Empowering University (EU) | Learning for Life (LFL) | Partnerships with Purpose (PWP)
Parallel Sessions 1 Synopses provides a brief description about each session.
1. Facilitating a creative community - experimentation and innovation away from modules and assessment in ED2030 EU
- Buddy Penfold, Sally Gaukrodger-Cowan and Carolyn Hardaker (ADH)
2. Knowledge production, library collections and reading lists: Exclusive club or a warm welcome for all? EU
- Kaye Towlson (LLS)
The session acknowledged the impact of colonialism on knowledge production and the global knowledge hierarchy that privileges eurocentric, western/northern hemisphere knowledge creation, production and dissemination. This impacts the epistemes of the southern hemisphere, their development, dissemination, availability and perceived value. After providing context to the challenges above the session considered the impact on reading lists and knowledge availability and representation in academic library collections which impacts the student experience and their connections with the curriculum and institution. This in turn has an impact on belonging, learning and student success.
Potential tools to review representation or the spread of knowledge within a discipline or reading list were shared. Activities around auditing library collections or reading lists were also shared. Discussion followed reflecting on the impact of these issues, the need to acknowledge and offer a space for discussion within the classroom. There was consideration of the challenges and sensitivities of auditing the ethnic representation of authors on a reading list and the avoidance of a checklist approach. The need and benefits of global representation on the reading list and within library collections was agreed.
3. Bridging the gap: Ideas and Strategies for addressing the discrepancy between students’ prior attainment in Maths and the reality of their capabilities EU - Lorraine Curotto and Karen Symons (LLS)
Feedback from participants showed that this session was well-received, with many comments related to the friendliness and interactivity of the session.
Activity 1 – focussed on identifying ‘gaps’ in students’ prior mathematical knowledge and some comments related to attitudes to learning maths as well. (See slides 6 and 7 of PowerPoint link above)
Activity 2 – focussed on raising awareness of what a GCSE maths grade 4 really means
Activity 3 – focussed on sharing strategies to help bridge any maths gaps (See slides 11, 13 and 14 of PowerPoint)
Aspects of the workshop that were most useful:
a. Information about prior attainment and what a GCSE qualification really means – especially the insight into the foundation and higher GCSE maths routes through.
‘I found the information about what happens in schools with GCSE maths mind-blowing’
‘It has helped me gain an understanding of our students’ difficulties’
b. Having the chance to meet colleagues from different faculties and to share ideas about how to help students bridge the maths gap.
‘I like the idea of mapping maths competencies across the curriculum – as Kim was explaining’
c. Knowing about the different types of support that the maths learning centre can offer – to both our staff and our students.
‘I’ll definitely use the slides that you have provided to signpost students to your drop-ins and tutorials’ (Slides 17 – 20)
‘I’ll pass on the link about ‘Curriculum consultancy for Staff’ to others in my team – so they can submit a request for help’
‘Wish I had known about the Staff link page – how long has that existed?!’
Support for Staff
4. During this session there will be 2 Pecha Kucha presentations
(i) Empowering students EU
- Roger Saunders (BAL)
(ii) Developing students as reflective practitioners EU
- Deepa Rughani and Ben Onyido (CEM)
5. Supporting your student’s wellbeing while protecting your own EU
- Pamela Hardaker (CEM), Leanne Herbert, Training and Business Development Officer, Student and Academic Services - Supporting your students wellbeing handout
6. Bridging the writing gap: Boosting your students’ success in academic writing LFL
- Emily Forster and Bev Hancock-Smith (LLS) - Bridging the writing gap - Post session notes
7. Affect and the Archive: Creating meaningful learning encounters and historic narratives for all EU
- Ellen Wright (CEM)
8. Educating for a just, sustainable and peaceful world – how do we adapt pedagogy and practice for block teaching? LFL
- Ian Coleman (CAITE) and Andrew Reeves (CEM)
The session was attended by approximately 25 participants. The topic of the session appeared to be of great interest to the group, and this led to frank discussion, perceptive and pertinent questioning, and an appreciation of the importance of reflecting on the purpose of higher education and its role in perpetuating a dysfunctional ‘way of life’.
Participants also valued the signposting to further resources to support with curriculum design and learning and teaching practice, as well as further development opportunities in ESD. Several points were raised on the challenge of implementing ESD in practice, such as scaffolding student learning on critical thinking on wicked problems – this is valuable feedback that DMU’s ESD team will take into account when supporting colleagues in the future.