We are fortunate in art and design. The nature of teaching and learning in the creative arts lends itself to active learning, in which students have the opportunity to participate actively in the classroom. While we do give the odd lecture, this tends to be only one of a range of teaching and learning approaches at our disposal.
But As Dr. Adam Longcroft points out in this SEDA blog post, it’s all too easy to retreat to the safety of the lecture. In particular, he argues, when we are pushed for time sometimes the least challenging option is to just lecture at our students.
But by focusing on active learning strategies, rather than active teaching strategies, our students will have a better learning experience. By focusing on what and how students want to learn, rather than on what we want to teach, our role shifts from teacher to facilitator and we enable students to become active participants in their learning.
Read the full article on the SEDA blog. And you might also like the following:
Sharon Cox’s HEA guide to Active Learning
This learning and teaching research project was initiated earlier this year with the aim of looking at the ways in which the institutional characteristics and disciplinary cultures within UCA affect retention and engagement among first year undergraduates
The research, now in its last stage, has been extended in order to ensure that the most apposite information can be gathered regarding the cohort of students who have just enrolled on their second year of undergraduate study.
This is part of the third phase of the research; a close study of four BA(Hons) courses across UCA, which focuses on gathering narratives that can be set against the more widely available background of metrics. This phase of the research has already yielded some valuable insights from the four Course Leaders who have generously contributed to the research, and this final component will add to that rich mix of insights. Continue reading
Professional Recognition Handbook for Descriptor 1 to Descriptor 3
As some of you may be aware, UCA has its own HEA-accredited Professional Recognition scheme. This enables UCA staff to achieve professional recognition either through an academic route of study via the PGCert or MA Creative Arts Education courses, or by attending one of our dedicated units for professional recognition covering Descriptors 1-3 of the UKPSF. We are pleased that interest has grown in the scheme, from 32 successful applications in our first year, to 56 in the second year. Here is a list of the staff who achieved HEA recognition this year…if this is something you have been thinking about, why not get in contact with them to read about their experiences, or read this post on their experiences: Continue reading
UCA Learning and Teaching LinkedIn group
It’s a chilly but bright Friday morning in October. Since starting our newly-created roles as ‘Learning Support Coordinators’ here at Farnham, my small team and I have been busy getting our teeth stuck into all manner of projects with our central (and sometimes daunting) aim being to promote and increase inclusive practices at UCA.
In the light of recent DSA changes, it would seem that a cultural shift is occurring in Learning Support. As a result of government cuts to funding we are moving from the traditional ‘deficit model’ of support which involved much one-to-one in-class support, to a new way of supporting students which we hope, ultimately, will improve the experience of teaching and learning for ALL students. How? By embedding good inclusive practices more firmly into our learning environments.
However, it’s early days! Our initial research has covered areas such as peer-buddy/mentoring schemes, improving mental health resources, support for new students during transition periods and much more, which has included looking at successful schemes running in other universities. Continue reading
A Learning and Teaching project, which engaged student co-researchers in capturing student experience for BME students across campuses, has recently produced its findings and recommendations. These are to be considered over the coming months with a view to developing inclusive practices in this area. Please click here for the Full Report
The study has found that on the whole BME UCA students are positive about the way they experience the institution from the perspective of their ethnicity. One key theme to emerge from the data was that participants considered the institution to be welcoming and non-racist, and noted the emergence of an increasingly ethnically diverse student body.
However, the findings also demonstrate that the institution is not immune from the interplay of a range of macro, meso and micro level factors that can often position BME students as outsiders in Art and Design Higher Education. It is clear that any attempt to address the issues at the level of learning and teaching needs to take account of this complex interplay. Continue reading
Photograph: Christopher Thomond for the Guardian
Reposted from the Guardian Higher Education Network.
With the number of students seeking counselling on the rise, we asked you to tell us about your experience of dealing with mental health issues at university Elle, 20, was studying politics but dropped out in her first term mainly due to mental health issues.
“I sought counselling at university but didn’t find the advice to be of good quality – I explained my body image issues to a counsellor, and was told ‘there’s always going to be someone prettier. Part of me thinks that I would’ve been able to see through at least the first year of politics if I had better help with my mental health.”
Read the full article: ‘Mental health isn’t addressed properly’: students on the pressures of university