Widening participation in student publications Laura Jenkins - ega05laj@shef.ac.uk Sabine Little - s.little@shef.ac.uk http://cilass-student-journal.group.shef.ac.uk/

CILASS & the SAN HEFCE-funded CETL working with 24 departments to enhance inquiry-based learning Student representation from bid stage onwards Student Ambassador Network – 24 SAs, 60 hours/year, £7/hour, 1 student co-ordinator, 130 hours/year No sabbaticals

HEFCE-funded CETL working with 24 departments to enhance inquiry-based learning

Student representation from bid stage onwards

Student Ambassador Network – 24 SAs,

60 hours/year, £7/hour,

1 student co-ordinator,

130 hours/year

No sabbaticals

Work of the SAN Student Ambassador Network Evaluation Group Journal Group Film Group Information Materials Group Technology/ user support Group Staff-student Symposium Working with departments on planning & evaluation Film on student perceptions of IBL Creation of student-centred materials/guides CILASS student journal

The CILASS Student Journal

What did we do?

How? Student Ambassador Network (SAN) working group – Journal Collaboration with CILASS core team and Learning Development Media Unit Whole SAN supported collection of contributions

Student Ambassador Network (SAN) working group – Journal

Collaboration with CILASS core team and Learning Development Media Unit

Whole SAN supported collection of contributions

Why? CILASS´s aim is to embed IBL at the heart of the learning experience and we wanted to know if this is true, to be able to show how true it is to and promote it; We wanted to know how IBL works in modules, what students felt they gained from it in terms of their future learning and employability. The format means it is accessible to any student at any time.

CILASS´s aim is to embed IBL at the heart of the learning experience and we wanted to know if this is true, to be able to show how true it is to and promote it;

We wanted to know how IBL works in modules, what students felt they gained from it in terms of their future learning and employability.

The format means it is accessible to any student at any time.

Key questions for contributors Has your IBL module changed your way of thinking about knowledge? Have you been able to engage critically with the work you have been presented? Have you used different research techniques and different formats of information e.g. digital formats, archives, datasets? Do you feel more confident in these now?

Has your IBL module changed your way of thinking about knowledge?

Have you been able to engage critically with the work you have been presented?

Have you used different research techniques and different formats of information e.g. digital formats, archives, datasets? Do you feel more confident in these now?

How has new technology aided your learning? Have you learnt to communicate through different media, e.g. blogs, to be able to participate in inquiry-based learning with tutors and peers? Have you gained skills when working collaboratively? Have you been able to critically reflect upon the knowledge you have learnt in the module? Is IBL a fun way to learn? Is it engaging?

How has new technology aided your learning?

Have you learnt to communicate through different media, e.g. blogs, to be able to participate in inquiry-based learning with tutors and peers?

Have you gained skills when working collaboratively?

Have you been able to critically reflect upon the knowledge you have learnt in the module?

Is IBL a fun way to learn? Is it engaging?

Lessons learnt… + Collaboration between staff and students (including support division) + Sections in journal are flexible and offer various entry points + Wide-spread interest in the publication + High-profile launch Interest does not always translate into contribution Reliance on SAN to get contributions IBL focus (language!) complicates matters

+ Collaboration between staff and students (including support division)

+ Sections in journal are flexible and offer various entry points

+ Wide-spread interest in the publication

+ High-profile launch

Interest does not always translate into contribution

Reliance on SAN to get contributions

IBL focus (language!) complicates matters

The future Expand the intake of contributions More pieces written for the purpose of the journal rather than pre-written Raise the profile of the journal Encourage submissions from departments that have not yet contributed Encourage module convenors to make students aware of the journal from the beginning and throughout that module, in the hope that students will see it as an appropriate outlet to share their experiences Recruit new members onto the editorial board Ensure that there are submissions for the multimedia section For the journal to evolve following the evolutions in teaching at the University of Sheffield Look at student journals from other academic institutions Special editions? … build on success!

Expand the intake of contributions

More pieces written for the purpose of the journal rather than pre-written

Raise the profile of the journal

Encourage submissions from departments that have not yet contributed

Encourage module convenors to make students aware of the journal from the beginning and throughout that module, in the hope that students will see it as an appropriate outlet to share their experiences

Recruit new members onto the editorial board

Ensure that there are submissions for the multimedia section

For the journal to evolve following the evolutions in teaching at the University of Sheffield

Look at student journals from other academic institutions

Special editions?

… build on success!

Book – call for chapters! Beyond Consultation: Developing Staff-Student Partnerships in Learning and Teaching Development and Research Editors: Laura Jenkins & Sabine Little

Beyond Consultation: Developing Staff-Student Partnerships in Learning and Teaching Development and Research

Editors: Laura Jenkins & Sabine Little