More Related Content
What's hot
What's hot (18)
Similar to Using collections based learning to inspire widening participation: The Durham experience
Similar to Using collections based learning to inspire widening participation: The Durham experience (20)
More from northerncollaboration
More from northerncollaboration (20)
Recently uploaded
Recently uploaded (20)
Using collections based learning to inspire widening participation: The Durham experience
- 1. Using collections based learning to inspire widening participation: the Durham experience
- 2. Culture Durham • Oriental Museum • Castle • Museum of Archaeology • Archives and Special Collections • Exhibitions • Art collection Learning offer • Formal and informal • Single service • Onsite, outreach and online
- 3. Why is it important? • Fulfilling Our Potential: Teaching Excellent, Social Mobility and Student Choice (2015) • Introduces new targets for widening participation • Aim of doubling % of students from disadvantaged backgrounds by 2020 • National Strategy for Access and Student Success (BIS, 2014) • “Early seeding” is important • OFFA Guidance (2016) • Greater emphasis on outreach and activity
- 15. Any questions? Dr Sarah Price Head of Engagement and Learning sarah.price@durham.ac.uk www.dur.ac.uk/4schools @du_learning
Editor's Notes
- 1. Government Green Paper – DBIS November 2015 Responses by January 2016 Wide-ranging blueprint for the sector, not a lot that was unexpected but could nevertheless have a massive impact on the sector 2 Much based on an earlier DBIS report which identified a number of issues relating to widening participation That wp should not stop once a student enters university – recognising that effort up to this point in time has focused on wp in terms of recruitment Not enough – need continued support after arriving all the way through to career entry Physics department: identified that students from a wp background perform less well when they are here Only 3% of students from a disadvantaged background apply to selective institutions compared to 21% of most advantaged students Not just attainment at school which leaves them with less choice Have aspiration but less knowledge of the HE sector Have to look at confidence, attainment and progression in the round White males from disadvantaged backgrounds have lowest participation rates of all Need targeted activity Similarly with BME students – have to look at the reasons why they are not applying and then not staying if they do apply – lower retention rates (apart from students with a Chinese bacground), and lower attainment levels Bis recommended that new partnerships be set up – make it easier for students to find out information, shared services etc Also focus on early seeding , ie plant seed of HE as early as possible in the learning cycle – at primary. Need to be on path by end of Y6. 3. Focus on participation, success and progression of BME groups Address under-representation of white British men Target areas of low participation Increase expenditure on activities Greater emphasis on long-term outreach
- Also important is that using objects to support teaching and learning provides students with the opportunity to develop academic skill That not all answers are to be found on Google or in the Library That wide range of sources can be used to research a topic Analysis – how to read an object, Interpretation Critical thinking How to draw conclusions based on primary sources How do we approach this? Encourage students to explore the objects, providing guidance on handling so they are confident to use the collections Not chalk and talk Can be done on many levels From simple piece of work to a more-in-depth project such as the podcasts produced for the Objects of Desire course (expand)…