Humans of Bristol University

Best of Bristol: Hermes Gadelha

The walls of Hermes’ office were covered in beautiful art – which we later found out had been painted by his dad. It was a lovely space to be in as we sat down early on a Monday morning and talked about his love for teaching.

Could you give us a quick preview of what you Humans of Bristol Lecture will be about?

I will be a very long story, told in a compact form. It’s about how people like Newton, Alan Turing, Michael Phelps, or even Boris Johnson, are all connected. And how, in particular, mathematics is the thread that connects all these stories. People are expecting me to talk about sperm, because that’s what I research, but what I really want is for the audience to come out with a view of something which is much bigger, which connects all of us and many branches of Science.

Do you think that teaching is more engaging and people find it easier to understand when it’s explained through a story rather than just as disconnected facts?

Yeah, because as human beings, we don’t like to be just told information. I say to my students: ‘mathematicians are not calculators; we are creative beings’. And mathematics is a technique that you use, like when you explore your creative space through painting. So, stories are a way to get through to students. I don’t see our work here in Engineering, or Mathematics, or Biology, to be any different from the Humanities, in which people work creatively. Creation is literally to merge things, and to bring to life. This is what we try to do, and stories are the basic way to do that. Otherwise, you lose the meaning behind mathematics.

For example, when we teach Calculus, students have to do hardcore calculations. This can sound really boring at first. But you could connect this to a story, ask where this calculation comes from and where it leads to, and discuss the impact that these calculations could potentially have in your life. Stories are a way for us to empathise, and that’s the main difference between humans and data.

We live in an era of data, right? Data science is everywhere. You’re flooded with data at this very moment, every single detail here is data. But humans do something different – we interpret this data, throwing away the things and the things we do want and then we put a meaning to that. We love to give a meaning to things that are meaningless. For example, when you see a beautiful view, it’s literally just data. Just light that’s coming through to your eyes. But if you think of it like that, it’s too dry, and what’s the point? So, we put a meaning to it and appreciate the view.

It’s the same with university. It’s not just information, it’s not just a degree. So, we to connect with our students, because it’s more than just data. We tell stories to teach, because it’s more than just the formulae.

Do you find sometimes that your students find teaching like this a little bit strange, especially if they are used to more traditional facts-only teaching?

Yes, sometimes, but I want them to see the bigger picture. Unfortunately, the everyday aspect of any job can be very hard. You have to have the same enthusiasm and motivation and face the same pressures every day. It’s the same when you’re studying a course – the calculations will be difficult, they will be complicated, the students will not understand them at first and they will struggle. But teaching can help to change this perspective. It’s all relative, right? So if you’re looking at the same thing every day, why not try looking at it from a different angle? We could look at it from a different perspective and ask, is this the same? Is th another learning? So really, teaching can change the lens that you’re looking through and help you to see your subject differently.

But you can’t necessarily do this every day. It’s something that as a lecturer you have to attempt and try out. I often think, ‘how many times have I already taught this?’ and ‘how can I learn something new from this?’. So, every time I teach a lecture, it’s always completely different. I teach 250-350 students, it’s a huge audience, but every cohort has a different personality each year. You have to treat them as individuals. For instance, I like to make jokes, but the same jokes don’t work every time with every group. It’s amazing, because each lecture then is unique and private to those students. It also depends how I feel on that day. I understand that my students are all different, and they understand that I’m just human.

I remember one day that was really funny, it was an absolutely mad day where I had meetings back to back and I had no time. I decided to cook some really nice Chinese noodles for lunch. By the time it came to the lecture, I really wanted to eat, but I didn’t have time. And I thought, maybe I can have lunch whilst I give the lecture? So I asked they students if it was alright and they said yes. And then I was talking in the lecture and I’d be like ‘wait, wait one minute while I have a bite of my lunch’, in the middle of 250 people, and they found this hilarious but I was just really hungry! But if you think about the alternative, and I hadn’t eaten, I would have been grumpy. I wouldn’t have been able to eat until like 6pm on my busy schedule, and that’s not sustainable, so it was so nice that the students were like ‘actually you know, it’s fine, he’s only human as well’ and there is this type of understanding between us.

It’s great that you’re showing the students that you’re just human. A lot of what we try to do with the Humans of Bristol University is to try and bridge the gap between students and staff, to show that we’re all just human.

Exactly, exactly. Another example was when I came up with a hand signal between me and my students. Because there are so many engineering students who know me, but I don’t always recognise them, or know their names. But if I go to the harbour, or the gym, they will be there. I thought it would be nice for us to have a way to identify each other. So I introduced this: I said, how about we have a pact between us, like a secret hand signal, so if you see me in the street, you do it, and I recognise and we can say ‘we’re family, I know you!’. And they really do it! If I go to the supermarket, I see them there, and they do it! It’s amazing. Sometimes when I’m really stressed, and having a bad day, and then I see someone do the signal, it really changes my mood you know, in that moment. It’s almost like there is a connection.

I think it’s difficult sometimes, for international students, with the different landscape and different culture and everything. But I’m the same, I’m married to an English woman and she works in Classics, and I always bring a lot of stories from my background. Especially about language, because I’m not always really good with how I express myself [in English]. But I started seeing students be more confident with me and coming to me after class. Especially sometimes in teaching, a word will come to me in Portuguese, and then I make a joke, and teach them a little bit about it, so they understand why I did it. I think all students can empathise with me, both the English and the overseas students, because I am a little bit of both. I’m Brazilian, but I’ve been here for 10 years. And I’m having a baby(!), who will be half English and half Brazilian, so I understand these problems.

It must make such a difference to students who have a dual-nationality identity crisis, or for those whose first language isn’t English to see someone talking openly about it. Clearly your students appreciate you and the way you teach – you only came to Bristol this year and have already been nominated as a Best of Bristol lecturer!

For me it was really a big surprise. But I had decided to take some risks. I’ve had a lot of teaching experience in the past at different places, and I’ve always been more cautious. But now I’ve reached the age where I know that students will be able to manage – they are very resilient and you don’t have to treat them like school children. You can experiment and try new things. I think I have a relationship with them and I think they respect me so I can actually take more risks.

For example, in their final lecture I made them a song. I took the lyrics from Wonderwall and changed them to put the mathematical equations in instead. I called it Mathemagical! At school in Brazil I had teachers that were very talented with a guitar and would sing us songs to teach us history. I always wanted to do it, but I never quite had the skills to do it. Especially for 700 people! What I’m trying to say is, it might sound that I’m very confident, but no, that was a risk. But the students made me feel very secure. It was pretty embarrassing, you know, I said, guys “we’re all going to sing together”. So I put the song on the projector and they did! That was wonderful. And again, it’s one of these things I don’t think I will manage to replicate. It was very organic for this particular group for this particular year. But it’s a nice thing because it’s special, isn’t it?

We wonder what the Gallaghers would think of this particular rendition…

What advice would you give to lecturers at Bristol if they’re thinking of taking risks in their lectures, but aren’t feeling confident to do it?

To trust the students, because I think they are the best thermometer. Especially when they understand that staff are human. There are many ways we assess our teaching through feedback and forms. Students will come and go, but their feedback stays. Imagine if you’d been lecturing for 30 years and you receive feedback that says you are a ‘bad lecturer’. This might be true or maybe not, but this would be devastating for the lecturer.

If you take the perspective that we are all human, you can see that students are , and academics are. When they meet these two different worlds collide, and we can forget the human side of it. I think the best way to deal with this is to make yourself knowable as a person as well, not just a lecturer

I think a better model is just for everybody to be nice to each other. If someone is not managing to do something, try to be a bit more generous, it could be because of something you don’t know anything about, and you will not understand. We are all made of hundreds of crazy connections. But when you start to see students as attendance percentages or grades, then you lose their whole story.  

I always tell my students: ‘you think I’m very clever because I’m teaching you this year, but the only difference between me up here and you sitting there is that I was born earlier.’ What’s the difference? It’s time. You can’t change time. Students will make mistakes, but they grow really fast in three years, four years. PhD and postdoc students, for example, if they stay in academia, will be the next lecturers So, you have to see the students as people and know that they’re very powerful. Many people are very clever here, but there will be always be people who are cleverer.

It’s really nice to hear someone talk passionately about teaching, as sometimes it feels like we’re such a research focused university.

I have to say that I’ve always loved teaching. My Dad is an artist and when I didn’t know what to do in my life he would always say ‘what is your service? What is the thing you’re going to give back?’. Teaching for me is the only way to have real impact in real time. All the other things I do, like research, they’ll take three weeks to three years to reach anywhere. And let’s say we published many papers, fantastic. But then again, they will take a few years and maybe a handful of people will read them. The real impact is generated here in universities as we teach students.

So the final question we’ve been asking all the Best of Bristol lecturers is: if you could make one change to learning and teaching here at Bristol, what would it be?

I think it would be to add some kind of really creative event where students and lecturers could be on the same level, so you can forge connections. What I would love is to have connections that will potentially last over time because students graduate and then we don’t hear from them and don’t’ find out what they get up to. So, not really for teaching, but basically for making friends. Let’s do pottery or something!

I think that would be really great. I spoke to a postgraduate student for a Humans of Bristol interview and she said when she was an undergrad she felt like she didn’t have any connection to her lecturers, but when she started her postgrad they treated her like she was on their level.

This is a criticism for all the universities I think across the planet – they want to grow too much. Have more seats for the students. Grow more and more, have fewer and fewer ways to connect. I don’t think the infinite growth, capitalist growth, is made for humans. I think this will be a big mistake. I think the most successful universities will be the ones that we will still feel some kind of connection too. Because, really, the information you learn at university, anyone could find in their own time. You could study at home without a university. But here, the connections we make and the stories we hear, that’s the true learning at university. The exams you do you’re going to forget. But the important thing is how you learned and that you can do it by yourself. Here we are all just a bunch of humans learning together – why don’t we embrace this fully?

Toby Roberts & Emily Kinder, BILT Student Fellows

students working the office space
News, Teaching Stories

The Office: Episode 4

‘Space… ‘

At some point in Spring 2018 I went for an interview to be a BILT Fellow in Assessment and Feedback. All went well and I was offered a two-year Fellowship. But on reflection, I wasn’t sure if I really should be doing Assessment and Feedback – not because I don’t think it’s important, I do – but because I realised that having worked on a number of university projects as a practising engineer I was probably more suited to the other BILT theme, ‘Rethinking Spaces’. And so, I switched.

Last year, I spent my BILT time digging through literature on space (alongside all sorts of other things) and dreamt up some fun projects about it. And from this, ‘The Office’ was born. But it turns out that when you change space you change a whole load of other things as well. In simple terms, when I moved from thinking about teaching as lectures and considered it as coming to work, this raised so many more questions: questions about teaching delivery; identity; community; authenticity- not just space.

As a result, whilst my main topic is ‘space’, it has taken until Episode 4 to really talk about the physical space because, in short, I had so many other things to talk about. But this week I want to focus on the actual physical space.

Over the course of the last 6 months there were a number of questions to be answered. Boring, practical questions.

  • Where could I base my office?
  • How was it going to fit into the timetable?
  • How would the space look like anything other than a class room with tables grouped together?

To answer the first two questions, I reached out to a variety of different staff across the university, I visited different buildings, reviewed different options, but in the end the solution to both came from Engineering Timetabling – without whom this project could never have happened. We discussed pragmatic solutions, like allowing students to be present for core hours – but being able to go and do other things (like lectures, supervisor meetings or design project meetings) outside of these. Above all else we started the conversation early in the year, enabling options to be reviewed and timetabled early in the cycle – long before official deadlines.

To answer the third question, we started by looking at actual office spaces across the university campus, but nothing quite worked. And so, we went back to the old flatbed teaching room, as beloved by engineering (a quick walk around Queens building will show you just how much we love our flatbed teaching rooms).

The room was agreed before the summer break, enabling me to plan the space, have a trial run and work out the different furniture I needed to beg, steal or borrow. I made plans. The original plan is outlined below under week 1. There were a number of key features:

Entrance – To make the space feel more like an office and less like a classroom the first step was to create a different entrance. This was achieved very simply by putting a company sign by the office door, and placing plants either side of the entrance.

Entrance to the ‘Just Timber’ Office.

Working Space – The working space is laid out as desks in groups. Much like my old companies – tables are in lines – but unlike my old companies where everyone has a computer and at least a table each, here to fit in the number of students we placed groups of 4 students around two tables and there are no computers.

Students working in the office.

Huddle Space – When working in industry we used to have a Monday morning huddle – where we would plan the week ahead – this space would also be the location for lunch time talks. I created a large space where students could bring their chairs for the huddle.

Breakout Space – In addition to more formal working spaces, I wanted to create a breakout space which students could use to have a pause, discuss ideas, drink a cup of tea, read architecture magazines and generally refresh before cracking on with the next task at hand. It has 4 low chairs – taken from my own office (which now looks very sad) and a low coffee table. There is a couple of magazine racks with the latest issue of engineering and architecture magazines.

Students taking a break

Directors’ Tables – When in industry I have always worked in companies where the directors are in the same open plan office space as everyone else, no fancy corner offices with large leather sofas. The theory is that this flattens the hierarchy (which is does) but I also imagine the financial saving from space and furniture is quite attractive. To start with the Directors tables (where a PhD student and myself sit) were located by the huddle space for the simple reason that the tables could be quickly moved making more room to huddle in.

Directors’ Table

Storage – Finally to keep the illusion alive that this was an office and not a classroom a screen is set up (which students are invited to cover with inspirational images) and behind this all the excess chairs and tables are stored along with the lectern (nothing says lecture more than a lectern) and the giant projector screen. As the screen cannot be used a large TV is now wheeled in for all presentations.

Floorplan of the ‘Just Timber’ office.

Changes and reflection following the first week

Following the first week of delivery there was some immediate feedback from the students, most notably that there was not enough desk space. In addition, my plan to huddle did not materialize. Maybe because students were on heavy static seats rather than seats with wheels which can quickly be moved to other locations. As a result, the layout in week 2 was revised. More tables were put out, so groups now had 3 tables each rather than 2. The huddle space was removed.

There were some further consequences to this change in the use of the space in that there was now less furniture to store (all the tables in the room were being utilized) and as a result the breakout space became much bigger. In the first week I didn’t notice any groups sit in the comfy chairs, but in week 2 the space was used by a number of different groups during the day. This of course may be due to the students becoming more familiar with the space and the fact that one of their projects is much more open ended and so inspiration from different sources is required. But I also believe the space is now more welcoming.

We also opted to move the directors table to a more central position, so we were more in the mix. This didn’t change the number of enquiries during the day, but I was able to get a better feel for what was happening in the room and the conversations that were taking place – being in the ‘thick of it’.

Following the end of week 2 students confirmed that they were much happier with the space. One student requested that we use the large screen as the TV was harder to see, but I am reluctant to do this as there is still space for students to move closer if they wish and we would be back to just a flat bed teaching room if we have a lectern and large screen.

I also wonder if, by moving groups apart (there is a clear gap between each group now), whether there is a reduced sharing of information across groups and the groups become more insular, something I am very keen to avoid as the aim is that all students learn as much as possible. I will monitor in the weeks ahead. My feeling was, certainly in the first week, that when I shared some key information with one group – this was being quickly fed to other groups. For example one of the questions was whether all floor joists should be the same depth? Once explaining the different arguments to one group I found as I talked to other groups they presented back to me the same reasoning I had given, acknowledging that this seemed to be the consensus among others.

So next week as we continue to consider pedagogy and ‘the office’ we will look at authentic learning. In the spirit of the project if you would like some pre-reading I would recommend you read ‘Authentic Learning for the 21st Century: An Overview’ By Marilyn M. Lombardi (Educase 2007).

News, Teaching Stories

The Office: Episode 2

The Office opens for business (learning)

Last Thursday evening as I sat on the train heading home I reflected on my day. It had been a variety of things, exhausting, exhilarating, extraordinary, just another day at work, surprisingly straightforward and above all else not a complete disaster, yes!

Of course, last Thursday was not any old day, it was the first day that I ran my ‘office’ teaching project. I arrived at work at 7.30 – having unloaded my academic office (where I had been collecting stuff for months) into the teaching space the night before – and I moved furniture, set out tables and chairs to make the space feel like an office. I put stuff on tables – so much stuff (more on that in a minute) and tried to get everything ready. At 9am sharp my new employees (current fourth year undergraduate students) arrived ready for work, generally in work attire. People moved to their designated groups – unpacked and sorted all the equipment I supplied – and by 9.30am were ready for their first day of work. Which, believe it or not went without any major hitches.

At the end of the day I asked students for feedback. Two major items were raised – firstly that they wanted a bit more desk space – so I will reconfigure the room next week. Secondly and much more importantly they want milk for their cups of tea!

So I think as a first day goes it was a success.

Across the next 9 weeks, as well as recording and reflecting what happens in my office sessions I want to also unpack some of my thinking – and some of the practical sides of the project. I sat down a few minutes ago and wrote a list of 7 topics I want to cover without thinking – I’m sure more will arise as the weeks develop. In many ways the topics overlap and intersect. I fear it will be hard to discuss some – without referring to others, so apologies if I keep saying (especially in the early weeks) ‘more on this in a later episode’.

This week I wanted to focus on stuff. To make the office feel like an office I have generated a lot of it. Partly I have done this because I am old fashioned and used to work in a paperfull office (as against to paperless). Partly, whilst digital tools are nice, I couldn’t assume all students would have the same access to resources. And partly because at the end of the year when students graduate I hope they will take some of the items with them and treasure them in their future adventures, I produced a lot of stuff.

Employee Induction Pack

When you start at a new firm, hopefully, they will provide you with some information about what working there might look like. From policies on flexible working to how to use the printers. Rather than create a course pack which explains ILOs contact hours, methods of assessment, I created a ‘New Employee Induction Pack’. This pack covers a wide variety of topics from what to wear, EDI, company document formatting (for use in the coursework submission), quality assurance, what resources are available and what they will hopefully learn whilst working for ‘Just Timber’.

Calcpad, mug and pens

As part of my step into creating a work identity and creating a ‘community of practice’ I selected some of the ubiquitous tools of an engineer. The trusty calcpad (a pad of paper with squares on and a title block that records a number of details about the design necessary for quality assurance), ‘sign pens’ in black for rough sketches and drawing large details and orange for shading in timber. And a mug, for all those cups of tea one drinks when designing buildings (I don’t actually drink tea but the firms I worked for always had a company mug). I hope that these items help students to identify as ‘employees’ of my firm – and I hope they resonate with their own experiences working for engineering companies over the summer, whilst also giving some insider information on the tools an engineer might use.

Note: I intentionally did not provide scale rules (see https://bilt.online/teaching-stories-1-rulers-for-all/) because no engineering firms has their own rulers, they instead have a selection in their draws from the different sales people that routinely come to the office to tell them about their products.

Notes

I have been teaching Timber Engineering 4 for about 3 years now (maybe a little longer) and before this timber was part of another unit called Sustainable Construction, which I have run for 8 years. Over this time, I have developed the notes from 8 sides of A4 and an old handout from 20 years ago (which a colleague in my old engineering firm found for me from the days he studied in Bristol) into a detailed set of notes covering a large array of different topics with a number of worked examples which are not just the course notes but a valuable resource for practicing engineers. This year about the only thing I haven’t changed about the unit is the notes. Students receive them on their first day (and are also provided with a PDF on blackboard which they can access about a week before they start).

A library of information

Beyond the notes this year students are provided with a library of information. These are the books and resources they would find on the shelf of an engineering practice. They are not course notes as such and I certainly don’t expect them to be read from cover to cover, but they are valuable references covering a variety of topics. Each group receives 5 books (one of the minor hiccups of the unit is that one of the books isn’t published – I am hoping it comes before the unit is complete) 3 from industry and 2 currently issued to publishers for review prior to publication which have been written by a variety of academics from Bristol and further afield. These are coupled with a wide variety of online resources which students have access to in the same way they would if working in industry. When they get stuck students are encouraged first to find the answers themselves in their engineering library, secondly to talk to other employees and finally to ask directors. This is not because the directors don’t like answering questions (we really do) but because in industry this would be the expected process, you would try and answer questions yourself, failing that you would speak to another engineer at a similar level and only if they can’t answer would you ask a more experienced member of staff (with other engineers eager to listen in on the answer). 

Stationary

On top of the pens, employees are given an A4 and A3 folder to store calculations and drawings respectively, file dividers to keep their work organised (they have 4 separate projects to work on over their 10 weeks) a hole punch, stickers to label loose sheets of paper (when inspiration strikes whilst eating falafel and you have to write on a napkin, that sort of thing), and of course a propelling pencil (as maths should always be done in pencil and never in pen). Finally, every group has an A3 box to put everything in, both during the day and afterwards – so they can leave work behind them until next week. Ideally this would be shelves which could be locked, but both space and budget constraints required something a little more lofi. And anyway when I worked in industry, when we finished a project, the paper work all went into a large A3 box where it could be archived, just in case we ever needed to look back over what we did.

On Thursday the office will reconvene. Those large A3 boxes will be re-opened, project folders will be reviewed. And a new project will be launched. In next week’s episode I hope to cover ‘what the flip is flipped teaching’ as well as reflecting on another week in the office. Until then, take care.

500 Words

Confessions of an Engineer

The following post was written by James Norman, a BILT Fellow and Programme Director for Civil Engineering.

About a year or so ago I was invited to give a very short talk at Knowle West Media Centre on divergent thinking as some food for thought at the start of a workshop. I proceeded to read to the audience the children’s books ‘Stuck’ by Oliver Jeffers and ‘Shhhh We Have a Plan’ by Chris Haughton (I can’t remember now if I did the voices I do when I read it to my children or not!). The idea was to challenge people to think divergently by using a divergent approach to giving a talk. The workshop that followed my talk, looking at the housing crisis in Knowle West, was interesting but felt distinctly non-divergent.

Following the talk, we were taken to a near by community centre where architect Craig White was building his solution to the housing problem in Knowle. It was a straw-bale house on wheels, designed specifically to sidestep planning laws and provide low-cost housing solutions to people who need it most. I was blown away. Craig discussed a number of practical solutions, none of them really relating to architecture but instead looking at micro-financing and making the houses affordable and accessible to people on very low incomes. I wanted to get involved. To be part of this amazing project. The only problem was, there was no engineering to be done. No concrete to specify, no steel to check for buckling. The engineering was so simple as to be trivial. I’ll be honest; I felt crest fallen. What can I possibly bring to a project like this I thought. I don’t understand finance, or local politics, or planning law. I am an engineer. I know how to make things stand up. Deflated, I went home and thought little more of it.

A straw bale house
A straw-bale house. Credit: White Design

But over the coming year or so my thoughts keep coming back to that project. I am challenged by Craig’s desire to tackle the problems that sit outside of his own discipline. To solve them with creative solutions. I am confronted with my own limitations. The fact that I am limited by my discipline. But what separates Craig and I is not a skill set, but his willingness to step beyond that. To see a problem and then learn and play until a workable solution exists. And yet, I would argue that engineering is not about solving maths equations or deriving formulas, it is, above all else, about pragmatically solving problems. And yet I have failed to grasp that in myself. I have become lazy in my thinking, limiting myself to problems that feel comfortable and within my skill set to solve. I am, as the boy in Oliver Jeffers’ book, stuck. I have fallen into the same trap as so many others, thinking convergently when only divergent thinking will do. Only now does the irony hit me, that those people in the workshop, who I secretly felt disappointed by, were me. That I was them. Convergent. Playing it safe.

But if education is really about life long learning then I should be willing to have another go. This moment of reflection shouldn’t stop at self pity, or self realisation. But should lead to action. To learning what is necessary to solve the problems ahead.

And so I plan to try again. To try and step beyond myself. To learn new things to solve problems. I’ll let you know how I get on.    

Notes:

For more info on the straw-bale house on wheels see: http://kwmc.org.uk/projects/wecanmake/

For good bed time reading to your children and deep philosophical challenge for yourself I can highly recommend both ‘Stuck’ and ‘Shhh We have a Plan’.

Intrigued to see what a lecture given in the medium of children’s books might look like? You can see James’s Best of Bristol lecture here: https://m.youtube.com/watch?v=qWlFNt6b4Sw&feature=youtu.be

Folding the Future: How Origami is Transforming Engineering

Speaker: Dr Mark Schenk

Abstract:

Origami, the Japanese art of paper folding, is finding surprising applications in science and engineering. No longer restricted to folding paper planes, engineers now use origami to create self-assembling robots, designer materials and large deployable structures in space. In this talk we will explore how origami is transforming science and engineering, and reveal some of the elegant underlying principles of origami.

Bio:

Dr Mark Schenk, Lecturer in the Department of Aerospace Engineering. Mark held a position as post-doctoral researcher in deployable structures with the Surrey Space Centre at the University of Surrey, and with the Advanced Structures Group at the Cambridge University Engineering Department. His PhD in Structural Mechanics was at the University of Cambridge, under supervision of Professor Simon Guest, and his BSc and MSc degrees in Mechanical Engineering are from Delft University of Technology.

 

 

 

Find out more about the BoB lectures
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Twitter: @BoB_Lectures
Email: bob-lectures@bristol.ac.uk

Website: www.bristol.ac.uk

500 Words, News

Is There Any Link Between Design Thinking and Essays?

The following post was written by James Norman, a BILT Fellow and Senior Teaching Fellow in Civil Engineering. 

It’s strange how a number of unconnected events can form an idea in your mind.

This weekend I stayed with my sister and we watched the film ‘Blood Diamond’, a harrowing film made in the early noughties about the illegal diamond trade. We started discussing the role of the press and, at a more meta level, the film industry, who were indirectly profiting from the same trade through film profits. It reminded me of a magazine I read a few years back called ‘Colors Magazine’. Each issue focused on a specific concept and the one that came to mind was Issue #86, which is all about making the news. In it there is a page on war photography, which included a harrowing photo seen in many newspapers. The magazine presented it by covering most of the photo and leaving just the part of the image widely presented in the press visible. Turn the page and you see the whole photo; it is a different story. Gathered around the incident are dozens of journalists and photographers capturing the moment. It is a shocking moment.

Fast forward a couple of days and I had the pleasure of meeting Ann Padley. Ann is a teaching fellow who works on the new innovation programmes and specialises in design thinking. As a designer of buildings and a teacher of people who design buildings, I would like to think I know a thing or two about design thinking. But it turns out there is a lot more for me to learn. Over a rushed lunch we discussed problem solving, problem definition and redefinition. We discussed narrative as well as more empirical ways to come to design decisions. We talked about the importance of active listening in problem definition. And we talked about something I have been struggling with, how do we differentiate between outcome and process? Is it possible for a student to successfully go through a design process but come up with a less successful solution and probably more commonly a successful solution without going through a successful design process (or at least unable to articulate the design process- something I have struggled with as an engineer across my professional career because it is actually really hard to do and requires a lot of practice)? Ann described the methods they use to set and assess design problems which don’t just focus on outcome but focus on the successful implementation of design processes.

Later that same day I spent a very enjoyable hour talking to Zoe Backhouse, one of the BILT student fellows. Our conversation was wide-ranging but covered different forms of assessment. We discussed the essays that she had written, and it started to occur to me that what is presented in an essay, much like the photos in the newspaper I mentioned at the beginning, is the story that we choose to tell. But what happened to all the other stories? How do we know that we have presented the right one?

These thoughts linked me back to my conversation with Ann. I realised that design thinking is not just important for designers but for anyone who is given a problem (or title) and then has to deconstruct the problem and find what the real problem is before deciding on the solution (when there are many possible solutions). Maybe not just engineers, but all of us would benefit both from learning to articulate not just the solution, but how we got there. The narrative around the solution. The options we considered and discarded. And maybe not only would we benefit from articulating this but also from discussing it with our friends and tutors. To receive feedback (or more precisely feedforward) not just on the output but on the processes through which we have gone to arrive at the solution (or essay).

Ann Padley is a Teaching Fellow in Design Thinking 3 days a week and is an independent consultant on design thinking for her other work days.

Zoe Backhouse is a final year student on the four year masters degree in Liberal Arts, she is a BILT student fellow and a fledgling zine maker. Zoe would welcome any musings, poems, doodles or cartoons from students & staff about your experiences of assessment at Bristol Uni. If you’re a student, you’ll get a £25 Amazon voucher for whatever you contribute! Email zoe.backhouse@bristol.ac.uk for more details.

Colors Magazine Issue #86 ‘Making the News’ published April 2013.      

Teaching Stories

Teaching Stories #1: Rulers for All

Our first teaching story was written by Dr James Norman, BILT Fellow and Senior Teaching Fellow in Civil Engineering.

For many years I worked as a practicing engineer. One of the tools I could not do without as an engineer is a scale rule (a ruler with 4 different scales on). I can stick it on a drawing and know roughly how big something should be and I can draw a quick sketch to scale. However I never bought a scale rule and neither did the company I worked for, we were always given them by other companies, keen to have their logo and product on our desk each and every day. Even though I stopped practicing a few years back I still keep my scale rule close at hand (helpfully it doubled as cutlery the other day when my friend bought a pasta salad and forgot to pick up a spoon).

A couple of years ago we decided to give all our students scale rules. As future engineers we wanted them to start acting like engineers and a scale rule is an essential tool. More than that, we wanted them to feel part of a community of practice, and a scale rule is an essential tool. More than that we wanted them to take their rulers out with them when they graduate, to sit on their desk as a friendly reminder of all that they have brought with them from their time at Bristol university. And hopefully some of them will hand in drawings to scale as well.