are offered to students as part of the Goldsmiths experience? Are there any other areas that you think should be offered by Goldsmiths to support students? Goldsmiths provides a number of good areas of support. It is absolutely vital that students are offered a well-rounded education and value for money. Areas such as academic study skills provision allow students to settle in and get off to a good start. It is also important for students to be able to articulate what they are gaining in terms of skills and to ensure that they present this in a way that appeals to employers. There cannot be too much emphasis placed on the importance of these areas. Any other comments? Within the Independent Learning Strategies and Skills module the sense of ‘independent’ learning is key, this is to instil confidence and knowledge. By tackling study skills in areas like avoiding plagiarism, early on you can embed good academic practice.

“it is so important for students to be offered academic study skills information, giving them a strong foundation and frame for their studies”

THE FRAME

DEPARTMENTAL CASE STUDY

RESEARCH SKILLS & CONFIDENCE Kevin Wilson, Subject Librarian delivers a lecture on a Research Skills Module (P.31) for MA students in the department of Media and Communications. The lecture explores getting the most out of library resources. Charlotte Betts spoke to Kevin about how Subject Librarians work with academic departments and the benefits of this lecture. Kevin Wilson, Subject Librarian, Library Department: Library collaborating with Media Programme/s MA Media Lecture: Library Resources in the Digital Age, within the Media Module, Dissertation Research: Methods, Research Skills and Resources Year/ Level: MA Number of Students: 120 Length of Engagement: Library lecture - 1 hour as part of a two term module

Overview PG Media & Communications students are encouraged to take an extra module (see P.31) This module focuses on various aspects of research. In 2013-2014, Kevin Wilson was invited to give a one hour lecture on ‘Library Resources in the Digital Age’. This lecture is now a part of the module programme each year.

Do you work in collaboration with any other departments? How is this managed? All academic departments have a Subject Librarian, there is no one consistent approach as subject Librarians tailor what is offered to each department’s specific requirements. I work with Media, IMS, Computing and CELAW.

further information and as a result, an hour long library lecture has been scheduled into the programme. The lecture is now delivered as part of the Dissertation Research module. The Media Department suggested the title of the lecture and as Subject Librarian, I developed a session around this area.

How long has the module been running? Do you know how or why this element was initially introduced? Media is the largest department in the college and the library were aware they could offer useful support for Media students. Initially the only opportunity to engage with Media students was at departmental inductions. Following a proposal made by the library, the department recognised the value of embedding

Do you identify Learning Outcomes? Yes, Library Resources in the Digital Age, enables students to know: • which information is available for their research • where and how to find relevant information • how to evaluate information • the main principles of referencing • how to use online reference management software

“All academic departments have a Subject Librarian, there is no one consistent approach as subject Librarians tailor what is offered to each department’s specific requirements.”

THE FRAME

Are the teaching materials/ Resources on Learn. Gold? There are many useful resources on the module area of Learn.Gold. The Library has been provided with access to add to these resources. Do you gather feedback from students about the lecture? Not for this lecture although feedback may be gathered for the module as a whole within the department. Have you experienced any challenges with the lecture? Time. It is difficult to fit everything into a one hour time slot. Would you do anything differently next time? Are there any other areas that might be useful to cover? Referencing could be a whole session on its own but currently only 20 minutes are allocated within the session to cover it. What have you been most happy with about the lecture? Embedding library work into the Media department. Many Media students utilise the library and find it a vital resource, therefore it is important to connect with

them and ensure they are aware of what is available and how to make best use of it. On a personal level, I have been undertaking the PGCert Learning and Teaching in Higher Education and I have valued the opportunity to further reflect on my teaching skills. Do you think that it is important that these areas are offered to students as part of the Goldsmiths experience? Are there any other areas that you think should be offered by Goldsmiths to support students? Whether students arrive at Goldsmiths at UG or PG level, the assumption is that they are already proficient in most academic study skills. However, many still require additional information, training to learn new skills or refresher sessions. There needs to be something formalised in place and it is good to embed this type of skill development so that all students are receiving the same level of service. Any other comments? There are sometimes overlaps between departments and yet the departmental structure can seem somewhat delineated. It would be good to work more closely with other departments; to share and collaborate to a greater extent.

DEPARTMENTAL CASE STUDY

THE FRAME

LEARNING ABOUT LEARNING Marianne Franklin, Professor of Media & Politics and Convener of the MA Global Media and Transnational Communications, runs a Research Skills module for MA students. This module enables learners to gain a greater understanding of research methods and principles. Marianne discussed some of the details of the module with Charlotte Betts. Marianne Franklin, PhD, Professor of Global Media and Politics Department: Media & Communications Programme/s: MA Global Media & Transnational Communications Module: Research Skills Module Number of Students: 21 Length of Engagement: Lectures in Autumn and Spring terms. Workshops in Summer term.

Overview The module supports students to undertake an independent research project and present the outcome of their work as an extended piece of academic writing; the MA Dissertation. These sessions deal with the underlying principles and practicalities that make up media & communications research in an international context.

Do you work in collaboration with any other departments? How is this managed? Yes, Kevin Wilson from the Library delivers a lecture for the module.

The autumn term sessions cover general guidelines and pointers relevant for all the MA programmes whilst the spring term sessions provide more focused guidance on selected research methodologies that all students need to be knowledgeable about even if they may not use some of these approaches in their own project.

Do you know how or why this element was initially introduced? The programme is designed to guide and advise, not to prescribe. It is based on the premise that successfully completing an independent research project means learning how to undertake research e.g. reviewing or learning about different methods, modes of analysis and related theoretical issues. Is this an optional module? This is a mandatory module. It is important to be transparent about what the module offers. What are the requirements? 4 Autumn term lectures/ 8 Spring term lectures/ Summer term seminars

The focus is on those approaches prevalent in research across the humanities and social science taking place in international and multidisciplinary research cultures such as this department, and Goldsmiths at large. The summer term will provide small group seminars for hands-on practice and discussion that extend and deepen the material covered in respective spring term sessions. The module allows for examined and non-examined forms of assessment and for Theory MA programmes it feeds into the credit bearing (60CATS) of the final dissertation.

â&#x20AC;&#x153;[The students] learn the value of working together and collaborating rather than competing; they see that synergies are far more rewarding.â&#x20AC;?

THE FRAME

“It is important to remember that the students may be a reluctant audience for skills related work so planning the programme carefully and reviewing it regularly is necessary.” Learning Outcomes? The first lectures, in the autumn term, are designed to inform and update all incoming MA students in: (1)The structure and format of a dissertation in the UK system, integrating your dissertation project into your MA core programme and options modules; 2) ways to decide on a doable topic, conducting a literature search; (3) research design and planning, including formulating a research question, conceptual and practical elements of research design (in general and with respect to specific MA programmes), writing a ‘literature review’; (4) key ethical issues related to conducting research with living subjects such as interviewing, participant observation, fieldwork online and on the ground. The mixed lecture/working-sessions in the spring term are designed to (re-)introduce students to selected methodologies pertinent to conducting interdisciplinary research in Media & Communications, suitable for those experienced in these techniques and also those new to academic work. Teaching materials/ Resources on Learn.Gold? Learn.Gold is used as a repository for all relevant resources. It has taken a long time to build up this space and it now has a vast amount of useful information included. This is created as open access and although it is designed with the MA students in mind, it can also be useful for undergraduates and PhD students. Use of Learn.Gold, Moodle or any other online platform? The Learn.Gold statistics demonstrate that students are accessing the VLE and that views peak around lecture times. Have you experienced any challenges with the module?

Students are very content-focused which sometimes means they do not understand the value of this type of module and this can impact on attendance. It is particularly difficult getting the students who often need it most to attend. Would you do anything differently next time? Are there any other areas that might be useful to cover? This year Summer seminars have been introduced for the first time. What have you been most happy with about the module? It is rewarding when students and staff think that it is useful. Any advice for others about conducting a similar programme or module? A lot of talking and conferring with colleagues is necessary to ensure that there is a sense of shared ownership. Collaborating with other departments is also fabulous, to share the load and add to the module. It is important to remember that the students may be a reluctant audience for skills related work so planning the programme carefully and reviewing it regularly is necessary. Can you give examples of 3 – 4 skills/ capabilities learners develop through your programme (subject specific and/ or general)? In the Research Skills Module students develop: Independent thinking, they learn about learning, how to make up their minds about research and how to use the internet for academic research purposes. In addition, they learn the value of working together and collaborating rather than competing; they see that synergies are far more rewarding.

DEPARTMENTAL CASE STUDY

THE FRAME

SELF-DIRECTED LEARNERS Raj Pandey, Reader in Asian Studies offers a five week study skills programme to first year BA Politics students. The programme introduces learners to university level study and research-based learning. Charlotte Betts spoke to Raj and heard more about the programme. Dr Rajyashree Pandey Reader in Asian Studies Department: Politics Programme/s: BA Politics Module: Academic Study Skills (Non-Credit Bearing) Year/ Level: 1st Yr, UG Number of Students: 50 - 120 Length of Engagement: 5 weeks

Do you work in collaboration with any other departments? How is this managed? The programme is designed and managed by the Politics department. The library provides a tailormade tour demonstrating how to access internet resources and journals. There are currently no other cross-departmental collaborations. However it would be very helpful to liaise with other departments. How long has the module been running? Do you know how or why this element was initially introduced? The programme has been running for several years but this is the first year that it has been tied to the Personal Tutor system. The programme was introduced in recognition of the increasing number of students that would benefit from developing their analytical skills and writing skills. Is this module optional? This is referred to as a mandatory element but in a sense if there is no measure or assessment then the students tend to view it as optional. What are the requirements? The short programme provides an expansive idea of what University is, what is required and expected.

Overview A five week, introductory, study skills programme is offered to first years. This programme inducts students into researchbased learning and gives practical advice on research skills, essay writing, time management, goal-setting and self-reflection.

Students are encouraged to explore why they are here and articulate what it is that they get out of a degree and why it is different to school. It is important that students recognise the freedom that they have and that they are able to take the initiative with their own learning experience, as self-directed learners. There is an emphasis placed on moving away from a view of “client and service provider” to an understanding that knowledge production is not a commodity and that the “product” they will get at the end is something that they are involved in producing and have a responsibility for. There is a library tour which is tailor-made for the group, enabling confidence in accessing internet resources and journals. The focus then shifts towards areas around essay writing and research. Learners explore what constitutes an argument and how to think critically. Plagiarism is covered as there is often a lack of understanding around the area. Practical exercises and activities are given on areas like footnoting, quotations, references and summarising. As a means of employing these skills in practice, a formative essay directly linked to the programme is required. Though no summative grade is provided, students’ Personal Tutors provide written and faceto-face feedback on the essay.

THE FRAME

â&#x20AC;&#x153;It is important that students recognise the freedom that they have and that they are able to take the initiative with their own learning experience, as self-directed learners.â&#x20AC;&#x153;

Are the teaching materials/resources on Learn. Gold? Do you use any other online/digital platforms or materials? Yes, teaching materials are on Learn.Gold and the formative essay is submitted through Learn.Gold.

standardised, there are a certain number of criteria across the board that everyone will be looking for, such as, a coherent argument. Therefore, if students can understand these conventions it will help them to improve their work.

What are the benefits/ impact of the module for students? The basics are covered, understanding is improved and learners gain a greater awareness of the expectations at university level.

Have you noticed any changes since introducing the module? The formative essay/ Personal Tutor element has only been introduced this year, so it will be interesting to see what effect this has.

How does the module dovetail with the rest of the programme? Are you able to offer examples of the ways in which it has enhanced the learning process / been part of delivering the curriculum in an alternative way? This element is now tied in with the Personal Tutee system through the formative essay. This is the first year to have tried working in this way and to-date, it has been a useful way of working.

Do you gather feedback from students about the module? Word-of-mouth but no formal feedback is collected. Feedback from the DSCs has been positive.

Student expectations are improved. They need to understand the common elements required in academic work. Although this cannot be completely

Have you experienced any challenges with the module? How to get students to attend. The most dedicated students attend however those that are less engaged are less likely to be present. Interestingly, one of the aims of the programme is about learning to become self-directed learners and those that do not attend may benefit most from it.

THE FRAME

DEPARTMENTAL CASE STUDY

“It would be great to tackle this as a college-wide problem instead of purely departmental, as everyone shares these concerns for their students.” Would you do anything differently next time? Are there any other areas that might be useful to cover? If there were the resources then it would be excellent to run this for the whole term. With current resources this would not be possible but perhaps by collaborating with other departments, the programme could be extended.

essay/ Personal Tutee system as a model as it may be useful.

What have you been most happy with about the module? The formative essay working with the Personal Tutee/ Tutor system. It allows the tutee and tutor to get to know one another and allows students to discuss their work and progress in a safe environment.

Do you think that it is important that these areas are offered to students as part of the Goldsmiths experience? Absolutely.

Any advice for others about conducting a similar programme or module? A recommendation would be: using the formative

Do you also include other areas in your programme such as provision for career education programmes, work placements or enterprise initiatives? There are work placements within the department.

Any other comments? It would be great to tackle this as a college-wide problem instead of purely departmental, as everyone shares these concerns for their students.

“it would be excellent to run this for the whole term. ...perhaps by collaborating with other departments, the programme could be extended.”

THE FRAME

SUPPORTING EFFECTIVE TIME MANAGEMENT As the results of our recent survey demonstrate (p.17) a key concern for many students is time management and balancing the different aspects of life. University is, for many, the first experience of selfdirected study and this can, at times, be challenging. As Shahabudin et al highlight, “Poor time management can be a major source of stress and anxiety, creating pressure on university support services including counselling, medical practices and personal tutors.”1 A lack of efficent time management can have a significant effect on learners’ ability to cope whilst studying which is why it is important to provide guidance and support in this area. According to Shahabudin et al, at Reading University ‘after essay writing, time management is the most common cause for student referral’2 to the study advice service. In addition, it is noted that this can often be a sign of other study skills areas that the student may need to develop in order to manage their workload, such as using a range of reading strategies. Effective approaches to supporting individuals with their time management issues, often involves ‘confronting the scale of the work [and] putting it on paper starts to get things back under control and re-establishes a sense of proportion’.3 References 1, 2 & 3 Shahabudin et al (2010) Managing time at university: a learning development perspective on issues and effective interventions, LearnHigher CETL, University of Reading (p.1/ p.4)

In February 2015 the Careers Service Skills Team contributed to the Goldsmiths Health & Wellbeing event. Effective time management was taken as a starting point and the team interacted with students to find out more about how they spend their time and deal with the pressures of balancing study and life. A tool was provided to enable individuals to explore and self-assess their study/ work/ life balance and identify any challenges. A feedback wall was created demonstrating the wide range of activities students are involved in and approximately how much time they spend doing them in a typical week. Responses included study and part-time work, volunteering, fundraising, meditation, sports, hobbies, socialising and more. The short animation below was created from a student’s response in a recent Focus Group (p.15) and gives a humorous explanation on the necessity of good time management skills in order to prevent procrastination.

DEPARTMENTAL CASE STUDY

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WEAVING THEORY & PRACTICE Caroline Frizell, Course Convenor for MA Dance Movement Psychotherapy values the lectures offered by The Centre for English Language and Academic Writing (CELAW) to support students with their academic skills. A number of lectures are embedded in the programme and delivered by Paul Stocks, CELAW. Caroline Frizell, Course Convenor & Paul Stocks, CELAW Department: STaCs Programme/s: Dance Movement Psychotherapy (DMP) Lectures: Academic Study Skills Lectures (as core part of the programme) Year/ Level: MA (2 years full time/ 3 years parttime) Number of Students: Approximately 50 Length of Engagement: 1 – 2 lectures per year Work in collaboration with any other departments? How is this managed? Academic Study Skills lectures are provided in collaboration with CELAW as part of the programme. The students are also encouraged to attend CELAW drop-in sessions. How long has the module been running? Do you know how or why this element was initially introduced? The lectures have been an integral part of the programme for the last decade. DMP students often have a range of prior experience; some having PhDs, a number having been out of education and working for several years, international students and others who have never studied at UG/ PG level before. There is also some instance of dyslexia amongst DMP students.

Overview DMP includes several lectures on writing techniques and other study skills, some of these are provided by CELAW.

There was a need for additional emphasis on the type and style of writing required for the programme which is reflective and requires not only high academic standards but emotional literacy. It can be challenging for students to weave their own practice into written pieces in an appropriate way, achieving a balance between theory, practice and reflection. At times, there can also be a lack of confidence in approaching the essays, given the non-verbal modality of dance at the centre of the work What are the requirements? The 2 – 3 year MA has a strong experiential learning focus with every student engaged in a placement all the way through the programme.

“There was a need for additional emphasis on the type and style of writing required for the programme which is reflective and requires not only high academic standards but emotional literacy.”

THE FRAME “It can be challenging for students to weave their own practice into written pieces in an appropriate way, achieving a balance between theory, practice and reflection.”

Do you identify Learning Outcomes? By the end of the programme a typical student who is fully engaged with all the courses can expect to have acquired advanced practical and theoretical knowledge and an in-depth understanding about the professional practices of dance movement psychotherapy. They will learn to apply this knowledge safely and effectively in the field, as well as developing a range of professional and transferable skills in education, health, mental healthcare and social and community care. The programme requires that students think critically about the theories that inform the clinical practice of dance movement psychotherapy, obliging them to develop a wide range of clinical, professional, research and evidence-based practice skills. Assessment methods? Students are required to submit a range of assessed pieces throughout the MA including: • Placement portfolio containing a 2000 word essay and 2 – 7 minute filmed movement piece • Course work summary containing a 2000 word essay and 2 – 7 minute filmed movement piece • Mid-course case study • Final Clinical report

Are the teaching materials/resources on Learn. Gold? All criteria and information is on Learn.Gold. What are the benefits/impact of the module for students? Through the CELAW lectures the students are able to identify what is needed in terms of academic, theoretical and practice-based work. These can often appear as fragmented elements but Paul’s lectures pull these together and enable the students to see how they are connected. It is useful for these lectures to be run by someone outside the direct DMP team as the information can be delivered objectively. Paul’s enthusiasm and knowledge of DMP is very much appreciated by the students. How does the module dovetail with the rest of the programme? Are you able to offer examples of the ways in which it has enhanced the learning process / been part of delivering the curriculum in an alternative way? It is essential to be able to write professionally and articulate what DMP is to a wide range of audiences. In addition, it is important to learn how to communicate effectively with other professionals.

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Do you gather feedback from students about the module? General feedback is gathered but not specifically on Academic Study Skills. Some feedback suggests that the sessions that work best are those that are specifically designed for, and with, the programme as they are tailored to the needs of the students and requirements of the programme. Have you experienced any challenges with the module? The wide range of students from differing academic backgrounds. Would you do anything differently next time? Are there any other areas that might be useful to cover? There is nothing to change, it is just an ongoing dialogue with CELAW. What have you been most happy with about the module? CELAW are reliable and consistent and Paul takes a real interest in the students’ achievements. Any advice for others about conducting a similar programme or module? Go and have a cup of tea with people (e.g. CELAW) to see what they have to offer, how they may be able to support and what the possibilities are for collaboration. It is really valuable to work together to design elements that can support students in their Academic Study Skills. Do you also include other areas in your programme such as provision for career education programmes, work placements or enterprise initiatives? • Work placements are an important feature of the programme; students undertake one or two days per week of placement per year alongside their studies.

• A programme of workshops are run in collaboration with Participatory and Community Arts around areas including how to devise and deliver projects. • A series of Autumn lectures are arranged often involving Alumni demonstrating the range of career options there are following the programme. • An emphasis is placed on recognising the transferable skills that are acquired through DMP and students are encouraged to try to write at least one article within 5 years of graduating. Do you think that it is important that these areas are offered to students as part of the Goldsmiths experience? Are there any other areas that you think should be offered by Goldsmiths to support students? These areas are essential for students, it is all to do with employability and ensuring that they are good all-rounders. Writing skills are key for the profession and many students will have to manage a portfoliostyle career so learning good organisational skills and the ability to communicate in different contexts is vital. There is a lot that could be developed at Goldsmiths, these areas have been developed in DMP because there is the belief that they are important but there was no obligation to do so.

“Go and have a cup of tea with people (e.g. CELAW) to see what they have to offer, how they may be able to support and what the possibilities are for collaboration. It is really valuable to work together to design elements that can support students in their Academic Study Skills.”

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STUDENT PERSPECTIVES

LECTURE FEEDBACK Charlotte Betts spoke to a group of Dance Movement Psychotherapy students following a CELAW lecture delivered by Paul Stocks. The group were asked the following questions and some of the responses are captured below. Why did you come to the session today? / What skills did you hope to improve?

Hoping to ease my anxiety about essay writing (20 years out of education!) Improving understanding of what is expected at degree level.

I feel that any support I can gain in academic writing helps me to work out a structured way of approaching my written assessments.

How has this session helped?/ What did you learn?

Iâ&#x20AC;&#x2122;m really pleased that we can have these sessions. In my previous undergraduate degree we were never taught basic skills for studying, writing essays. I really appreciate that nothing is too basic to revisit.

This session has helped me think about structure of an essay, and the clear planning and thinking about content and most of all feeling more confident about my ability.

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PEER ASSISTED LEARNING The Peer Assisted Learning scheme has been running for around nine years and provides invaluable support for many students. Sarah Lambert, Peer Assisted Learning Coordinator, TaLIC, discusses how PALs work within academic departments and contribute to the student learning experience. Sarah Lambert, Peer Assisted Learning Coordinator Department: Teaching and Learning Innovation Centre (TaLIC) Programme/s: Peer Assisted Learning Year/ Level: Year 2 and 3, in support of year 1 (and occasionally year 1 in support of year 0 Number of Students: Around 120 Pals, delivering support to all undergraduates on all programmes Length of Engagement: 1 year HEARable Activity Do you work in collaboration with any other departments? How is this managed? We work with all undergraduate departments, with postgraduate team leaders in each, who collaborate with the departmental staff and the PAL coordinator (me). How long has the scheme been running? Do you know how or why this element was initially introduced? Around 9 years – it was introduced as part of the widening participation activity to offer support to all students, non-targeted. Is PAL accredited or recognised in any way? PAL activity is recognised by HEAR, and we are investigating the possibility of participating in an externally accredited qualification.

Overview Peer support to develop learning strategies, share experiences and best study practice, explore new ideas and hand on tips and support both directly academic and pastoral.

Is PAL optional? Optional – this is crucial to the PAL ethos – it is about students getting together in an informal atmosphere to the benefit of all participants through mutual support – so no assessment and no registers. Length of engagement? PALs usually work for a year, but many of them return for a second year as well. First year participants can opt in or out as often or as little as they choose. Any training provided? PALs have a compulsory 2 days of training with additional top ups online and face-to-face through the year. What does the role involve? Requirements? PALs must be continuing students in good standing with their department who provide a detailed application form and attend an interview.

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PALs provide “a friendly unofficial source of advice, signposting to professional college services”

What are the benefits/impact of the scheme for students? The benefits are, improving students’ confidence and embedding good study practice. Providing a friendly unofficial source of advice, signposting to professional college services, mapping personal development by sharing best practice with continuing students, cascading department practice and principles and fielding low level inquiries. Developing students’ independent learner identities. Are you able to offer examples of the ways in which it has enhanced the learning process / been part of delivering the curriculum in an alternative way? Feedback is collected regularly from participants whose response is over 90% positive, describing the experience as “very useful”. Have you experienced any challenges with the scheme? Challenges include effective communication across the institution with both staff and students – we are working on this!

Would you do anything differently next time? Are there any other areas that might be useful to cover? Embedding PAL study sessions in personalised timetables is our key development for the coming year. Any advice for others about working with PALs? Please recommend your students in years 0 and 1 to seek out their PAL teams for help and advice, and to attend study groups. Do you also include other areas in your programme such as provision for academic study skills, career education programmes, work placements or enterprise initiatives? Study skills is a key element of the PAL support. Can you give examples of 3 – 4 skills/ capabilities learners develop through your programme (subject specific and/ or general)? Confidence, independent thinking, understanding of Goldsmiths academic and professional services, communication and critical thinking.

“Peer support to develop learning strategies, share experiences and best study practice, explore new ideas and hand on tips and support both directly academic and pastoral.”

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THE FRAME A Directory of Skills & Opportunities

The Careers Service Skills team have developed a number of resources and initiatives as part of THE FRAME project. These include: this publication, a variety of skills sessions (P.24) and a directory of skills and opportunities for students (as above). This web area signposts to more information on a range of skills areas including academic study skills, careers advice, enterprise, mentoring and ambassadors, volunteering and many more. The directory is now available online at:

www.gold.ac.uk/careers/skills

Call for interest

The next phase of the project is to develop a skills area on Learn.Gold which will act as a central hub for skills development resources and signpost to other useful areas of Learn.Gold VLE and external resources. If you have developed Learn.Gold areas that you think may be of use to all students and you would be happy to share them as open access, or if you have any other suggestions for the new Learn. Gold area please contact: Charlotte Betts c.betts@gold.ac.uk

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NEXT ISSUE... The Autumn issue of THE FRAME will focus on the wide variety of co- and extra-curricular activities students are involved in alongside their studies including volunteering, activity in sports and societies, mentoring and ambassador roles. The issue will feature:

An invitation to contribute

•

Charlotte Betts c.betts@gold.ac.uk

• • •

Goldsmiths activities highlighted with staff providing more information and details. Guest contributors considering the changing landscape of HE and the value of supporting and recognising students’ co-curricular activities. Students exploring why they get involved and how these experiences enable them to develop their personal and professional capabilities. Staff and student perspectives on the Higher Education Achievement Report (HEAR) and The Gold Award.

If you run any student co-curricular activities and would like these to feature in the next issue we would be pleased to hear from you. For more information please contact:

We very much hope you have enjoyed the first issue of THE FRAME. Thank you to all contributors and we welcome any thoughts or suggestions for future issues.

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Departmental Careers Education Programmes Careers Information, Advice & Guidance

One-to-one Careers Discussions

Careers Workshops

Jobs and Volunteer Fairs

HEAR

Work Placements & Internships

Employerled Events & Industry Panels

Gold Award

Skills Development Sessions, Information & Advice

CV Checks & Practice Interviews

Enterprise Boot Camps, Competitions & Advice

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Goldsmiths Careers Service Team

Colin Baumgart-Osborn Cal Brindley, Careers Information Assistant Charlotte Betts, Santander Skills+ Developer Mark Chadwick, Events and Placements Assistant Claire Coveney, Careers Information Assistant Anthony Crowther, Student Enterprise and Skills Manager Vanessa Freeman, Senior Careers Consultant Fergus Gleeson, Employer Engagement Manager Beth Guilding, CV Advisor Helen Kempster, Careers Consultant Eva Kiss, Careers Consultant Katarina Lezova, Gold Award Coordinator Joanie Magill, HEAR Coordinator Alison McGregor, Work Placement Manager Sophie Picard, Careers Information and Administration Manager Sue Young, Head of Goldsmiths Careers Service