"Transitions: quality, adaptability and sustainability in times of change"

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Annual Learning & Teaching Conference
15th July 2011, Falmer Campus


This year's Conference theme inspired an excellent and varied programme presented by colleagues from the University and partner colleges. We were also very pleased to welcome our two keynote speakers, both of whom are well known for their lively and engaging style:

  • Professor Sally Brown Pro-Vice-Chancellor (Academic) and Professor of Higher Education Diversity in Teaching and Learning at Leeds Metropolitan
  • Professor Phil Race Emeritus Professor Leeds Metropolitan University

To access the online booking form please click here

To see all abstracts for a particular time slot please click the link in the outline programme on the right (abstracts will open in a new window).. Alternatively, please scroll down to see the programme and a list of sessions with abstracts

Programme:

8.30 – 9.00 Registration and refreshments 
Asa Briggs Foyer, The Checkland Building
9.00 – 10.00  Opening Keynote: Professor Sally Brown
Asa Briggs Hall, The Checkland Building
10.00 – 11.00 Parallel sessions 1
The Checkland Building

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11.00 – 11.30 Morning Break
Asa Briggs Foyer, The Checkland Building
11.30 – 12.20 Parallel session 2
Level Five, The Checkland Building
12.20 – 1.30pm Lunch Westlain Restaurant
1.30 – 2.00 Parallel sessions 3
Level Five, The Checkland Building
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2.10 – 2.40 Parallel sessions 4
Level Five, The Checkland Building
2.45 – 4.00 Afternoon Keynote: Professor Phil Race
Asa Briggs Hall, The Checkland Building
4.00 – 5.00 Drinks Reception
Atrium and Sun Terrace, The Checkland Building
Throughout the day: Information stalls and displays
  • Information Services
  • Student Services
  • PASS Peer Assisted Study Sessions
  • Centre for Learning and Teaching
  • Santander
  • Community University Partnership Programme (CUPP)

Abstracts: Parallel session 1 (10.00 – 11.00 am)


Same place, same time, next year, or is it? Transition from foundation degree to third year undergraduate (top up) degree Marilyn Doust and Jessica Mee: Chelsea School, Catherine McConnell: Centre for Learning and Teaching

The transition from foundation degree to the 3rd year of an undergraduate degree (top up) can cause apprehension.  Students sometimes find they appear to be entering a totally different world, where it is presumed they know exactly what is expected of them.  The Foundation degree students also have  preconceptions and expectations of their third year of study and may feel extremely apprehensive or conversely appear over-confident.  

This session will look at the key features of a programme, developed by a student support and guidance tutor collaboratively with a partner college to aid the transition.  The programme includes visits, taught sessions, and a major component of PASS (peer assisted student sessions).  Data, case studies and video will be presented to analyse the impact on achievement, retention and students’ views and satisfaction.

References:

  • Myton, G and Rumbold, P (2011) Enhancing the transition from a Foundation Degree to the third year of an Undergraduate Degree (in the press)
  • Yorke, M and Longden, B (2004) Retention and Student Success in Higher Education. Open University Press

Session activities: Introduction, Interactive session, DVD, Case studies and discussion with the current PASS Leader


From Space to Place: a transitional journey through first year Architecture  Stephen Ryan: Architecture and Design

When does space become place? What makes a place? Or makes one place more distinctive, or memorable, than another? What is in, and what is out of place? How are identity and belonging established? How influential are the factors of physical context, climate, character, material, and tradition? How significant is the passing of time, season and history?

These are challenging questions involving concepts of value and meaning. How do we introduce these concepts to students? Or educate a responsive sensitivity to 'transitional' ideas of locality and sustainability? How in particular are they brought to the attention of first year architecture students?

The first year of the course in Architecture attempts to address these questions. Developed over a period of seven years the first year course has evolved to provide a programme of project activities that aim to holistically integrate subject areas of design, technology, environment, history, theory and practice. Key to this has been the development of projects that situate the students in the locality of Brighton and the South Downs. Here space becomes place through the experience of direct encounter.

 It concerns the first year experience of university, developing architectural idea of transitional thinking, in the sense of awareness of locality, place and environment through a series of project activities. It also concerns the evolution of a holistic course in Architecture.

Session activities: Presentation, questions and discussion.

Outside In: Bringing the Outside World into the Classroom via a Mobile Phone App Lyn Pemberton and Marcus Winter: Computing, Engineering and Mathematics

Today's students are inseparable from their mobile phones, but we as teachers are slow to take advantage of the powerful learning opportunities afforded by these ubiquitous objects. The Interactive Technologies Research Group has been working on mobile phone applications that make it easy for students to capture and share aspects of the world beyond the classroom with fellow students and staff. We began with an application for learners of English as a foreign language, but language learners are far from being the only potential user group.

We will describe how ideas were gathered from colleagues at Brighton and further a field to extend the app for a wide range of disciplines, then participants will have the opportunity to generate ideas for 'Outside In' activities in their own disciplines.

The session is about helping students connect the day to day world they are familiar with and the formal context of the classroom – transition from one context to another.

References:

Pemberton, L., M. Winter & S. Fallahkhair. 2010. Collaborative Mobile Knowledge Sharing for Language Learners. In Journal of the Research Center for Educational Technology, Vol 6, No 1 (2010)

Session Activities: Presentation, Interactive practice, generation of scenarios


Does lecture attendance affect academic outcome? A detailed, controlled study of a First Year Biomedical Sciences/Biology module Peter Bush: Pharmacy and Biomolecular Sciences

We may be heading towards a future of austerity in which class sizes will increase.  With less opportunity to provide individual feedback, good lecture attendance may be imperative to academic outcome, but is there evidence to support this?  Numerous studies have shown a relationship between attendance to lectures and academic outcome. These studies tended to look at overall attendance figures and exam performance. From these, it is difficult to determine whether the better performing students, who would have achieved without attending lectures, are the same students who regularly attend lectures; thereby skewing the results towards a positive correlation. This study was designed to examine in more detail the relationship between attendance and exam outcome.

Anecdotally, lecture attendance by students within the Division of Biology is poor.  The first year Biology Division module Biology of Reproduction was delivered in eleven lecture blocks of three hours. The module was assessed by multiple choice questions (MCQs), five MCQs from each ‘lecture block’. Student attendance was registered, therefore lecture attendance by each student could be directly correlated with their exam performance for each lectures specific MCQs questions. Initial analysis of the results indicated a highly significant correlation (P<0.01; linear regression) between overall performance and lecture attendance. This session will present detailed analysis of the data, exploring the relationship between individual student’s attendance and academic performance. In addition, student perceptions of lecture attendance and “being registered” will be presented.

References:

  • Gatherer, D. and Manning, C.R., 1998. Correlation of examination performance with lecture attendance: a comparative study of first-year biological sciences undergraduates. Biochemical Education, 26, 121-123
  • Massingham, P. and Herriot, T., 2006. Does attendance matter? An examination of student attitudes, participation, performance and attendance. Journal of University Teaching and Practice 3(2)
  • Rodgers, J.R., 2001. A panel-data study of the effect of student attendance on university performance. Australian Journal of Education, 45(3), 284-295

Session activities: Presentation and discussion


Neurodiversity and the transition into Higher Education
Sebastian Beaumont, Heather Symonds

 Students with Neurodiverse conditions such as dyslexia, dyscalculia, dyspraxia, AD(H)D, autism and Aspergers syndrome often experience greater difficulty with organisation, memory, concentration, time, direction, perception, sequencing and active listening, whilst at the same time they often have high academic potential1. Aiding the transition to Higher Education for students with Neurodiverse conditions is key, as they may have been poorly supported in the past and so arrive at University experiencing personal difficulties such as, low self-esteem, anxiety or depression2.

It is vital we recognise the particular needs of these students, to enable them to achieve their potential and to better understand and express their strengths which often include creativity, determination and holistic thinking. The session aims to further increase awareness of the particular needs of these students, share the wealth of good practice in this area at the University of Brighton, and explore new ways of broadening our approach to effective inclusion in all aspects of our teaching and support for learning.

References:

  • 1:  Dr David Pollak (Ed), 2009, Neurodiversity in Higher Education: Positive Responses to Specific Learning Differences.  Wiley-Blackwell.
  • 2:  Brain.HE website (Best Resources for Achievement and Intervention re Neurodiversity in Higher Education).  http://brainhe.com

Session activities: Presentation and discussion


What e-portfolios are there to support PDP (Personal Development Planning)? Sam Rhodes: Student Services

PDP within higher education enables students to record and reflect upon their personal, academic, and career development during their student experience in order to make a successful transition from university to employment

In the last ten years many UK universities including Brighton have encouraged students to record and reflect upon their personal, academic, and career development through PDP or, as it is branded at Brighton studentprofile. Many courses at Brighton have seen this as relevant preparation for CPD (Continuous Professional Development) which students going into professions governed by professional bodies will be expected to undertake.

Studentprofile at Brighton is predominantly a paper based product with some supporting materials stored electronically on the Centre for Learning and Teaching and Careers Centre websites, however many universities are switching to e-portfolios for the students' personal storage of experiences and reflections, with added facilities such as blogging. This session will give an overview of what e-portfolio tools exist and how you can decide which product will be best for your course.

Session Activities: Presentation with discussion


 
Becoming an Independent Learner – The Academic Study Kit for Students Pauline Ridley: Centre for Learning and Teaching, Lucy Chilvers: Centre for Learning and Teaching, Katie Piatt: Information Services

The "Academic Study Kit" website has been launched to provide tutors and students with essential resources to support the transition to becoming an independent learner. The session will provide an opportunity to demonstrate these resources and how and why they can be used within the curriculum. Student case studies will demonstrate the use of the website for developing time management skills, academic writing style, research methodology, essay writing and note taking in lectures.

Other services, such as streamed television programmes (BOB), will be featured to increase awareness of the range of resources available to support successful study. Delegates are invited to visit the website in advance of the session and think about the issues they have supporting their students' independent study.

Session activities: Presentation with demonstration and discussion

T
ransition within studentprofile Deshinder Singh Gill: Computing Engineering and Mathematics, Pamela Coppola and Kathryn Christ: Student Services

In this session we will consider transition from two angles: that of helping students with the transition from student to chartered professional engineer, and secondly the transition within the model of delivery of studentprofile, as developed by the tutor and the careers professionals. We will discuss the role of PDP (studentprofile) in the transition process. We will show how the personal reflection and consideration of progress made through the monitored use of student profile can help undergraduates start to develop skills in recording their progress in readiness for their transition into graduate careers PDP can be used as a tool to assist undergraduates in learning how to recognise their skills and knowledge and therefore enhance their employability. They will also start to understand the process of recording incidents and self development in readiness for Continuing Professional Development CPD.

We will demonstrate the model developed by Deshinder Singh Gill in the school of computing, engineering and mathematics and how with the help of the careers centre he has created time in the curriculum for extensive work on this in level 1. We will show how it has developed over the years from the use of a paper portfolio, to video blogs using community to its current form as part of a series of technically oriented laboratory sessions. The model developed and trialled this year appeared to have generated much more enthusiasm for studentprofile compared to previous implementations.

We will invite the audience to consider their own practice and provide practical tips in how it may be developed within their area of teaching.

Session activities: Presentation, demonstration and discussion

Back to programme

Abstracts: Parallel session 2  (11.30-12.30)

Introducing a Student Exhibition of Work to raise student achievement and aid transition Gill Lines and Fiona Smith: Chelsea School

The Final Year and Postgraduate Student Exhibition of Work was designed to meet several objectives from The Chelsea School Strategic Plan for 'Enhancing the Student Experience'. The role of the exhibition was to provide an opportunity for lower year students to learn from final year and postgraduate students, as well as for final year undergraduates to develop awareness of the range and level of the School's postgraduate courses and student work. Several of Zepke and Leach's (2010, p.169) proposals for action to improve student engagement such as 'raising student self belief and creating challenging, rewarding experiences that extend student achievement' underpinned the rationale for the inaugural Chelsea Exhibition.

The organisers will reflect upon the planning processes and the problems encountered in developing the initiative; provide opportunities to view some of the student work and discuss the format of the exhibition. The feedback gathered from student exhibitors, student prize winners, judges and visitors to the exhibition will be discussed. Finally consideration will be given to the potential of the idea for enhancing transition to different levels of learning for diverse groups of students.

References:
Zepke, N. And Leach, L.(2010) 'Improving student engagement: Ten proposals for action.' Active Learning in Higher Education, 11(3) pp167-177

Session activities: Presentation and view exhibited materials, group discussion

Peer Assisted Study Sessions (PASS): the transition experience of student attendees and PASS leaders through Higher Education and into employment Lucy Chilvers and Catherine McConnell: Centre for Learning and Teaching

In a time of change in Higher Education, the increased provision of student support, with minimal demand on staff time is hugely beneficial, and the Peer Assisted Study Sessions (PASS) scheme is proving to an effective means to enhance the quality of the student experience.

PASS is a student owned, student-led mentoring scheme. PASS Leaders are trained 2nd and 3rd year student volunteers who facilitate weekly study sessions for 1st year students. Designed to benefit each student involved, PASS offers 1st year students opportunities to better understand their course, to develop independent learning skills and to form a network of friends with whom to study. Leaders gain a wide range of leadership, communication and facilitation skills, developing into high calibre, employable graduates.

This session focuses on the positive impact of PASS on the range of student transition experiences, into and throughout Higher Education and on into employment. The evaluation findings of student attendees' and 2nd and 3rd year PASS leaders' experiences shall give insights into transitions occurring at different stages of Higher Education as well as the development of employability skills and the transition into the employment sector. Students shall be present in the session to share their experiences and answer the audiences' questions.

References:
Boud D, Cohen R and Sampson J (2001) Peer Learning in Higher Education. London: Kogan Page
Coe,E.M., McDougall, A.O. and McKeown, N. B. (1999), Is Peer Assisted Learning of benefit to undergraduate chemists?, University Chemistry Education, 3, 2, 72-75
Cook A, & Rushton B (2008) Student Transition: Practices and Policies to Promote Retention. SEDA Paper 121
Donaldson A, and Topping K (1996) Promoting Peer Assisted Learning Amongst Students in Higher and Further Education. SEDA Paper 96
Fostier, M. and Carey, W. (2007), Exploration, experience and evaluation: Peer Assisted Study Scheme (PASS), sharing the experience of The University of Manchester: 480 1st year bioscience students
Yorke, M. and Longden, B. (2004). Retention and Student Success in Higher Education. Open University Press, Berkshire

Session Activities: Introduction, PASS DVD, three short presentations, Questions and Discussion

Should I stay or should I go? The perceptions and experiences of first year international students, which influence their decisions to persist or withdraw from degree courses Jennie Jones: Centre for Learning and Teaching, Stephanie Fleischer: Applied Social Science

Withdrawal rates of First year international students both nationally and at the University of Brighton are a growing concern. Funded in part by a Learning and Teaching Fellowship award, Jennie Jones (CLT) and Stephanie Fleischer (SASS) are researching the experiences of first year (EU and non-EU) international students, focusing on which factors influence their persistence or proposed withdrawal from degree courses.

Previous research suggests such factors relate to preparedness for university; degree choice; learning, teaching and assessment; working relationships between students and staff; and peer support and friendship. Our research aims to identify how retention rates may be enhanced for first year international students at the UOB.

The study incorporates three stages of qualitative interviews with students, and a survey of all first year international students (May 2011). Initial findings suggest students are motivated, but that combined challenges regarding language, learning, teaching and assessment, can threaten their motivation. We will present the key findings, and then explore and share experiences of those present in an open discussion.

References:
HEA (2008). "The first-year experience of higher education in the UK – Final Report". HEA, York
Kingston, E and H. Forland (2008) "Bridging the Gap in Expectations Between International Students and Academic Staff." Journal of Studies in International Education, Vol.12, No.2
Wilcox, P, Winn, S. and M. Fyvie-Gauld (2005). "It was nothing to do with the university, it was just the people': the role of social support in the first-year experience of higher education." Studies in Higher Education, Vol. 30, No.6
Wisker, G. (2003) "Hanging on in there a long way from home: retention and support for the learning success of international postgraduates." Educational Developments, Vol.4, No.4

Session activities: Presentation and discussion

Playing the Same Game Kevin Morton: Chelsea School

Playing the same game refers to the difference between how students interact and learn outside of education and inside their college or university.  In times of change, educators are required to adapt as rapidly as their students, and address each degree of transformation in student learning.   

Some young people are far more technologically advanced than we give them credit. This session will look at how to meet them a little more on their wavelength and to effectively engage students through the use of technology, highlighting innovative methods of observation, feedback and assessment that could positively support learning.  Currently students have constant access to a vast bank of information which has cultivated more interesting and relevant learning and teaching strategies.  We will look at a number of ICT (Information Communication Technology) advances, from handheld devices to ‘Vod / Podcasting, video conferencing to free internet resources, (all of which are currently in use in education with demonstrated success in classes around the country), reflect on current practices regarding use of   technology and discuss ways to reach students and engage their learning using ICT.
Session activities: Presentation and discussion

How many bloggers does it take to change a lightbulb? (1 to do it and 100 to comment!) Vanessa Cornford: Northbrook College

My aim will be to introduce my experience with eBooks and blogging as the hub for cross disciplinary project communication.  My session will offer opportunities to watch or contribute as I live blog the conference.

My session will report on a funded project which I have undertaken at Northbrook College this year. Working with a level 4 Foundation degree year group on a realized collaborative cross disciplinary performance, my aim was to build an eBook which could act like a project book, a blog and a place where links relevant to the devising of performance material across the disciplines could be placed. It was initially intended as a portal through which the general public might be involved in our creative process; following, contributing, collaborating and ultimately, coming to see the work.

Part of this idea was to create a communication tool between different disciplines by which would appeal to multiple learning styles and intelligences. I hoped an eBook could be a visual project brief, a shared project book and indeed a method of assessment.

I aim to share how these ideas engaged my students. I shall offer delegates the opportunity to participate in or watch the process as I blog the conference – one of the methods which contributed to the creation of the project e book.

References: 

Session activities: Presentation and blogging demonstration 

Site-specific sound design: Adapting to spaces, audiences and economies. Danny Bright: Northbrook College

In difficult creative times, it is more important than ever to be able to adapt creative working practices in order to be able to survive. The current popularity of site-specific theatre is a perfect testing-ground for this approach, merging a necessarily transitive approach to sound design with a redefinition of one’s relationship with both the audience and with the working practices that can sustain you as an artist. The session will explore these themes, and analyse their implications for teaching practice.

Session activities: Presentation, demonstration and discussion

The student experience of supervision Kate Williamson: School of Education

Undergraduate dissertations often form the transition from ‘student’ to ‘researcher’.  In the current era when research projects are giving way to more broadly based ‘enquiry’ approaches this transition is worthy of greater scrutiny.  The session considers an ongoing project with undergraduate dissertation students and their tutors about the supervisory process, looking at supervision as a socially constructed product of mutual expectations between student and supervisor, occurring over a period of time and subject to negotiation and change. The interface is a personal relationship, often one to one, and interpersonal skills on both sides are regulatory dimensions.

The project explores the understanding of supervision as a particular form of teaching and learning and within that looks at how students move along a developmental pathway.  Implicit in this is the idea that students engage with the identity of researcher, and data to date suggests this sometimes may not be wanted, clear, or seen as useful or professional.

References:
(Wisker, 2005: 25-29) Acker et al 1994 and ideas of ‘Technical rationality’ or ‘Negotiated order’.

Session activities: presentation and discussion

Comparative studies based on the form of viva voce examination Dipak Sarker: Pharmacy and Biomolecular Science

A tranche of the School of Pharmacy and Biomolecular Sciences (PABS), MPharm Pharmacy and BSc Chemistry students (of limited number, n~7) were evaluated in terms of tracking their appreciation (surveying and grading) of an improved mode of assessment of their respective degree theses from a cohort of 180 students (N~180). Of this number only about 25% choose ‘chemistry or biophysics’ projects and of this number about 15% select the author as a supervisor (normal quota). The two groups of students are quite distinct in outlook and core subject strengths and as such possess different aptitudes and skills. However, both groups require considerable numeracy, critical understanding and lateral thinking ability in order to undertake physical chemistry or biophysics research projects with the author. These subject areas covered in depth on their courses are perceived universally by students and staff alike as some of the most difficult that they encounter on their degree courses (module evaluation results, not presented). Here, the contrasting of courses and of both student expectations and professional preferences (requirements and core skills) is matched against a survey of marks and this is compared to the pattern emerging from PABS theses, viva’s and oral presentations (2003-2009).

Session Activities: Presentation and discussion

Back to programme

Abstracts Session 3: 1.30 – 2.00

Using Mobile Devices to support Research and Teaching, or 50 reasons why you need an iPad Katie Piatt: Information Services

Mobile devices are becoming increasingly common and sharing and raising awareness of their strengths and limitations allows us to make the most effective use of them. There is a lot of interest and activity looking into how these devices, such as tablet computers and Smartphones can be effectively used in Higher Education to support learning, teaching and research.

For this presentation I am focussing on identifying ways in which lecturers and researchers can personally benefit from using these devices, gathering my examples from social networks, journals and personal experience. Attendees will be given the chance to try some devices for themselves and discuss their own experiences, good and bad.

Emerging in the field are tangible examples of where these devices have been particular effective. My own research in this area tries to cut through the hype of Apple and my self-admitted passion for shiny gadgets into identifying the advantages (and disadvantages) of these technologies for the University of Brighton.

Reading and annotating papers, visual recording and providing student feedback are three of the examples I will demonstrate and invite discussion on.
References:
Tom Barrett - http://edte.ch/blog/interesting-ways/
Future of Technology in Education 2010 Conference - http://fote-conference.com/
Session activities: Presentation, demonstration and discussion

Create the Space, Hold the Space, and Share the Space: setting up a Cross-disciplinary critique group for peer learning and cross fertilisation Nick Kowalski: Arts and Media and Gabby Leigh: Architecture and Design

In today’s uncertain climate staff and students must adapt if they are to see through these troubled times. Finding common ground and supporting each other either by sharing facilities, thoughts and ideas, skills pools, or a network of support to facilitate each other’s learning, adds strength and encourages collaboration at times when it would be easier to shrink back into subject areas and protect one’s own domain. Where retracting closes us off, collaboration creates strength; the group is stronger than the individual, so better prepared meet challenges.  Financial restriction should not impede creativity, and by creating a ‘bond’ staff and students become more resilient.

The contributors will share experiences of setting up and maintaining an Interdisciplinary Critique Group, born out of the research of critique and in particular how this method of teaching impacted on the learning of Sculpture students who felt the process of ‘making’ was being ignored while ‘concept was king’.  In an effort to re-address the balance between the two and create an opportunity for collaboration and cross fertilisation, a critique group was set up between Sculpture and its near neighbour 3D Craft. Opportunities were created for students from both courses to experience concept and critical thought in a different environment, facilitating student learning and helping to marry critical thought with making. This took place outside of their core subject teaching in the evenings.  The project aimed to gain an insight into how students investigate, explore, develop knowledge, and their ways of seeing the world through cross disciplinary discussions about their own practices and work, and that of their contemporaries in their wider community of practice. 

The group has proved to be successful, with regular attendance and a core group of students who meet voluntarily each week with an ever increasing membership on the Facebook website.  Feedback has been very positive and the group continues to foster collaboration and encourages independent learning. The group plans to open out to other disciplines and to establish new links with other colleges.
Session activities: Presentation, discussion collaboration opportunity


Bridging the gap between campus and practice? – Strategies for managing the transition Jane Morris and Ruth Wakefield: Health Professions

Health professional students must successfully complete 1000 hours of practice education in order to register with the Health Profession’s Council and be deemed fit for award, fit for purpose and fit for practice (Cross et al, 2006).  At times this transition can be challenging and most students experience some form of anxiety as they prepare for learning in a variety of health and social care settings. However it is essential that all students and especially those with special educational needs are supported in preparing for practice and developing the skills necessary for becoming independent learners and future autonomous practitioners.

This workshop will consist of two short presentations exploring strategies for supporting the transition of students as they move from campus based learning to the reality of practice in a range of challenging health care environments.

  • In the first presentation we will explore the use of a placement passport that has been adopted to facilitate pre-placement communication between students and their practice educators.
  • In the second presentation we will share our experience of using a theme board approach to elicit students’ thoughts and feelings about learning and working in an acute respiratory care setting and discuss how this may be used across a range of disciplines.

References:
Cross,V.,Moore,A.,Morris,J.,Caldine,L.,Hilton,R.,and Bristow,H.(2006) The practice-based educator a reflective tol for CPD and accreditation.
Owen Hutchinson, J & Atkinson, K. (2010) Into Physiotherapy: welcoming and supporting disabled students. CSP Guidance CSP:632.
Ridley,P and Rogers,A,.(2010) Drawing to Learn. Clinical Education,Health and Social Care. Visual Learning in Higher Education.
Session activities: An interactive workshop with group discussion.

Do students have a clear understanding of expectations from the language we use in assessments? Rachael Carden: City College

When I first started teaching FDA students (2006) I became aware there was some confusion as to which skills learners were expected to evidence in their formal assessments. Following more formal exploration there appeared to be a positive correlation between those learners who expressed confusion over what they were supposed to evidence in their assessments and low grade achievement. The subjects I teach are based mainly around business, accounting and applied learning practices. The provenance of my students is extremely varied with many students having little in the way of formal education in the UK. Students arrive with a mixed bag of skills, qualifications and experience. Those with more traditional experience i.e. A levels, find HE academic terminology and practices easier to deal with. Local employers increasingly demand vocationally trained students with high levels of transferable skills, but do we all understand what those skills consist of? The research projects collected data from questionnaires, focus groups and individual interviews.

The research was based around attempting to investigate whether there was a shared understanding of the terminology used on QAA and SEEC benchmark level descriptors which are used as the basis for most FDA assessments. Other research into this area has highlighted achieving a shared understanding between lecturers is also problematic. This was echoed in my study. Furthermore, many of the participating students were unable to define, with any degree of accuracy, those skills that they were being assessed on.

My hypothesis was that if more explicit attention was given to achieving a shared understanding of skills requirements amongst the lecturers themselves and subsequently between lecturers and their students then there would be more overall clarity which may aid students to achieve higher grades.

References:
Davies, P. (2006) Threshold Concepts: How can we recognise them? in J.Meyer and R. Land (Eds.) Overcoming Barriers to Student Understanding: Threshold Concepts and Troublesome Knowledge. Abingdon, Routledge. Pp 70-85
Eagleton, T. (1983) Literary Theory: An Introduction, Oxford: Blackwell
Lucas, U. and Mladenovich, R. (2004) 'Approaches to learning in accounting education,' Accounting Education, 13 (4) pp 399-407
Perkins, D. (2006). Constructivism and troublesome knowledge. In J. Meyer and R. Land Overcoming barriers to student understanding: Threshold concepts and troublesome knowledge. London: Routledge. (pp. 33-47)
Sheeran, Y. And Barnes, D. (1991) School Writing. Buckingham, Open University Press
Session activities: Presentation and discussion

Supporting the changes in reading experience from FE to HE, for students with visual stress Catherine Watts: Student Services

Due to the increased reading volume from FE to HE, many students struggle with this transition. This session will look at how academic and support staff can better assist the transition, particularly for the 20% (approx.) of students who experience Visual Stress.

Many students entering university are often poorly prepared for the reading demands placed on them by degree level work (Fairbairn and Fairbairn, 2001). "Clearly reading for higher level study is quite different from everyday reading" (Northedge, 2005, pg 101). The type of reading expected will impact on reading speeds and therefore the amount of material that can be covered during a study session. These issues will be compounded for students with Visual Stress, in yet by (very) simple remediation methods, students' reading fluency can be improved by as much as 50% (Singleton & Trotter, 2005).

This session will present the findings of my research project on 'Improving the Reading Experience for University Students with Visual Stress' and provide practical tips to staff on what can be done to support reading for all students in HE.
References:
FAIRBAIRN, G. J. & FAIRBAIRN, S. A. 2001. Reading at University: a guide for students, Buckingham, The Open University Press.
NORTHEDGE, A. 2005. The Good Study Guide, Milton Keynes, The Open University.
SINGLETON, C. & TROTTER, S. 2005. Visual stress in adults with and without dyslexia. Journal of Research in Reading, 28, 365-378.
WILKINS, A. 2003. Reading through colour, Chichester, Wiley.
Session activities: Presentations and discussion

Quality Assurance and Quality Enhancement in e-Learning – A case study at Brighton Barbara Newland, Ming Cheng: Centre for Learning and Teaching

The University of Brighton participated in a case study funded by the Quality Assurance and Quality Enhancement in e-Learning Special Interest Group (QA-QE SIG). The SIG is a group of practitioners, both academic and professional support staff, interested in using technology to enhance the quality of learning, teaching and assessment. It has been developing a Toolkit to provide a "framework and tools for academics and support staff to use when considering employing technology to enhance course delivery. It enables practitioners to; ensure all aspects of the course design, delivery and maintenance processes are addressed by their institution's quality assurance procedures; and to effectively harness the potential of the quality assurance procedures to drive forward the enhancement of the students' learning experience.

The toolkit was designed to meet the broad continuum of delivery patterns from blended delivery to fully online distance courses." (QAQE SIG, 2011).

The study included interviews with university staff responsible for QA in Faculties and workshops using the Toolkit in the re-validation of modules. Outcomes of the case study and further exploration of the possible effectiveness and impact of the Toolkit at Brighton will be presented and discussed.
References:
Oliver, R. (2005). Quality assurance and e-learning: blue skies and pragmatism. Research in Learning Technology. 13(3): 173-187
QAQE SIG (2011) http://www.qe-sig.net/
Session activities: Presentation, small group discussion, feedback and summary

Peer Assisted Study Sessions: Pilot scheme in the School of Applied Social Science Gabby Barker: Applied Social Science

 This session will explore the experiences of implementing Peer Assisted Study Sessions (PASS) at school level, offering detailed reflections of how peer mentoring can help change students’ perceptions of what it means to be a student in Higher Education, and ease their transition to becoming independent learners. We will explain what PASS is. Show how the scheme has been further developed in the School of Applied Social Science, give the rationale for choosing to pilot the scheme, and discuss some of the logistical challenges that arose and highlight the lessons learnt and benefits for students who regularly attend PASS sessions. 

PASS Leaders and Level 4 students who have attended the study sessions will be present to talk about PASS from their perspective and to share first hand experiences.
References:
Donaldson A, and Topping K (1996) Promoting Peer Assisted Learning Amongst Students in Higher and Further Education. SEDA Paper 96
Session activities: Presentation with input from PASS leaders followed by discussion

Roads to professionalism Mark Price: School of Education

Adopting a narrative enquiry approach, four young people’s practitioners (youth workers, learning mentors etc) reflections on their own experiences of the transition to professional status formed the basis of a doctoral study.

These very personal accounts reveal a depth of self awareness and constructed understanding and meaning making. The seminar will consider the role that Higher Education and professional qualification programmes play in facilitating ‘professional identity formation’ and supporting the transition into an individually constructed ‘professionalism’.
Session activities: Presentation and discussion

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Abstracts Session 4: 2.10 – 2.40

Quality as Transformation: Educational Metamorphosis Ming Cheng: Centre for Learning and Teaching

This project is intended to develop the concept of quality as transformation. It explores how 12 doctoral supervisors and 12 doctoral students in two universities in the UK understand the concepts of quality and transformation. Reflecting on the life stories of students' learning journeys, this project will identify their perception of quality; how the transformative learning experience occurs and reveal the key characteristics and factors that encourage that. By doing so, the research will reveal the perceived differences and similarities between the concepts of quality and transformation. It will also provide an insight into how doctoral students could effectively acquire quality learning in their PhD study.
Session activities: Presentation followed by questions and answers

Transliteracy: improving students' information skills Emma Illingworth and Beth Hewitt: Information Services

The aim of this session is to highlight the importance of developing students' information skills and demonstrate how these skills are integral to many aspects of their lives. We will discuss students' information skills in a broad sense covering; social media, IT skills and library information skills. Then focus on those necessary to make a smooth transition from further education to higher education, and offer a greater understanding of the challenges facing students starting university with poor information skills. We will also give insights how lecturers can assist and support students developing information skills. Participants will be encouraged to be involved in the session and Poll Everywhere will be used to stimulate thought and discussion
References:
http://librariesandtransliteracy.wordpress.com/
http://www.slideshare.net/joeyanne/how-can-you-help-tom
http://www.delicious.com/tag/sch2uni?page=1
http://www.english.heacademy.ac.uk/explore/publications/newsletters/newsissue9/thomas.htm
Session activities: Presentation, demonstration and discussion

Fashion, memory and the moving image: introducing undergraduates to archival research as part of the design process Malcolm Mcinnes: Architecture and Design, Jane Devine Mejia: Screen Archive Southeast

The session presents the research outcomes of a fashion design class in which first-year students began the transition to an academic environment by using archive films as a starting point for the reflective process leading to garment design and construction. We asked students to consider their personal and family histories, to engage with selected archive material and to position themselves, their research and creative ideas to the specific design brief and produce a garment which embodied the results of archival research and personal design development.

The themes of transition, quality and adaptability were integral to our conception of the class, as the students were expected to demonstrate a high quality of research and preparation, to show their adaptability to the requirements of the design brief, to use their research materials in the production of a well-considered garment and to document their research journey by creating a personal archive of images, working drawings, technical information and fabric samples.

The session presents our work with first-year fashion design students to embed the use of film archives in design research and learning. Personal histories and memory can colour the way we respond to clothing as a language. The moving image itself can be a testimony to those histories and in some sense tell a truer tale, made of rich layers, that a still image may fail to capture.

The films were from the Screen Archive South East, which offers a unique visual record of local families and their lives. The three themes of military/voluntary service uniforms, sports and work clothing provided a context for fashion studies students to explore the archive and to relate it to their own experiences and memories. We used community@brighton to present the film material.

Although the session focuses on the value of the moving image as a research resource for design, it is of potential interest to other disciplines that use film to explore the past, such as history, sociology and cultural anthropology.
Session Activities: Presentation, display of materials and students presentation, Discussion

Achievement, Attendance and Attitudes of 1st Year Business Students: Their effects on success at the University of Brighton Business School Tracey Taylor: Business School 

With widening participation and a rise in non-continuation rates, it is becoming evident there is a need to work harder to ensure those enrolled do not drop out.  Funding issues are extremely important but so is the student experience of higher education. An improved picture of the student population could well lead to improved practices, better retention rates and result in a ‘best practice policy’.

This session will report on a current study which seeks to unravel some of the threads that contribute toward the student experience and looks to corroborate, or otherwise, the work of Colby (2004) Bevitt, Baldwin & Calvert, (2010) and Smith & Begg, (2003).  Beginning by looking at achievement on entry against the HEFCE risk tables, then, from a dataset of 253 students at the University of Brighton Business School, it examines the impact attendance at seminars and workshops has on first year Business students’ overall first year achievement.  Finally, the results of an attitudinal questionnaire (36% response rate) will be presented and commented upon.

These findings give an interesting insight into student perception of their first year.  From this research it may be possible to make clear recommendations regarding early intervention and how to improve continuation rates at the University of Brighton and at other HE institutions.
References:
Bevitt, D.  Baldwin, C. and  Calvert, J., (2010) Intervening Early: Attendance and Performance Monitoring as a Trigger for First Year Support in the Biosciences. [online] http://www.bioscience.heacademy.ac.uk/journal/vol15/beej-15-4.aspx#abstract
Colby J., (2004) Attendance and attainment. Fifth Annual Conference of the Information and Computer Sciences – Learning and Teaching Support Network (ICS-LTSN), 31 August – 2 September, University of Ulster. Available at: www.ics.heacademy.ac.uk/italics/Vol4-2/ITALIX.pdf
Smith, E. M. and Beggs, B. J. (2003) A new paradigm for maximizing student retention in higher education, IEE Engineering Education Conference, Southampton, January, 2003. Available at www.ulster.ac.uk/star/resources/paradigm.pdf (accessed 8 June 2010)
Session activities: Presentation, group discussion

What's it got to do with me! Adrienne Rosen: Northbrook College

This will be an interactive workshop exploring aspects of adaptability in a changing environment by opening people's eyes to incorporating new ideas that transcend across subject specialist boundaries

Students on our new FdA Art and Media Programmes at Northbrook College have been shifted out of their comfort zone and into an interdisciplinary rotation. The project funded by the Learning and Teaching Fellowship award set out to discover if Journalism students' creativity was enhanced by attending lectures and workshops in other subjects. The results have been surprising. The rotation may have begun with the familiar cry of 'what's it got to do with me,' but in my subject group, it's ended in an expansion of everyone's knowledge.

The aim of the session is to challenge notions of what it is to be interdisciplinary and come up with ideas of how participants might make transitions in their own practice. The project's findings will be presented using journalistic codes and conventions. There will be an interactive element to this workshop using participants' own specialist knowledge. You too may leave knowing what it has to do with you!
Session activities: Introduction, presentation, Workshop and feedback, Group Plenary

Masters level study: learning transitions of physiotherapists towards clinical expertise Nikki Petty: Health Professions

Evidence suggests that practitioners who successfully complete a UK master's level course, accredited by the Manipulation Association of Chartered Physiotherapists (MACP), enhance their clinical practice and demonstrate attributes of clinical expertise. What remains unclear is the process by which practitioners change and enhance their practice. Greater understanding of the learning process would help inform programme design and delivery and help enhance the quality of the educational experience and impact for practitioners. This study set out to explain the learning process experienced by physiotherapists on completion of an MACP approved MSc. A naturalistic inquiry was conducted using a single theory-seeking case study. Dimensional analysis was used to develop a substantive theory of the learning transition. Twenty-six, semi-structured interviews were carried out with eleven alumni from one MACP approved MSc programme. The learning transition was from uncritical practice knowledge with routine, therapist centred clinical practice to critical understanding of practice knowledge that enabled patient centred practice and the capability to learn in, and from, practice. This development towards clinical expertise was primarily facilitated by critical evaluation of practice knowledge, particularly through mentorship in clinical practice. The learning transition varied between participants and depended on a host of moderating factors. This is the first documented theoretical explanation of how physiotherapists enhance their clinical practice and develop attributes of clinical expertise within an MACP approved MSc. This explanatory theory may be of value for educational programmes that seek to facilitate practitioners' development towards clinical expertise.
Session activities: Presentation with discussion on learning transitions.

Transformation or Trauma? Paula Wilcox: Applied Social Science

Research has identified two major elements to Institutional transition: the "formal" and "informal" aspects of a new institution and its culture. We suggest there are two aspects of students' transition to University; the first involves neophyte students 'switching' to the unfamiliar arrangements and agendas of University education, the second is to find a "space" within the new informal cultures and "become a student". The key concept we use in exploring the concomitant transition from school to University, and from adolescence to young adulthood, is 'status passage'. Much research on the transition to Higher Education considers the 'social and emotional' aspects of transition and focuses on students' characteristics, such as their coping strategies or the quality of their 'resilience'. In contrast there has been far less attention paid to the impact of institutional arrangements and agendas, which confront students, or what we term "formal aspects". This paper will examine such arrangements in order to identify the significance and impact of the range of practices whereby Universities manage transition. We do not underestimate students' need for social and emotional support; our argument is that formal and informal aspects need to be braided robustly together to produce the best outcomes from the process of transition.
Session activities: Presentation, working in groups, discussion

The University in times of change and the need for adaptability. The case of Brighton University's School of Pharmacy and Biomolecular Sciences. Charalampos Xekoukoulotakis & Sandeep Kumar: Pharmacy and Biomolecular Sciences

We aim to address the issue of transition of the University in times of change. We shall refer to the required ongoing reform at every level within the University. Our presentation will engage the participants in various ways of working to shift institutional goals. We shall stress that policy by itself cannot bring change. We shall also discuss the three stages that need to be managed during the transitional process - the present state, the transition state, and the future state. We'll refer to the particular case of the School of Pharmacy and Biomolecular Sciences, the challenges both of us consider that are faced by our School, and lessons to be learned. During our session we will engage the participants in our session to reflect on transferability to their own Schools / Departments and we will aim to have a fruitful discussion with them.
Session Activities: Presentation, group discussion

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Outline Programme

  • 8.30 – 9.00 Registration and refreshments 
    Asa Briggs Foyer, The Checkland Building
  • 9.00 – 10.00  Opening Keynote: Professor Sally Brown
    Asa Briggs Hall, The Checkland Building
  • 10.00 – 11.00 Parallel sessions 1
    The Checkland Building
  • 11.00 – 11.30 Morning Break
    Asa Briggs Foyer, The Checkland Building
  • 11.30 – 12.20 Parallel session 2
    Level Five, The Checkland Building
  • 12.20 – 1.30pm Lunch
    Westlain Restaurant
  • 1.30 – 2.00 Parallel sessions 3
    Level Five, The Checkland Building
  • 2.10 – 2.40 Parallel sessions 4
    Level Five, The Checkland Building
  • 2.45 – 4.00 Afternoon Keynote: Professor Phil Race
    Asa Briggs Hall, The Checkland Building
  • 4.00 – 5.00 Drinks Reception
    Atrium and Sun Terrace, The Checkland Building


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