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Newcastle Northern Collaboration Learning Exchange presentations

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Presentations from Newcastle Northern Collaboration Learning Exchange, February 3rd 2017

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Newcastle Northern Collaboration Learning Exchange presentations

  1. 1. Students as Partners Northern Collaboration Learning Exchange Newcastle University, February 3rd 2017 #nclepartners @nclroblib University Library Explore the possibilities
  2. 2. Exploring partnership and active student participation Colin Bryson and Olivia Petie colin.bryson@ncl.ac.uk
  3. 3. The virtues of partnership Epitomises positive values in society  Ethical  Democratic  Enables Higher Education to a make a more profound contribution to society  Education should be exemplary but also dynamic, be progressive and ‘public’ NCLE Feb 2017
  4. 4. Cook-Sather, Bovill and Felten et al (2014) p6 We define student-faculty partnership as a collaborative, reciprocal process through which all participants have the opportunity to contribute equally, though not necessarily in the same ways, to curriculum or pedagogical conceptualisation, decision making, implementation, investigation or analysis NCLE Feb 2017
  5. 5. The ethos of partnership Principles of respect, repricocity and responsibility (Cook Sather et al, 2014) The participant must perceive (Bryson et al, 2015):  That their participation and contribution is valued and valuable;  A sense of co-ownership, inclusion, and equalising of power relations between students and staff;  A sense of democracy, with an emphasis on participative democracy;  Membership of a community related to learning and educational context And this needs to be realised in practice – a virtuous circle NCLE Feb 2017
  6. 6. A typology of SaP roles e.g. (Cook- Sather et al, Healey et al, 2014)  Consultant to staff  Co-designing  Co-researching  Change-agent (Dunne and Zandstra, 2011)  Peer leading Focussed on SoTL, curriculum, QA/QE, subject based http://www.mickhealey.co.uk/resources look under ‘change agents’ NCLE Feb 2017
  7. 7. Benefits of partnership (Cook-Sather, Bovill and Felten, 2014) Enhances (for both students AND staff)  Engagement (motivation, in the learning process itself, sense of responsibility, recognition)  Metacognitive awareness and identity  Actual L&T and classroom experiences NCLE Feb 2017
  8. 8. A departmental example  Combined Honours at Newcastle  Diverse and complex  Individuals doing unique degree  Missing sense of identity/ belonging  But few resources and so difficult to influence the existing curriculum NCLE Feb 2017
  9. 9. Involving the students  Student representation:  Student-Staff Committee  Empowerment- Student led, working groups  Active agenda – providing solutions  The engine room of change  Staff supported  Success stories Little things and bigger things  Inclusion for CH students  Combined Honours Week  New curriculum and module co-design NCLE Feb 2017
  10. 10. Enhancing engagement in Combined Honours Peer leadership  Mentors, Welfare ambassadors  PASS scheme  Buddy schemes – for study abroad etc  Graduate mentoring Schemes student led but strong staff support The Graduate Development modules – rewarding good practice and enabling projects NCLE Feb 2017
  11. 11. Reflections on the CH strategy  Involves around 80 students per year –over 15%  Wider opportunities for involvement – co-researching and internships, presenting at conferences  Evolving and growing – had very good outcomes but needs constant refreshment (‘keeping it radical’) and emergence/supply of student ‘champions’ to maintain continuity  Outcomes very strong – massive improvement in quality of student experience – students and schemes win awards; strong evidence (cohort surveys etc) –satisfaction in the NSS (average 99% over last three years); recruitment growth  Not just about satisfaction – can also be about transformation  But, how do we involve more students more directly? NCLE Feb 2017
  12. 12. Model A partnership  Individualised relationships between student:staff  Great benefits for these students but….after deeper evaluation and reflection NCLE Feb 2017
  13. 13. Issues for Model A  Lack of inclusivity - opportunities for few and not all  Selective investment  A bit elitist?  Reward –wrong incentive vs no incentive  Student representation - misfit with this model? NCLE Feb 2017
  14. 14. Bringing in Model B Partnership  A partnership ethos and culture FOR ALL STUDENTS  Collective and inclusive  The curriculum offers ‘whole class’ participation Requiring  Co-ownership of the agenda and process  Democratically agreeing important dimensions  Building student:student (as well as staff:student)  Ensuring all gain benefits  And all ‘feel’ like a partner  Changing identities – LEARNING COLLEAGUES NCLE Feb 2017
  15. 15. Co-design of curriculum 3 modes of student involvement 1. Experienced students (re)design a module 2. Students doing the module design it as it proceeds. 3. Students design a future module that they will do NCLE Feb 2017
  16. 16. Partnership within modules  7 modules across all stages of degree  Doing as much as possible in partnership, includes co-deciding: Shape and delivery (in part) of the module Students choose own projects/topics and thus drive content The types of assessment and weighting Deadlines Criteria (and thus learning outcomes) and ‘standards’ NCLE Feb 2017
  17. 17. Issues and challenges  Students sign up for the module and not necessarily partnership  Some don’t like partnership–– a sense of frustration as ‘too much risk’ and unwanted responsibility that did not chime with their aims  More challenging for students at earlier degree stage? BUT scarier later on?  Tension between democratic principles vs ethics; collective v individual  Module feedback is sometimes interesting! NCLE Feb 2017
  18. 18. Feedback (in Lea, 2015:170) I can honestly say, one of most stressful, confusing and alienating experiences I have ever undertaken. But by far the most rewarding… I understood more and grew far more than at any other point in my university career, and it completely opened up my other courses as I started to look at them from a far broader standpoint and see the possibilities each held Sam Louis NCLE Feb 2017
  19. 19. Conclusions  Partnership works and enables strong SE and transformative learning in a mass HE system and offers much – has rejuvenated me!  Working and thinking outside comfort zones, but not too far outside…  A mix of Model A and B legitimated by student representation mechanisms NCLE Feb 2017
  20. 20. Some advice – context is important  Start small, in the spaces that you can find  Be patient  Form alliances  Don’t coerce or rush in – induct and nurture (staff too!)  Be conscious of your behaviour and how it is perceived  Seek advice and listen to it  Learn from mistakes NCLE Feb 2017
  21. 21.  Create a network of all those supporting student engagement  To involve and work with students in partnership  Organise events (RAISE17– Sept 2017, Manchester)  To create a bank of useful resources for us to share.  To disseminate good ideas and practice via our journal and other methods – Student Engagement in Higher Education Journal  Develop and support themes and interests through SIGS – next Partnership meeting June 22/23, Birmingham  To facilitate communication between us (web, email network etc) http://www.raise-network.com NCLE Feb 2017
  22. 22. Students as Partners Northern Collaboration Learning Exchange Lucy Keating, Liam Christie, Susan Willcox, Rosie Adams, Phyllis Nwadike, Aimee Cook & Ruth Sheret Newcastle University @nclroblib University Library Explore the possibilities
  23. 23. cluttered dumped together out of convenience. lack of organization of information no continuity in formattinga lot of things going on, Information is hard to find old and outdated lacks focus should be more explicit and self-explanatory it gets very messy. Poor utilizing of the space for some boxes. Example, the icons/badges that link me to the social media accounts are way too smaller than the box they are in.
  24. 24. Library Communications Team Work with us on a number of promotional events and feedback projects including Welcome Week and our web consultation, and photo shoots at the Marjorie Robinson Library Rooms. _________________________________________________________
  25. 25. Student Learning Support Assistants Provide peer-to-peer on the spot advice and assistance within the Library, as well as undertaking user experience research and supporting the Library’s Clean and Quiet campaign during busy exam times. _____________________________________________
  26. 26. Herbal Magic Northern Collaboration Learning Exchange Aimee Cook @nclroblib University Library Explore the possibilities
  27. 27. @nclroblib University Library Explore the possibilities Organic Growth
  28. 28. @nclroblib University Library Explore the possibilities Facets – Student Learning in Context • PG assessed piece of work, incorporating both archival materials & current research (Formed the basis of teaching aids in the outreach classes) • Embedding IL into teaching (authority, attribution, picture copyright, referencing) • Provides real context for learning – real applications for work • Highlighted & reinforced a skills gap and the need for academic skills teaching (Lead to the fast-tracking of a 10 credit bearing module on Effective Communication Skills for PG Research for science communication and writing for a lay audience) • Volunteering & employability – important aspect of HEI learning Samantha Small, Biology undergraduate & volunteer at the BSF workshops: “I really enjoyed taking part in the workshops. It was a great opportunity for someone like me, considering going into teaching, to experience doing science with children and dealing with the complex often strange questions brought up by them! It's definitely something I would do again.” Linh Kieu Nguyen, MSc in Medicinal Plants and Functional Foods student & volunteer at the Big Bang Fair: “I had a wonderful time when I volunteered at the Herbal Magic workshops. I loved being involved in the activities with children, especially helping them make the bath bombs. I learned more about the skills of teaching children. I hope the project will be continued.” Talking Head
  29. 29. Students as Partners @ncllibspeccoll Special Collections Explore the possibilities Newcastle University Library: Special Collections
  30. 30. @ncllibspeccoll Special Collections Explore the possibilities Students as partners
  31. 31. @ncllibspeccoll Special Collections Explore the possibilities Students as partners
  32. 32. @ncllibspeccoll Special Collections Explore the possibilities Students as partners
  33. 33. libhelp.ncl.ac.uk Phone 0191 208 7662 Text / SMS 0191 328 0570 Email libraryhelp@ncl.ac.u k Live 24/7 chat libhelp.ncl.ac.uk@nclroblib @NULibraries newcastleunilibrary
  34. 34. Co-developing Curriculum with Student Associates for Learning and Teaching (SALTs) Kate Grigsby - Senior Library Skills Advisor Jasmine Lightfoot - SALT and fourth year Chemistry student
  35. 35. Today we will look at • How the SALTs fit in with wider University and library objectives • The project brief • How the project has developed • Reflections on progression
  36. 36. University Learning and Teaching Strategy ● What are SALTs? ● How does this fit in with the Learning and Teaching strategy? ● How does this fit in with library strategy?
  37. 37. Our SALT team ● ‘Co-designing and co- delivering an information and digital literacy offer for student success in education, employability and active digital citizenship’
  38. 38. Development of Project ● Reviewing last year’s project ● Co-developing workshops ● Organising SALT festival
  39. 39. Reflections ● Staff ● SALTs
  40. 40. Questions?
  41. 41. From Roving Support to a Comprehensive Volunteering Programme Lisa Bolt - Holly Oconnell - Kitty Lees-Edmondson
  42. 42. Largest unpaid volunteer programme on campus
  43. 43. Volunteer for: Workshops and skills Customer services (or both)
  44. 44. Question Mark? – clocksandbridges https://www.flickr.com/photos/clocksandbridges/4321061897 https://creativecommons.org/licenses/by-nc/2.0/ Why create a volunteering programme
  45. 45. Previous employment scheme
  46. 46. Launched in 2014 59 volunteers Space shuttle Endeavour launch – Matthew Simantov https://www.flickr.com/photos/msimdottv/4339697089 https://creativecommons.org/licenses/by/2.0/
  47. 47. Rock it!- pixlars- https://www.flickr.com/photos/pieceoplastic/8654214411/sizes/l https://www.flickr.com/photos/44672267@N04/9433016791 Gathering valuable feedback
  48. 48. Staff very supportive, friendly and keen to help Rock it!- pixlars- https://www.flickr.com/photos/pieceoplastic/8654214411/sizes/l https://www.flickr.com/photos/44672267@N04/9433016791
  49. 49. Rock it!- pixlars- https://www.flickr.com/photos/pieceoplastic/8654214411/sizes/l https://www.flickr.com/photos/44672267@N04/9433016791 More training on library resources as part of the induction would help
  50. 50. Rock it!- pixlars- https://www.flickr.com/photos/pieceoplastic/8654214411/sizes/l https://www.flickr.com/photos/44672267@N04/9433016791 Feels like no-one is expecting me, no one knows where I am supposed to go and do, which was awkward and discouraging
  51. 51. Room for improvement big changes!
  52. 52. Pinning down the basics Pins – Pete Schwager - https://www.flickr.com/photos/pschwager/5299988525 https://creativecommons.org/licenses/by/2.0/
  53. 53. 4 categories Categories - Rupert Ganzer - https://www.flickr.com/photos/loop_oh/8086970904 https://creativecommons.org/licenses/by-nc-sa/2.0/
  54. 54. 4 categories Operational Skills & employability Making it memorable Communication
  55. 55. 4 categories Operational Skills & employability Making it memorable Communication
  56. 56. 4 categories Operational Skills & employability Making it memorable Communication
  57. 57. 4 categories Operational Skills & employability Making it memorable Communication Online – Rob Fransdad https://www.flickr.com/photos/gotowefoto/15718397227 https://creativecommons.org/licenses/by-nc-sa/2.0/
  58. 58. Where are we now?
  59. 59. Where to next? Pixabay.com
  60. 60. Lisa bolt customer services team leader Brynmor Jones Library, The university of hull Twitter : @Hulluni_library email : libraryvolunteers@hull.ac.uk tel : 01482 465196 Contact us… 014/365 :: Satellite Mind (Uploaded by Matt Katzenberger) https://www.flickr.com/photos/matthileo/4521745848/sizes/l https://creativecommons.org/licenses/by-nc-sa/2.0/ Image has been turned to black & white
  61. 61. Open journal systems and undergraduates Kirsty Bower Academic Librarian; Health and Social Sciences k.bower@leedsbeckett.ac.uk James Fisher Information Services Librarian j.h.fisher@leedsbeckett.ac.uk
  62. 62. Background
  63. 63. Repository Services & Open Access engagement
  64. 64. Open Journal Systems (OJS)
  65. 65. Why create a journal? • High standard of work • Open Access – Dissemination research outputs to a wider audience – Research Excellence Framework engagement • Student employability – Making CVs stand out
  66. 66. Why create a journal? • Experience of writing for publication to encourage research/ masters/ further study/ standard of work? • Peer reviewed – quality of information sources • Connecting theory to real life • Alumni relationship
  67. 67. Institutional Strategic drivers • Excellent education experience (TEF) – Quality of teaching and assessment – New experience for the students • Research & academic enterprise (REF) – Fostering a research culture at all levels • Community of great people – Student produced & peer reviewed • Sustainable resources – Contributing to wider pool of knowledge
  68. 68. Additional strategic drivers • Graduate attributes & digital literacy • Conversations around open access, cost, quality and ethical use of information • Putting digital literacy into practice with tangible rewards
  69. 69. Feedback “It was one of the most enjoyable assignments throughout the course, as we had a lot of freedom to write on a subject and theory of preference…….. I think the most valuable aspect of this assignment was learning the ability to synthesise theory with observation. Experience of being an editor: I recall a democratic process of deciding the order of the critical reflection journal…... This was good experience; working as a team to produce a document that would hopefully prove as conducive examples for future students, and good representations of the standard of teaching at Leeds Metropolitan (beckett) University”. (Jamie)
  70. 70. Feedback “Creating work for a journal that is going to be read beyond that of the marking purposes, opens up a whole new dynamic to your module and to your degree……Having a journal written and created by student's combats the age old perspective from academics that there is nothing we can learn from students. Working on this journal therefore felt empowering, many of us got to talk more freely and express what we had learnt in a less rigid way. We felt we were being listened to, further than that we felt that our work was of genuine interest and therefore discussed topics that we were passionate and interested about” (Amy).
  71. 71. Feedback Due to our work being published, I’ve been able to link to it on my LinkedIn and share it with people. I've been able to show our work to people otherwise not interested in Sociology, and due to my work being linked to an every day issue (eating disorders), it allows people to relate much more. The fact that our work was published has made me proud of what I achieved and is a permanent reminder of university as a whole. People who I've met since university have been able to view what we did and the work we wrote without me even knowing them during. It's a reminder that subjects like Sociology, which I went into thinking would be abstract to real life and would mainly be old theories, is always possible to be linked to real, modern life. It was fun and great experience working together to get it published. It was a great way to see university out! (Jack)
  72. 72. Feedback “I found the editing process very interesting and enjoyed the insight into the process of editing other people’s work and found the peer feedback very helpful, particularly with the outlook my peers took when it came to writing the introductory piece for the journal. This made me consider how I approached my writing in subsequent essays. It was ultimately very rewarding to see both our individual and group work published and the journal is something I can easily draw upon as a graduate to show many skills I developed through my time at university” Laura.
  73. 73. Practicalities • Small team/ time restrictions – Journal Manager – Journal Editor – Section Editor – Reviewer • Editorial and Peer Review pool – additional training • Training videos (James Fisher; Information Services Librarian) • Marketing – social media, direct contact, academic staff and alumni, open days • Inform British Council for Undergraduate Research • Copyright • ISSNs and DOIs
  74. 74. 0 50 100 150 200 250 Who Kares About Kim Kardashian?! Is Surveillance Really That Bad At What Cost? Consumerism vs Sustainability Buying Love Online: The Commodification of Intimacy in a Technological World A Sociology of Sneaker Freakers The Holidays Are Coming!: Consumerism and Post-Fordist Society The Trade―off between Information and Surveillance in a Globalized Working Environment Love at First Type Food, Glorious Food....Dried Pasta and Custard Calling on Behalf of Charities Critical Reflections; top 10 article downloads 2013-2016
  75. 75. Key factors • Strong academic engagement • Sustainability • Consistency in the editorial team • Hosting vs publishing
  76. 76. Personal reflection • Benefits for librarians – Connection with subject – Better able to support students – Opportunities for digital literacy discussions/ sessions • Altruistic satisfaction in helping students • Shock at popularity!!!!! • Who is viewing it?
  77. 77. What is publishing anyway? • Researchgate • Academic.edu • Prezi • Youtube • Social media • Blogs
  78. 78. Should student work be published? • Quality vs nurture • If the work is of a high standard, should students publish in ‘grown up’ journals?
  79. 79. Future • Library hosting • Centralised: facilitating access to information – Ties in with digital literacy skills teaching – Gives us a hook for sessions – Interest from other subjects in health; Health Education England (NHS) – Multidisciplinary rather than subject specific journal? • Target vocational courses to create an evidence based culture • Investigate funding for peer reviewers • Gather feedback from students via survey/ questionnaire/ focus group • We’re all set for the next edition
  80. 80. Questions? Kirsty Bower Academic Librarian Leeds Beckett University K.bower@leedsbeckett.ac.uk
  81. 81. More than coursework: delivering cultural projects in partnership with students Dr Sarah Price sarah.price@durham.ac.uk
  82. 82. Culture Durham
  83. 83. Working with students • Users • Volunteers • Paid work • Placement
  84. 84. Working in partnership • Objects of Desire • Externally funded projects • MA Museum and Artefact Studies
  85. 85. Why partnership? • Genuine collaboration • Mode of working • Status • Legacy
  86. 86. The benefits Experience CV Entry Soft skills Product CPD Better offer
  87. 87. Any questions? Sarah Price Sarah.price@durham.ac.uk 0191 334 2993

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