As challenging as the pandemic has been, it has provided the opportunity to think about things differently. Our last blog explored authentic learning in the curriculum – what it is, why it matters, and some examples of where it is already being done at Bristol. For this blog post we’re taking a closer look at one particular example of authentic learning: Engaged Learning.
Engaged Learning – aka Service Learning or Community Based Learning – involves students working with an external organisation on a real-world problem, as part of the curriculum. This benefits students as they have space to develop skills they may not pick up in the classroom as well as getting the chance to contribute to our civic mission. The partner organisation gets extra capacity, and many praise the benefits ‘a fresh pair of eyes’ can bring.
There are, understandably, some challenges in delivering Engaged Learning projects at the moment – but in many cases it is still possible for these opportunities to go ahead. And at a time when it’s potentially harder for students to access traditional work experience, these can be a key opportunity for students to develop their employability as part of their programme and contribute to society.
Interested in finding out how you could make Engaged Learning a success in your unit? Here are our five top tips:
Choose a model that can work remotely
Opportunities need to be able to translate into the digital world. For example, consultancy projects such as the MSc Environmental Policy and Management Consultancy Unit and the BSc/ MSc International Development business planning units involve students working in teams, sometimes virtually, to solve a question posed by a partner organisation. They are less time intensive for partner organisations than placements as students aren’t based within the organisation nor do they provide the supervision but have a limited number of meetings.
Communication is key!
Partnership working can be carried out virtually allowing students to access and work with organisations across the globe. Meetings between the unit director and partner, as well as students and partner, can be conducted over platforms such as Skype, Zoom or phone. Essential documents from partners can be shared via email; students can work on documents together using MS Teams or Microsoft cloud.
However, there are limits to digital interactions. In a face to face meeting, it’s easy to read other’s reactions. This is harder over online platforms where it can feel stilted, not to mention connectivity issues leading to frozen faces! This increases the need for clear communication throughout the project, including careful consideration and management of student and partner expectations. For example, when preparing the students to ‘go out’ and engage with their partners, students need to understand that local knowledge is of equal value to academic knowledge. Building relationships and communicating remotely will be a valuable skill for students to take with them into the workplace.
Think creatively about assessment
Choose an assessment method which meets the unit’s intended learning outcomes (ILOs) but also involves an accessible element for partners. A lengthy essay will probably be of no use to an external partner so alternative assessment methods should be sought.
Methods could be formative or summative, with partners also given the opportunity to provide feedback. For example, our second year Physical Geography students do a presentation which is assessed by the academics while partners provide formative feedback which feeds into the student’s final report. Our Environmental Policy and Management partners answer one simple question contributing to 10% of the student’s mark.
Presentations can be an accessible method for a wide variety of audiences – students can pre-record themselves presenting to a PowerPoint and then use a platform such as Zoom for questions. Partners could either attend the live presentation or watch the PowerPoint recording and meet separately with the students.
Some other ideas on alternative assessment methods:
- online exhibitions
- digital storytelling
- concept maps
- policy briefings
- project plans
- app development
- blog post
Don’t forget about accessibility
We must be mindful of accessibility for our students and partners, including potential issues with access to computers and broadband (see BILT’s recent blog on accessibility issues for external partners). The Digital Education Office recommends using a blend of synchronistic and asynchronistic content, with a focus on the latter to ensure inclusivity.
Have a Plan B
When Engaged Learning projects are well thought out, they run smoothly. Very occasionally things don’t work out – e.g. if a partner drops out or data becomes unavailable. A Plan B is important. You may want to plan other ways to include real-world learning in your unit or programme, so students can still apply their learning (see our previous blog on real-world learning for more ideas), or ensure that there’s accessible data available for students which doesn’t rely on the partner producing it.
Although there are challenges, now is the time to think creatively about our curriculum offer for students. It’s also a chance to develop opportunities that are meaningful for our students, allowing them to work with our partner organisations to create a better society.
This information has been collated with the support of our academic colleagues.
If you have any further thoughts on how to run Engaged Learning opportunities, or are interested in becoming a part of the joint BILT – Careers Service peer support Engaged Learning Community, then get in touch with our Engaged Learning Coordinators – Hannah Tweddell and Hannah Cowell.
This ‘Employability in the curriculum’ blog series is brought to you by the Faculty Employability Team at the Careers Service. These blogs are designed to give you practical advice and ideas to get started with enhancing how your curriculum prepares students for their future success.