Meet the BILT Student Fellows

Meet the Student Fellows… Emily Kinder

Hi, I’m Emily Kinder. I did my undergrad degree at Bristol but just couldn’t stay away, and now I’m back to do an MPhil in English and to work as a BILT Student Fellow on a project called ‘students as researchers’. Starting a research degree is pretty daunting; it’s filled with a lot of lone study and bouts of imposter syndrome and the recurring feeling that you’ve no idea what you’re doing. But it’s also really fun and exciting, and the best part of research is knowing that you’re working on something that hasn’t been done before.

With the new Temple Quarter campus being built and the new curriculum framework in the works, the Uni is really putting an emphasis on a ‘research-rich education’. But as a student it’s easy to feel cut off from these taglines and often we become disillusioned as everything seems like it leads back to assessments and marks.

That’s why I want to make celebrating undergrad research a priority, so we feel enthused and excited about the work we do and start to think of it as something more than part of our overall grade. I have a few ideas already for the year, such as recruiting a group of undergrads for the British Conference for Undergraduate Research (click here to sign up, it’s going to be a lot of fun!) and establishing a multi-disciplinary journal to publish our best essays and projects.

But that’s not all – I also want to hear from you. I want to bridge the gap between the institution and the students, to talk to students about what ‘research’ means to them, and ultimately to develop a culture of celebrating and encouraging undergraduate research. You can expect workshops, focus groups and countless cups of coffee. I’ll keep you updated with how it goes!

Emily Kinder

Meet the BILT Student Fellows

Meet the Student Fellows… Toby Roberts

Hi, I’m Toby Roberts, and I’ll be working as a BILT Student Fellow alongside my final year as a Biology undergrad in Bristol. The project I’ll be working on is Active, Collaborative Learning.

I’m quite new to Bristol, having arrived last year after transferring from Exeter’s Penryn Campus. Although it was heartbreaking to leave Cornwall behind, I wasn’t happy with my course and the way I was being taught, so I headed for the big city. This meant that I came to Bristol with huge expectations, both for the university and for myself.

After a year, I was feeling a lot more like a biologist, but  was still trying to figure out what ‘University’ really is and what it is for. Spurred on by a successful decision to move away from Exeter and find a course that suited me better, I was in the mindset of  ‘if I’m not happy with the way things are, it’s not enough just to moan, I need to do something about it’. That was when I saw the advert for the BILT Student Hackathon.

Although what I really needed after exams was a few weeks of solid sleep, I threw myself into it and was really glad I did. It was crazy to see inside of the lumbering, bureaucratic machine that the University can seem like to a student, and some things I saw and heard did reinforce that view. But, at the same time I met students and staff (including the lovely BILT team) that made me believe that people really are working to make fantastic things happen and fighting the students’ corner. It was great to feel like a part of that.

I wasn’t ready to say goodbye to the work we’d put in over the four weeks of the Hackathon, so am incredibly excited to get to continue working with BILT as a Student Fellow. Finding ways to make teaching and learning more active and collaborative is something I’m hugely passionate about. Shaking up the way we learn is scary, and that goes for me as a student too. But, there’s a massive amount of creativity in the university and the city and if there’s a way to unlock that and connect people together I’m going to do my best to make that happen.

I’ll keep you posted with everything we get up to and achieve over the course of the year!

Toby Roberts

Meet the BILT Student Fellows

Meet the Student Fellows… Owen Barlow

Hiya kind readers, Owen here.

I am in my final year of study on the Master of Liberal Arts degree programme majoring in Philosophy and minoring in History. I recently returned to Bristol fresh-faced and revitalised after studying abroad at Charles University in Prague and University College Utrecht. I will be working alongside an excellent team of stakeholders on this year’s ‘Wellbeing and the Curriculum’ project. We are part of university-wide effort to consider student and staff wellbeing in policy developments and new projects.

Over three years ago, I took the fretful leap to move out from a small town in Greater Manchester to see what all the fuss was about down in the “sunny south”. After arriving at a new city surrounded by new accents, noises, and necessities certainly required an extra ounce of resilience than what I was typically used to. I can only describe these four years as an extensive learning process, sometimes more personally than academically, the most eye-opening thing I learnt from my time here in Bristol was after watching a little performance called ‘Help’ at the Wardrobe theatre, a piece that truly hammered home the notion that it was ok to ask for help. Hereon, I have been doing just that. I ask for help as and when I need as well as give a little helping hand to others when they need it, whether that hand be for the lovely Welsh lady who needed a powerbank for her phone as we both endured a long coach journey sat side-by-side, or a hand pointing in the direction for a disorientated fresher.

I am looking forward to getting to know new faces from the academic and student community. I will be making it my responsibility to familiarise myself with student wellbeing and learning about what makes all of us tick, especially since the factors that are constitutive of good levels of wellbeing tend to vary across our lived experiences. Crucially, I am making it my mission to give as many students a seat at the “Wellbeing and the curriculum” table as possible, where we can look at the interplay between wellbeing and risk: from fears around failure, to fears around introducing yourself to new people – any and every of your wellbeing concerns matter.

Throughout my time here, many Bristol residents have spotted me pulling pints at Thekla, wearing an unflattering blue t-shirt on campus tours, cycling (often singing) around town to the sweet sounds of Corinne Bailey Rae, and hip-swinging on sticky dance floors. I am sure there will be a lot more of my face around town this year too, see you around.

Owen Barlow

Student Voice

Student Voices: Learning Analytics

The following post was written by Johannes Schmiedecker, a BILT Student Fellow.

In early April, the BILT Student Fellows conducted various workshops at the Bristol SU Education Network. Below are some findings from the workshop about learning analytics in the HE sector.

The Task

8 groups of students (maximum 7 people per group) had to decide if the University should or should not include various metrics when it processes student data to improve the university life. The metrics were written down on single index cards and included different data, ranging from academic data such as assessment grades, blackboard access or library usage to personal data like gender, religion or ethnicity. The groups had to decide collectively and only allocate a certain data metric to either “Yes” or “No” if all the members of the group agreed. After 10 minutes the time ended, and students were asked to reflect on the task. 

The Outcome

The groups engaged in active discussions and we saw that students had different opinions when it comes to finding an accurate balance between privacy rights and data analytics. Students were mostly open to providing their data for learning analytics as they saw that it can improve university life, however, they expect clear policies and strategies from the University before they would agree to such a thing.

The following bar chart provides a summary of how the students allocated the cards. For instance, all 8 groups said that attendance in classes or assessment grades data should definitely be included in learning analytics. However, when it came to more personal data like the current employment situation, gender or ethnicity, the results were mixed, and some groups could not agree to either Yes or No. Furthermore, all groups decided that facial recognition at campus or comments on social media should be excluded. In general, the groups could allocate academic data easier, agreeing on a usage of personal data was far more contentious.

Student Feedback

As the time of the workshop was limited, the findings do not provide a full picture of the issue of data analytics, but it was good to get some student feedback and listen to their approach to data usage at the HE level. After the workshop the students had the chance to express their thoughts on the workshop, and the responses varied. “We kind of mulled over each metric, it was hard to decide!” one student said. Some were generally critical towards data analytics, “The question is, how the University is going to use the data? What do they want to do with it and why? It really depends on how the Uni uses it!” was one response. Others had a more open attitude towards data analytics and were fine with the usage of their data if it was education based and the university processed the data in a transparent way. “It would be nice if the University had an opt-out policy, if there are tick boxes and we could decide which data we want to provide. This would be the best way to approach it because everyone has different opinions!” one student argued who advocated for more control of students over their own data.

It was great to hear so many different opinions on how the University should use data of students. It demonstrated that there are many perspectives on how to approach learning analytics and a University policy would need to consider many different aspects.

Thanks to all participants, we are looking forward to the next BILT workshops and activities!

Meet the BILT Student Fellows

Meet the Student Fellows… Zoe Backhouse

We asked our Student Fellows to write us a short blog about their background and what they are doing as part of their BILT role. The following blog is from Zoe Backhouse, who has been a BILT Student Fellow since December 2018.

My name is Zoe Backhouse. I’m a fourth year Liberal Arts student newly appointed as a BILT Student Fellow. I’ll be working on a project called Improving Students’ Understanding of Assessment.

This marks my fifth year trying to shake up education practice here, which either makes me an education practice nerd or suggests there’s a lot to change at Bristol. Just kidding! I love Bristol Uni 😊.

When I started in 2014 I needed a part-time job and overheard that the Students’ Union was a great place to look (its Living Wage Employer status meant high £££ for first years). By my second week, I’d landed a role as an Administration Assistant with the Educational Representation team. Without realising, I’d found a passion. I worked with student reps and academics from across the University, supporting them to challenge the curriculum and change degrees from the grassroots. Inspired, I went on to become a course rep, a faculty rep and then took a year out after second year to work as the Undergraduate Education Officer.

I learned a huge amount over those three years. I encountered diverse opinions and practices and, although overwhelming, this taught me that there was no one way to experience this University. Despite the difference, there was something that became consistent to me – whether it was as a high or a low, most students’ time was defined in some way by their experience of assessment.

Just as I began to develop a detailed picture of student needs and was putting together a manifesto for the University to help address this time-old problem, my term ended at the Students’ Union and I had to go to McGill University in Montreal, Canada for my year abroad. What a shame!

I ended up having probably the best year of my life there. Although this was of course because I was in one of North America’s most exciting cities, I have to be honest in saying that the year was special in what it gave me educationally.

Suddenly I was at a University where I wasn’t just studying disciplines I’d encountered in school. I was being educated in Indigenous Studies, Jewish Studies, learning about contemporary Canadian history through Fine Art and historic Islamic law through English Literature. I was assessed through volunteering, creative writing, building real-life grant bids for a project I’d set up in the city, and, yes, through formal research papers. I felt I’d never learned so much in my life.

Coming back to Bristol, a university with many of the same qualities and challenges as McGill, I saw only opportunity in terms of where we can go. I love what BILT does and think it’s already had a huge effect in supporting academics to take risks with their teaching practice and experiment with whole new concepts in Higher Education.

Now I’d like to see how this applies to students. What is the potential of us co-creating assessment? How can we cross disciplinary boundaries and be assessed on, or even beyond, our programme? And, perhaps most importantly to me personally, how can we understand our mental health in the context of our learning and assessment (not just in the context of support services)?

Prepare for focus groups, debates and more blogs over the word limit. I can’t wait to start!