Learning Highlights / Spring 2016 - WordPress.com

Learning Highlights / Spring 2016

Spring 2016

Laughs for Learning Is there room for comedy in the

tential to enrich our teaching

proach to teaching in Higher Ed-

classroom? What is the peda-

repertoire, and produce truly

ucation. We (as lecturers) create

gogical role of performance?

memorable and transformative

different characters which repre-

Can improvisation inspire? And

learning experiences for our stu-

sent competing views or theo-

should silliness support learning

dents. Here, we are tapping into

ries, and we perform a short

about sustainability? I

piece of theatre where the

think so, and I’d like to

characters interact with

tell you why.

each other – literally bringing debates to life. We’ve

Teaching complex ab-

won UEA Teaching Excel-

stract ideas to students

lence Awards for this

requires every trick in our

work, and I’m now a Uni-

pedagogical box. I’ve

versity Teaching Fellow,

been leading a team in

dedicated to growing and

developing the perform-

deepening this work fur-

ing arts as a teaching

Tom Hargreaves and Gill Seyfang (ENV)

tool, to engage students

ther afield. Our ideas are catching on.

on an emotional – rather than a

comedy improvisation’s ability to

cognitive – level, and so im-

engage an audience through

We are a team of social scien-

prove their learning. Whether

humour.

tists within an interdisciplinary

through music, drama, poetry,

School of Environmental Scienc-

dance, literature or comedy, the

Comedy in the Classroom is an

performing arts have a huge po-

exciting and creative new ap-

In this issue.... UEA’s Learning and Teaching Day 2016….. Page 3 for a preview Page 6-7 for the programme. Gill Seyfang (featured above) and Robert Jones (NBS) are the keynote speakers. Lots of great teaching showcased throughout the day.

es, and our students come wellContinued on page 2


2

Continued from the front page….. equipped with maths and phys-

and acces-

ics skills, but often with no social

sible, after

science background at all. Get-

one of

ting to grips with competing per-

these ses-

spectives on society and the

sions, say-

environment is particularly chal-

ing they

lenging for students who are

feel more

more used to dealing with ‘facts’

confident

than ‘theories’. In response, we

to talk to

have developed ‘Theoretical

us once

Theatre’, a semi-improvised per-

they’ve

formance/teaching method with

seen us

wide applicability across the cur-

jump off

riculum. Think ‘horrible histories’

the aca-

sketches but for any subject you

demic pedestal!

Pictured left to right: Tom Hargreaves, Irene Lorenzoni, Gill Seyfang, Jeppe Graugaard, Noel Longhurst

like!

an abstract concept into a character. For instance, ‘rational

In a follow-up survey, 89% of

choice theory’ could be a white-

first year students said the

coated scientist representing

class was more memorable

cold logic, weighing up costs

than a normal lecture/seminar;

and benefits, and promoting free

78% said it was more effective

market efficiency. In contrast

at communicating complex ide-

‘social psychology’ is a real peo-

as, and 87% found the class

ple person, keen to know what

more interesting and engaging

makes people tick, quite gos-

than a normal lecture. This

sipy, keeping up with the latest

class really made an impact:

trends and always on social me-

76% discussed it afterwards

dia! While these two characters

with their classmates, and 44%

have some common interests (in

even told friends and family

understanding how individuals

Feedback has been hugely posi-

outside UEA about it – one stu-

make decisions), they also disa-

tive – not only are these fun,

dent reported how they gave

gree about some pretty funda-

enjoyable sessions and some-

their parents a lesson in sustain-

mental stuff and sparks will fly

thing completely different, but

ability by explaining what they’d

when they get arguing about the

students report much greater

seen! If a true measure of learn-

merits of Boris Bikes in encour-

understanding when they see

ing is whether someone can ex-

aging people to take up cycling!

ideas personified and acted out.

plain the subject to someone

An unexpected benefit has been

else, I think we succeeded pret-

The performances are inherently

that our students say how much

ty well.

funny because, well, none of us

they enjoy seeing us lecturers as more human, approachable

are actors but we do get into the The essence of it is to boil down

essence of the characters and


3

have to deal with each other!

to support us in doing these ac-

For some of the performances

tivities, and we also enjoy get-

(e.g. Theoretical Blind Date) we

ting props and costumes, title

also ramp up the innuendo and

sequences and visual aids to-

get the students laughing and

gether to really create a sense

joining in too. For others

of occasion – but there’s no

(Dimensions of Power), the set-

denying that this does take a lot

up is more ‘straight-laced’ with

more time and effort than a

lecturers being themselves, but

‘regular’ lecture. In our minds,

with a prop to represent a partic-

the benefits are enormous and

ular viewpoint.

we feel that comedy in the

To see more, visit: www.comedyintheclassroom.org Gill Seyfang (ENV) [email protected]

classroom should be taken We’ve organised Performance

much more seriously.

Skills and Improvisation training

Learning and Teaching Day 2016 bring some theatre to proceed-

exploration into the meaning of

ings via her alter-ego, Helena

research-led teaching by col-

Handbasket. The day will be

leagues from BIO and ECO and

introduced by the Vice-

then how enterprise interacts

Chancellor David Richardson

with teaching and learning at

and Pro-Vice Chancellor Neil

UEA to create an ‘enterprising

Ward. Three main strands

student’ with contributions from

have been identified. Firstly,

NBS, ISD/LIB and PHA.

students as co-creators. A

The final strand is inclusivity.

wide range of initiatives, pro-

This strand examines how learn-

jects and teaching methods

ing strategies can be developed

which highlight how students

to account for student diversity.

are involved in teaching and

Sessions include an examina-

learning at UEA are given cen-

tion of feedback by LET and oth-

UEA’s annual Learning and

tre stage in this strand. Ses-

er sessions from UCS, PPL

Teaching Day takes place on

sions include a workshop from

(LCS) and HSC/MED.

Thursday 5th May and will ex-

the Student Union and presenta-

There will also be a poster ses-

plore the theme “What is Teach-

tions from a wide-range of

sion.

ing?” To highlight excellence in

schools and departments includ-

For more details visit the web-

teaching here at UEA, the two

ing BIO, PHA, CIPP, SLT, UCS,

site:

keynotes are to be given by Prof

MED/LDC, SWK/LAW, DOS,

https://portal.uea.ac.uk/csed/

Robert Jones (NBS) and Dr Gill

MTH/EDU/DOS and LDC/ITCS.

learning-and-teaching1/learning-

Seyfang (ENV). Professor

The second strand is enterprise/

and-teaching-days/learning-and-

Jones will talk about blended

research-led teaching. This

teaching-day-2016

learning and Dr Seyfeng will

strand has two themes, firstly an

and keep an eye on #UEALT16


4

Putting the ‘Art’ Back into ‘An-art-omy’ Not many people are lucky enough to spend time in their careers pursuing a subject that they’re passionate about. This year I was given a fantastic opportunity to unify two of my great passions – anatomy and art – with the creation of a new module for our medical students: Ana-

Example of a student’s work: a 15 minute, A2 study in charcoal and chalk

tomical Life Drawing.

joint discovery, growth and re-

So far, a number of approaches

Despite a historical precedent of

finement, art and anatomy have

have been suggested to inte-

become increas-

grate arts training within the

ingly segregated.

medical curriculum. Several au-

However, interest

thors have found a significant

in art remains

benefit to art observation train-

high amongst

ing in disciplines ranging from

medical students

dermatology to facial evalua-

and practitioners.

tion. These ‘art theory’ courses

Many profession-

provided marked improvement

al bodies have

in students’ ability to discern,

dedicated art

interpret and weight pertinent

groups, and one

visual information, and were

only has to look

generally well received.

at the success of

A smaller number of medical

Newcastle Uni-

schools also offer life drawing to

versity’s recent

their students. Sessions tend to

‘Artatomy’ exhibi-

be artist-led and centred on the

tion (comprising

practical skills of drawing. Ob-

work done by

jectively assessing the impact of

medical and bio-

these courses can be difficult,

medical students)

but students reported improved

to see the poten-

confidence in their drawing abil-

An example of Charlie’s Life Drawing ‘Tris in the tial of using the Studio – Pencil on Paper’ Putting the ‘Art’ back arts as a means

ity and found the sessions provided a creative outlet for the

into ‘An-art-omy’ by Charlie James – Anatomy

to engage stu-

stresses of their studies.

Technician at Norwich Medical School.

dents.

The new module I’ve been run-


5

clarify that life drawing

After Christmas we tackled one

features a nude model),

of the most challenging areas of

but overall, the student

life drawing - portraits. I’m al-

response has been real-

ways looking for volunteer (and I

ly positive - they’ve even

hasten to add, fully clothed) sit-

tolerated my Lionel

ters, so if you fancy being drawn

Richie-heavy playlists.

by our flock of budding Michel-

Student feedback sug-

angelos then please get in

gests they find drawing

touch.

a worthwhile and relax-

Charlie James (MED)

ing element in their medical training and their continued technical improvements are a testaning has been an attempt to uni-

ment to their hard work and fo-

fy these theoretical and practical

cus.

elements to create a more holis-

For me, it’s been really exciting

tic approach. Each class begins

seeing the students engage with

with a brief introduction to an

arts training, but also watching

area of art theory, then leads

them hone their skills and devel-

into a life drawing session that

oping their own styles. Many

allows the students to put the

students place me in the awk-

theory into practice.

ward position of wishing to see

Things got off to a rocky start (a

them reach their full artistic po-

room full of dropped jaws sug-

tential, but worrying that they

gesting that in future I’ll need to

might supersede mine.

[email protected] www.facebook.com/ charliejamesart

Charlie’s Self-Portrait

Higher Education Academy (HEA) Fellowship Workshop Thursday 12 May 2016

Colleagues outside Schools who

sional Standards Framework

10.30-12.30

work with students on an ongo-

and HEA Fellowship categories

TPSC 0.1

ing basis (for example, over em-

and who may want to apply for

Liz Warr, HEA Consultant

ployability, technology or learn-

professional recognition.

ing enhancement)

To book a place:

This workshop is for those seek-

[email protected]

ing recognition at Fellowship

Liz will explain to academics

For further information:

and is suitable for:

and those who support learning

https://www.heacademy.ac.uk/

Experienced Schools-based ac-

how to apply to become a Fel-

or contact Geoff Hinchliffe in

ademics (e.g. those who design,

low with the HEA. The work-

CSED:

organise and co-ordinate mod-

shop is for those who want to

[email protected]

ules)

learn more about the UK Profes-

or Ext 3777.


6

University of East Anglia Learning and 08.30-09.00

Registration – tea and

09.00-09.30

VC and PVC Welcom

09.30-10.15

Keynote: Robert Jon

10.15-10.45

Break – tea and cof

10.45-11.45

Parall

The New Interface of Crime Fiction: Sutton & McConnell A Proposal to Test a Google-Docs Method: Yu

Court Role Play: Working Creatively: Whadc Students as Facilitators: Lindqvist et al

12.00-13.00

Parall

Staff/Students Partnerships: Coleman et al Strategies for Inclusivity: Sands et al

PAL on a Speech & Language Programme: B al Maximising Student Potential: Desborough et al

13.00–14:00

Lunch

14:00–15:00

Keynote: Gill Seyfa

15.15-16.15

Parall

Co-creation of the Curriculum: Students’ Union 16.15-17.00

IPL Working with Others: Strudwick & Harve Working with Cast: Adcock et al

Meet informally – tea


7

Teaching Day, Thursday 5th May 2016 coffee provided, Thomas Paine Study Centre Foyer

me, Thomas Paine Study Centre Lecture Theatre

nes, Thomas Paine Study Centre Lecture Theatre

ffee provided, Thomas Paine Study Centre Foyer

lel Sessions 1, Julian Study Centre

coat et al

Exploring ‘research’ in research-led teaching: Kay Yeoman From Research-led Teaching to Teaching-led Research: Arico et al

What Makes Feedback Learner-Centered?: Learning Enhancement Team, DOS


Buist et

Become an Entrepreneur in 54 Hours: Avila-Merina

Towards a Connected Approach: Gartland & Smith

Teaching Enterprise: Williams et al

Building on Strong Foundations: Baines et al

h, Thomas Paine Study Centre Foyer

ang, Thomas Paine Study Centre Lecture Theatre


y-Lloyd

Shelfies, Screencasts & Social Identities: Coonan & Helgesen

The Mourning After…When Students Become Clients: Taplin

The Barriers & Enablers: Sokhi et al

Creating an e-learning Offer:Gazzard et al

a and coffee provided, Thomas Paine Study Centre


8

Opening Minds to Open Books I run a course called Biodiversi-

am? It was a student rep who

assessing how well you can get

ty. It is heavy on taxonomy and

sat on our Teaching Committee

the information across and how

consequently there is quite a lot

who came up with the solution.

well you understand it.

of vocabulary that students are

Students would be allowed to

Many students come straight

unfamiliar with. Revision for ex-

use their portfolio for a finite

from an A-level background and

ams was in danger of becoming

amount of time in the exam, just

may see preparation for exams

a memory exercise rather than a

long enough to make notes on

as an exercise in cramming facts

chance to show analysis and

the questions.

into their memory. I think that

synthesis of concepts.

In December I gave the students

having the use of a portfolio

I had, for many years, asked stu-

a formative exam, to give them a

might give them the opportunity

dents to create a drawing portfo-

chance to practise using their

to get away from this, allowing

lio of specimens, which was sup-

portfolios. I was also using it as

them to focus on understanding

posed to help them learn to ob-

an opportunity to look at how

and synthesis of concepts.

serve and think about evolution-

they answered different styles of

It is better than an ‘open book’

ary pathways. Students tended

question, given that they had so

exam because they are creating

to concentrate on the drawing

much information to hand. I

the material for themselves. It is

rather than doing any synthesis .

asked them to evaluate the pro-

an account of their own learning,

This year I have tried a new ap-

cess to find out their thoughts on

reading and synthesis. They

it all.

need help when they first arrive

It was the students’ first experi-

in understanding what we mean

ence of a university-level exam.

by ‘independent study’, and the

They benefitted enormously

portfolio helps them with that.

from the formative process.

What I wasn’t prepared for was the complaints about the work-

tail that was being asked for,

load. In my eyes I was simply

proach. I have asked students to

and getting detailed feedback on

develop a ‘Learning Portfolio’.

their answers was a very im-

Rather than being a collection of

portant part of their learning.

drawings, it is an accumulation

I asked students about their

of their learning on the module,

thoughts in relation to being able

from lectures, practicals, work-

to use the portfolio in an exam.

shops and their own reading.

There are a lot of names and

They are then allowed to take

facts to remember. Being able

this with them into the exam.

to note those down means I can

I had a problem to resolve: how

concentrate more on the princi-

do you prevent students creating

ples behind what I’m writing

model answers to exam ques-

about, rather than focusing on

tions and essentially copying out

remembering words.

chunks of information in the ex-

It isn’t just a memory test, it’s

Photograph:Julia Cameron

Many were surprised at the dePhotograph:Julia Cameron


allowing them to take work they

9

would be doing anyway into the

when I do an exam because you

exam. What it has re-

work really hard all year to just

vealed to me is that stu-

be tested on 2 hours worth. I

dents are not writing up

think the use of the portfolio en-

lectures and reading

compasses the learning process

round subjects as part of

of the whole year and I like that

their study. Clearly more

aspect.

support in this area is

Harriet Jones (BIO)

needed to help them

[email protected]

make the transition to higher education learning. A final word from one of the students: I am usually disappointed

Internationalising to Global Acclaim Words were not enough to de-

questions: “Why do I teach?

yond academia and is dedicated

scribe my happiness and excite-

How do I teach?” These two key

to public pedagogy through high

ment when I received an email

questions seem simple yet they

and international level of en-

from the Society for Cinema and

are or must be at the core of

gagement with the media, the

Media Studies informing me that

what we, as people with an in-

public, policy makers and asso-

I am the recipient of the 2016

terest in pedagogy, do and who

ciations dedicated to internation-

Award for Outstanding Peda-

we are. It is in answering these

al education. It is through these

gogical Achievement. This inter-

two questions that I realised

experiences that I came to be-

national award is given to one

more clearly my passion for con-

lieve that pedagogical practice

academic from around the world

tributing to a process which al-

becomes much more meaning-

every year. The selection pro-

lows me to keep learning as I

ful if it reaches not only students

cess requires each nominee to

share knowledge.

on campus but also those be-

submit a 35 page teaching dos-

I teach to encourage students to

yond academia, for there is a lot

sier that includes letters of sup-

think critically about women and

one can learn from engaging

port from colleagues and stu-

Middle Eastern media; to im-

with extra-mural communities.

dents as well as evidence of im-

prove international students’

In the portfolio I reflected on my

pact of teaching. As laborious as

learning and cultural experienc-

final year undergraduate module

putting this portfolio together

es in higher education; to pro-

Women, Islam and Media. It is

was, it was one of the most

vide support for, sharing good

the first of its kind in the UK,

meaningful experiences I went

practice about and collaborating

which covers topics such as

through that helped me reflect

with fellow academics on inter-

gender politics in the Middle

on my teaching practice. In one

nationalisation and pedagogy. I

East, the politics of veiling and

part of the dossier I was asked

also realised how much of this

‘honour’ crimes – looking specif-

to write answers to two key

passion is about teaching be-

ically at how they are portrayed


10

as an academic consultant, curator of the women’s films category and a juror. In addition, I ran training sessions for students from the university about festival organisation. Students from the university worked at the festival in Cyprus in November 2014 and produced a documentary film entitled Film Beyond Borders after securing Erasmus Plus funding. I wrote about the Arts and Humanities Research Council funded project, entitled Skills for Media Engagement. I ran this programme for Early Career Researchers across film, television, advertis-

I thought about how my teaching

bringing them together with me-

ing, news and social media.

around issues of women, media

dia professionals in a space

I reviewed how I established

and religion secured me an invi-

where they could think about

links with Norfolk and Suffolk

tation from the House of Lords

promoting research through the

Police Constabularies, repre-

to contribute to the Commission

media. And lastly the extra-

sentatives of which visited the

on Religion and Belief in British

curricular screenings I organ-

class to talk about the ways they

Public Life; and how my report,

ised of new documentary films

deal with ‘honour’ related vio-

that reflected on my teaching

from the UK and the Middle East

lence and the media’s role in

and students’ experiences and

(with filmmakers in attendance).

relation to this.

research around the topic, was

I explored how I promote active

cited in the final policy docu-

It is always a challenging act to

learning while offering a variety

ment.

write about oneself with the par-

of examples from national and

I also reflected on my leadership

ticular intention of promoting the

transnational media texts and

on the public engagement, con-

work one has been doing. But, I

contexts and enabling students

sultancy and student employa-

suggest we move beyond this

to think about case studies

bility project in the context of the

and ‘shout out’ about our work,

which they may not have other-

Golden Island International Film

share our experiences, and help

wise seen.

Festival. I worked for the festival

grow ideas around innovative


11

teaching practices this way. It is

like to encourage everyone with

in this way that we can under-

an investment in pedagogy to

stand the meaning of what we

put themselves or their col-

are doing and why we are doing

leagues forward for teaching

it.

awards. The process significant-

I am delighted and grateful for

ly and most certainly helps re-

this international recognition be-

flect on practice. And so does

stowed upon me by colleagues,

answering the questions of why

students, filmmaker colleagues

we teach and how we teach.

and SCMS, and cannot wait to be at the award ceremony in

Eylem Atakav (AMA)

Atlanta in April too. I also would

[email protected]

Have You Tried Writing in the Company of Others? I suppose it’s just like doing any

ronment. You need to bring your

groups, including timetables and

activity, like running or training

own equipment for writing, and

an outline of a typical session, is

together, it makes you just fo-

coffee and snacks help too! As

available at https://

cus, stay focused and keep with

the quote above suggests, writ-

portal.uea.ac.uk/dos/learning-

it.

ing in the company of others can

enhancement/writers-groups.

help you to

If you would like to discuss how

“keep with it”,

to make use of this approach to

developing your

writing development in your

writing endur-

teaching contact the Head of the

ance. Attending

Learning Enhancement Team

the groups can

Jeremy Schildt

also lead to

[email protected]

‘Writers’ groups at UEA’ and the

shifts in the way you see your-

‘UEA Writing Café’ help post-

self as a writer, as this response

graduate research students and

reveals: It changed my perspec-

staff dedicate regular time to

tive of writing …I didn't know

writing. These peer groups pro-

how much I could write in two

vide a structured two hour space

hours.

for sharing writing problems,

So why not give it a try?

exchanging advice and getting writing done in the company of

Quotes are from focus groups

others. The focus is on making

held in January and May 2014

progress with your own writing

with UEA research students who

projects, whatever they may be,

had attended writers’ groups.

in a supportive and social envi-

More information about the


12

Opening Pandora’s Box? YikYak @UEA Pandora’s box was a jar in

er Yaks or witty epithets from

popular (racist, misogynist or

Greek mythology said to contain

other social media sites. One

simply naff) are normally re-

all the evils in the world. YikYak

might suggest a formative role

moved within a few minutes.

is an anonymous messaging

in creative writing and the zeal

Even overly inquisitive Yaks

map in which Yaks (200 charac-

with which users call out plagia-

from someone who does not

ters of text, possibly accompa-

rism is impressive.

belong!

nied by a photograph) are

YikYak swept US college cam-

Focussing on the potential for

shared to all users within a lim-

puses about 18 months ago

abuse of YikYak ignores the

ited geographical area.

amid a storm of controversy.

benefits. Our student community

What distinguishes YikYak from

Under the veil of anonymity (but

is hugely supportive of one an-

social media, like Twitter, is the

one easily raised by authority if

other. YikYak is a unique source

anonymity: users are identified

a crime, such as incitement was

of 24 hour a day advice. It is

by simple and varying icons, not

committed) students wrote ap-

also now a key part of the

usernames. However, the gami-

palling and unacceptable re-

blended student experience and

fication aspect (you receive

marks about academics and

both an indicator of and a con-

points for posting Yaks and for

their peers. YikYak has been at

tributor to student satisfaction.

up- and down-voting Yaks)

the centre of similar incidents at

None of these benefits offset a

means that Yakkers take con-

UEA. Some colleagues tried to

single incidence of unaccepta-

siderable pride in their Yakarma

act to ban the app but YikYak’s

ble behaviour on YikYak. How-

(accumulated score). Users will

policy is only to voluntarily re-

ever, we should not be blaming

exercise creativity and initiative

strict its use around schools to

the messenger. Bias cannot be

in formulating Yaks. They will

protect the immature and partic-

confronted until it is first recog-

also gratuitously plagiarise earli-

ularly vulnerable. Its principal

nised and exposed. The local

user-group is the undergraduate

community does an excellent

student demographic. It is

job of policing itself but it would

somewhat difficult to gauge the

be naive for all not to recognise

active population but it is not

that UEA’s own social media

unusual for individual Yak to

monitoring team are on there

receive over 200 unique

too.

upvotes indicating a much larger

My interest in YikYak stems not

community.

from nostalgia for the bygone

At 11 am one Saturday morning

era of studenthood but from the

I yakked the message in the fig-

potential for instantaneous and

ure. It lasted 34 minutes before

unfiltered feedback. We ask our

receiving the net total of 5

students to fill in countless sur-

downvotes from the YikYak

veys, our training courses en-

community and was removed by

courage mid-module evaluation,

the system. YikYak has an in-

but do we really want to know

built self-policing feature: un-

what our students think, immedi-


13

YikYak is not Pandora’s

ity for our actions whether we

box. Or rather it is Pan-

believe we commit them anony-

dora’s box but it is so much

mously or not. In case there is

more than that. Anonymous

any doubt, I want to

social media is here to stay.

make it clear that I am not sug-

Eventually YikYak will be

gesting adding YikYak to the list

replaced by something else.

of official communication chan-

If we try to ban it, we would

nels!

just hasten the transition and make ourselves very unpopular. At the same

Simon Lancaster (CHE) [email protected]

time, we cannot ignore or condone offensive behaviour. This is an issue of digital literacy. Nothing is truly anonymous and while the illusion of anonymity might ately and constantly? If you are

provide additional freedom of

in any doubt, the answer is a

expression it is only a veneer.

definite no!

We all need to take responsibil-

Higher Education Academy (HEA) Senior Fellowship Workshop Thursday 12 May 2016

and those who support learning

website: https://

13.30-15.30

how to apply to become a Sen-

www.heacademy.ac.uk/ or con-

TPSC 0.1

ior Fellow with the HEA. The

tact Geoff Hinchliffe in CSED:

Liz Warr, HEA Consultant

workshop is for those who want

[email protected] or Ext

to learn more about the UK Pro-

3777.

This workshop is for those seek-

fessional Standards Frame-

ing recognition at Senior Fellow-

work and HEA Senior Fellow-

ship and is suitable for:

ship categories and who may

Those with an established rec-

want to apply for professional

ord in teaching and learning and

recognition.

who are engaged in the man-

To book please contact Tim

agement/leadership of specific

York in CSED:

aspects of teaching provision

[email protected]

Staff who co-ordinate, supervise

If you are unsure which work-

and /or mentor other, often less

shop to attend, or wish to

experienced colleagues in

learn more about the UKPSF

teaching and learning support

HEA Fellowship Scheme

Liz will explain to academics

please see the HE academy’s


14

I Haven’t Done Maths Since GCSE I feel privileged to work in stu-

cannot add fractions, calculate a

more pressing issues with alge-

dent support, helping (mainly

simple percentage, convert be-

bra and beyond. Also, by being

first year) students make the

tween units……..I could go on.

upfront from the start and ex-

transition into Higher Education.

These skills are not advanced

plaining that maths is part of

My field is mathematics support,

and are arguably critical for HE

their degree (and an important

at the front end of dealing with

study. Are we wasting time and

part at that), encouraging them

weak mathematical skills. We

resources teaching these skills?

to re-engage before their course

Presently no, as many col-

begins gives students a chance

leagues complain about the lack

to feel part of the university be-

of basic mathematical skills in

fore induction. The success of

their students. Despite starting

MOOCs such as Preparing for

at this low level, lots of students

Uni show that students are keen

complain that their maths cours-

to engage. Other institutions

es go too fast and they become

already ask their students to

lost, and once they are lost

think about academic skills such

many come to talk to me and

as plagiarism and academic

my colleagues (many don’t).

writing before they come, I

What is alarming though is that

could find no instances of this

students question the relevance

approach for maths. Are we

of maths to their subject; poten-

terrified of doing something sim-

see hundreds of students every

tial scientists and economists

ilar with maths in case we scare

year and even though many

and nurses have become dis-

students off? If this is the case

want to explore topics beyond A

connected from maths.

then it is a shame. We need to

-level, there are many who have

However there could be a way

give students an opportunity to

little or no mathematical skills.

of circumventing this. How

show their worth and foster the

Often this is due to lack of confi-

about encouraging students to

eagerness that many feel upon

dence or time spent apart from

do a bit of maths before coming

being accepted at a University.

learning maths, hence the title

here? We have written a whole

Is it so bad to ask a science stu-

of the article. At the beginning of

host of resources to help stu-

dent to learn how to convert

the Autumn semester I hear this

dents with their numeracy

units before they arrive? I

every day. Interestingly, stu-

(https://portal.uea.ac.uk/dos/

would argue emphatically no!

dents still say it after having

learning-enhancement/study-

Robert Jenkins (DoS)

been taught maths for a whole

resources/maths-stats/

[email protected]

semester, often longer. Some-

numeracy) and we could urge

how teaching them maths isn’t

students to work through them

impacting on them.

before arrival. This could re-

Across UEA, colleagues are

duce the time spent re-teaching

teaching basic numeracy to stu-

these skills at the beginning of

dents because a large minority

the year and free up time for


15

What Will Our UEA Be? As the University prepares to

middle-sized cam-

launch its vision and plan for the

pus? Will this reputa-

future, it is clear UEA will grow

tion have to change

and it will grow a lot! Our cam-

as the campus is

pus will experience a dramatic

transformed over the

transformation; Congregation

years to come? And

Hall will be knocked down, a

into what? What will

shiny new building will host the

be the implications

relocation of large numbers of

for learning and

staff; the Teaching Wall will un-

teaching excellence?

dergo a radical renovation from

How can we contrib-

top to bottom - and side to side.

ute to preserving and

All this will happen while student

enhancing student

numbers go up - and up. UEA

satisfaction? How will

will continue its transformation

space constraints af-

from a local university to a glob-

fect our relationship

al and international centre of

with the students,

excellence in teaching and re-

maintain confidentiali-

search. The stakes are high and

ty in pastoral care

the challenges even higher.

and change our work-

Periods of change are always

ing routine?

UEA teaching good and work

exciting and scary at the same

These are really important

with this as it alters the structure

time, especially while the whole

questions. Within the transfor-

in which we work. What will

higher education sector is sail-

mation of buildings and teaching

‘our’ UEA be in the years to

ing through stormy seas. Many

space, a transformation of

come?

higher education institutions

teaching will have to happen.

have gone or are going through

Do we try and maintain what we

the same experience. But each

have and try to adapt this to

university is different and our

higher student numbers. Or do

challenge will be retaining ‘the

we have to completely rethink

feeling of UEA’ as we grow and

what we are offering students?

affirm our position in the global

What is good teaching at UEA?

market. For decades, UEA has

Is it good because student num-

sold itself on its relatively small

bers are relatively small? Or is

Fabio Arico (ECO)

size – small group teaching, a

there more to it than that?

[email protected]

caring atmosphere, looking after

So many questions. It is excit-

Harriet Jones (BIO)

the individual student but how

ing and challenging. The vision

[email protected]

will a growing UEA preserve its

and plan for the future must

reputation of a cosy and friendly

take into account what makes

We feel that there needs to be a lot of discussion on this issue over the coming months and years, in groups such as the SATS group and Teach Meets and also through Learning Highlights.

Selina Watts (LAW) [email protected]


16

Perceptions of Research in Our Students The Heads of University Biosci-

sively more challenging as stu-

by Phil Leftwich (UEA) with a

ence, and the Royal Society of

dents advanced through their

group of PhD students, Rob

Biology funded this workshop at

education.

Johnson and Saannya Sequeira

UEA on 15 March. It was a re-

Opportunities for challenge in

(BIO) and Sebastian Pfeilmeier

ally lively event, packed full with

research at A-level is exempli-

and Stuart Woodcock (JIC).

animated discussion. One of the

fied by the Extended Project

These students talked about the

delegates e-mailed afterwards

Qualification (EPQ), which is

change in their perceptions of

to say.. a really stimulating

becoming increasingly popular.

what research is, often citing

meeting–it really made me think.

Jane Taylor from Lancaster Uni-

‘trigger’ events, such as a re-

It started with an activity to

versity and Luis Domingues

search project, which fired their

brainstorm what we mean by

from Queen Elizabeth School in

enthusiasm. Key to their suc-

the term ‘research’ and to come

Kirkby Lonsdale presented their

cess as young researchers has

up with a one sentence defini-

work which showed that school

been a sense of ‘ownership’ of

tion. This proved elusive, but

pupils increased their skills and

the research they undertook as

concepts were put forward such

knowledge by taking part in the

undergraduates.

as ‘new knowledge’ and

EPQ process.

The PhD students recognised

‘interrogating the world’.

Helen James, Stephen Robin-

that research was a journey,

Kay Yeoman (UEA), the key-

son and Iain Barr (UEA) led a

moving from something which

note speaker, presented her

dynamic discussion which ex-

was technique based at under-

investigation into perceptions of

amined where and when under-

graduate level, through to an

research from secondary school

graduates have the opportunity

understanding that research

pupils in Key Stage 3 through to

to experience research.

was social and collaborative.

undergraduate students and

Nick Freestone and Cynthia

The students found that by the

postdoctoral researchers. It

Sam from Kingston University

PhD stage research felt like a

was a fascinating piece of re-

presented research that sug-

‘game’ played by rules, and that

search, showing that percep-

gested research intensive insti-

professional success was de-

tions of research change at key

tutions gave good research op-

pendent on learning those rules.

transition points, for example

portunities, but that this could

It was an enlightening end to the

from school to university, and

sometimes come at the expense

day, giving those who taught

from taught courses to PhD po-

of the teaching experience.

students a chance to reflect on

sitions. She also showed that

The workshop finished with an

what their students may be

research was seen as progres-

absorbing panel discussion led

gaining from their teaching.

Next issue: Submission dead-

Please help us in editing Learn-

line June 1st.

ing Highlights by referring to the

Please send your articles to:

‘Guide to Authors’ which is

[email protected],

housed with the back issues on

[email protected],

the L&T web site. Our thanks to

[email protected] or

cartoonist Simon Rae and proof

[email protected].

reader Tim York.

th