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Equality, Diversity
and Inclusion or EDI for short seems to be at the top of every University list
of things to be incorporating into their charter and rightly so with nearly 25%
of first year undergraduates being from a BAME background (BBC, 2018).
In May, Advanced HE delivered a workshop on embedding EDI in the curriculum, which started by usefully exploring what we understand by EDI…
I always thought of equality as everyone -regardless of age,
gender, ethnicity, race or physical ability – being able to have the same
opportunities as each other; yet we do not all have the same start in life, so
the question we should be asking along with “do all students have access to
these opportunities?” is “are we equipping all our students with the right
tools based on their personal needs to succeed once these opportunities are
available to them?”
Equality and equity go hand in hand.
Diversity extends beyond ethnicity, age, gender and physical abilities, there are many invisible diversity traits we may not readily consider when discussing it, such as sexual orientation, socio-economic status, beliefs and marital status to name a few (more examples seen below).
Source: AdvanceHE
Inclusion – not only
making sure that no matter their background or identity, staff and students are
welcomed into the University openly, but also taking proactive measures to mend
eroded relationships where this has not been the case.
At Bristol this work is crucial now more than ever, with ‘33%
BME students saying that inclusion of diverse perspectives was
extremely/relatively bad’ in the 2017 BME Attainment Gap report.
This workshop provided an excellent opportunity to interact
with senior staff members, especially Faculty Education Directors to discuss
what is being done – for example always making sure that the hearing loops are
on and speaking into the mic before starting the lecture – where the gaps are
and what needs to be done better with regards to embedding EDI; using the
framework provided by Advanced HE (pictured
below), it was helpful to see the key domains of EDI as well as highlighting
that though there are pockets of good practise within the University, there’s
still work to be done to standardise the practise across the board.
Source: AdvanceHE
One aspect which was
agreed unanimously, was the inclusion of student’s voice in all eight domains, especially
policy making, curriculum design and delivery.
As a BME Success Advocate it was heartening to see the steps
that the University has taken, with creating this role, providing a link
between students and faculty; though including more literature by people of
colour in reading lists and providing units on the effects of Colonialism is a
good start, true embedding of Equality, Diversity and Inclusion in the curriculum
can only be achieved when Equality, Diversity and Inclusion is not viewed as an
‘optional’ choice, but a key corner stone for all faculties (including Science
Technology Engineering and Maths based subjects!). So, I make this plea to you that you work with
us and consult on our views, and trust that we as students are known to
generate creative and effective solutions to the problems.
Lisa Howarth is a BILT Student Fellow, working on the theme ‘Making the Most of our Teaching Spaces’ at the University of Bristol. As she comes to the end of her fellowship, she reflects on her time at BILT.
How have you found the BILT
Student Fellowship?
It has been an amazing learning
opportunity and a diverse experience; sometimes it involved discussing the use
of facial recognition technology in universities and other times I found myself
challenging students to build a tower with marshmallows and sticks! I began the
year visiting the campuses of Northampton University, Oxford Brookes and
Southampton Solent to see their innovative use of space and ended it supporting
BILT at the Bristol Teaching Awards. In the middle I ran a workshop, interviewed
students and produced a series of videos on student perspectives about spaces
at UoB. It gave me access to a range of perspectives and encouraged me to
reflect on my own views about pedagogy and teaching spaces in higher education.
What was most interesting
about your project?
It was really interesting to
discover the impact that space can have on mental health and wellbeing. A
number of students talked about the anxiety associated with finding a space in
the library during exam season or the anonymity felt when sitting at the back
of a large lecture theatre. The majority of students mentioned natural light as
an important consideration in a teaching or study space. This experience taught
me that teaching space isn’t just about the layout of the tables or the colour
of the walls, but that the space has an impact on the way that users behave and
feel within it. A well-designed teaching space can promote active teaching and
learning, which in turn has the power to promote supportive relationships and
to encourage a sense of community.
What surprised you the most?
One of the biggest surprises for
me was that students were often more conservative in their approach to teaching
and learning than academic staff. Very few students felt comfortable with the
idea of scrapping lectures in favour of seminars and practical sessions,
despite saying that these were the classes where they did the most learning.
What did you learn?
I had the opportunity to attend some thought-provoking Education
Excellence seminars and one thing I learned is that there is a real tension
around the purpose of higher education institutions; whether they exist to
support thinking, learning and the creation of knowledge or whether they provide
a service to students in readying them for the world of work. This issue seems
to have been approached in a number of different ways, with some HE
institutions making innovative teaching their main focus and others increasing
their research output. The idea of ‘student as producer’, where students are
involved in the creation of knowledge and understanding through supporting academic
research, attempts to blur these boundaries. This approach, presented by Professor
Mike Neary, was new to me and sparks a really interesting conversation.
What challenged your views?
The seminar by Professor Bruce Macfarlane challenged my idea
that a teacher is responsible for encouraging engagement for learning. The
argument that students, as adults, have the right to choose whether, and how
much, they want to engage in sessions, was a perspective that I had not
considered, having taught in compulsory education for many years. It raises
questions about the extent to which students should be responsible for their
own learning and what is really meant by ‘engagement’. Is the person at the
back of the room absorbing information and reflecting on their thoughts any
less engaged that someone participating in discussion at the front? As an
undergraduate, the feeling amongst my fellow students was that attendance was
the most important thing, even if we fell asleep in the corner or sat at the
back of the lecture theatre eating ice cream! Perhaps discovering that engagement
in learning is more important that attendance is part of a student’s learning
process.
What did you enjoy the most?
Meeting all the fantastic and inspiring people involved in BILT, the amazing BILT team and the Student Fellows. I’d like to say a big thank you to the team and to the UoB students involved in our research for being so open and honest and for making this experience so much fun!
In the crisp sunshine of a Saturday morning, I walked to Whiteladies BTP to have a coffee with John Gilbert, fifth year medical student and former Faculty Rep for Health Sciences. John pioneered the establishment of the University-wide Student Mental Health and Wellbeing Survey. We talked about John’s journey into medical school, his university experience and his time working as a faculty rep. Imagine coffee clinks and a persistent hum of steam in the background, which underscored our conversation.
Taken on the 25th May 2019 at Boston Tea Party on Whiteladies Road
Content Warnings: discussions of issues pertaining to mental health, suicide and self-harm.
So John, what inspired you to apply for medical school?
I suppose it’s probably because my brother and sister are both doctors – that had a lot of influence. I looked at other things to do, but medicine just seemed right at the time. It’s quite young to decide what you want to do, but I think I’ve been quite lucky because I’m still enjoying it.
I used to live with a medic and I was really interested in the Bristol medical course because, despite being a degree that is quite scientific at heart, you do creative and practical, as well as more traditional forms of assessment, and I was wondering if you could tell me about the kind of things that you get up to in journey to becoming a doctor?
So there’s an element we do call ‘whole-person care’, so instead of just focusing on the disease and the treatment, the medical school are really keen for us to focus on personal treating, as that’s what makes a good doctor – you don’t just come in and treat the cancer or the lung condition, you treat the human that’s sat there and it makes the process a lot nicer for everyone. So a lot of it is focused around the dualism between the doctor as a scientist and the doctor as an artist – we explore how creative you need to be for innovation and to make change in medicine, and there was a lot of opportunity to be creative.
The other quite fun ones are called ‘OSCE’s’, Objective Structured Clinical Examination. It’s made up of ten-minute stations where you’re asked to break the bad news of Cancer or do a cardiovascular examination, all checking that you have the real-life skills to be a doctor. Depending on the unit, we might have to do a presentation or an essay as well, it’s really varied which is quite nice.
Absolutely. What did you do for your whole person assessment?
I think I did a print about Alzheimer’s, and it was just the Alzheimer’s word repeated. At first it started multicoloured and then it faded to grey scale, and then the word just faded out completely – just that sense of losing everything.
See that’s what I think is so good and interesting about this course – I find your diversity of assessment, while I guess it is tailored to becoming a doctor, should nevertheless be applied to lots of different subjects. How do you find that range?
I think it reflects the whole spectrum of specialities that doctors end up in, and I think that’s the key thing. You’ve got surgeons at one end, or psychiatrists on the other and the range is just trying to satisfy and get people interested from an early stage in what they want to do.
I guess it goes back to the fact that if you only have one form of assessment, then that’s only favouring one kind of brain and one kind of speciality. Medicine’s variety of assessments is much more democratic.
The nice thing about medicine is that in the past couple of decades, there’s been a massive focus on evidence-based medicine and that has transferred into medical education and medical assessment. In terms of all the ways we are assessed, medical schools across the UK try to evidence that these are valid tools of assessment, shown to make a safe doctor. So as a student, you can feel confident that you’ll be good enough if you pass, which is quite nice.
Yeah absolutely. Just to feel like you have a safety net, and you feel secure. What’s been the highlight of your university time so far?
I’ve been really lucky to be involved in a lot of societies. I’ll be going into my sixth year of university next year, so I’ve had a lot of time to do fun things. I think one of my favourite trips has been diving in Gozo in the Mediterranean with the university’s underwater club, and that was incredible. It was a really fun trip and a great society. Other things that have been really fun…just sports at Bristol. I know they get a bad rep, but if you’re just looking for something fun to do, I’ve enjoyed it.
I don’t think it’s the sports themselves that get a bad rep, it’s the wider culture.
Yeah, sometimes the culture of intense initiations can exclude so many students. One of my friends was really involved and became the chairman of the medic’s rugby and completely changed the culture of it. He got so many more people involved and opened it up to vets and dentists, and essentially anyone who wanted to play. He got the highest turnout to training ever. They have fun drinks but there’s never any pressure to drink and it completely turned the club around.
So tell us a little bit about your time working as a faculty rep for health sciences. When did you do that? What initially compelled you to apply? How did you establish the Mental Health Survey?
At the time was as I was applying, a lot of my friends were suffering from mental health issues but they weren’t really willing to go to the university about it, and that really shocked me. I was asking them why and people were scared of things like Fitness To Practice, so potentially being struck off, not being allowed to complete the year, or being forced to take the year out. There was a big myth around what the General Medical Council did, and how willing it was to stop you studying medicine, as you have to show that you’re fit to practice. And I think that was partly one of the issues around students not approaching the university for mental health help.
I guess it means you have to grow up very quickly, as well.
You do, yeah. And when you’ve got mental health issues and you know you’re being overseen by a professional body, it’s a massive barrier to seeking help. So the survey started when I spoke with Zoe Backhouse and Helen at the SU, and we just wanted to do a small in-house survey at the SU, so we designed a survey and started asking a few personal questions about drug use, self-harm and suicide. It got quite serious and the university said that we couldn’t ask these questions unless you get ethical approval. Eventually after three attempts, with the help of some really kind academics from the School of Social and Community Medicine, we got ethical approval and ran the survey in May of 2017. We got a really staggering response rate of over 50%, and some really useful data for the health sciences, so that’s the short story.
We wanted to run the survey again, and the university suggested that we disseminated it across the whole university. I haven’t been involved since, but I think there hasn’t been as much student involvement since we first did it. Since a student hasn’t been directing it, it hasn’t really got as good a response rate, which is a bit annoying. Students are always hounded with requests to do things, and I think I was particularly persistent in trying to get students to fill it out because it was so important at the time.
It’s difficult isn’t it. Most people will always respond to a Student Union dissemination, and obviously the Student Union does need to be separate to the university to hold them to account, but at the same time that divide also creates a rift of engagement.
Yeah, so I think the challenge for the future will be, as with all surveys, trying to get a better response rate. I’m obviously very biased but I think it is the most important survey that Bristol has to do.
Off the back of that, what steps can be taken to improve response rates?
You need big billboards in libraries with a QR code, you need to get the SU on board, lecturers involved, you need heads of student societies and presidents on board and it just needs so much more student involvement and engagement, and getting an email from someone you’ve never met before from the senior management team at the university probably never gets read. They should be monitoring if these emails are being opened and if the link’s been clicked on, and they definitely have the capability to do that.
What steps do you think this university, and universities across the country, can take to improve their stance on mental health?
I think Bristol is under a lot of pressure because of the suicides that have happened here, and that puts a big spotlight on Bristol. One thing that I’ve noticed recently, especially in the press and with peers, is that everyone’s been very critical of Bristol. And they’re allowed to be, and I fully understand why they’re being critical, but not many people are offering solutions or ideas for change. All I’m seeing is an anti-university rhetoric instead of a ‘this isn’t good enough – change it’ attitude. That’s what I feel, but I’m not sure if that’s right and I’d be happy to debate that with people.
The NHS used to provide a lot of these services, and it’s faced massive cuts over the last few years. Coming from an NHS background, you do see these cuts in person when you visit psychiatric hospitals or see that a GP only has ten minutes to deal with any patient. The NHS also has a massive role to play in student health.
In terms of the university, mental health services need more funding, we need to cut down key student concerns like waits for student counselling, or encourage more positive help, such as group therapy and better access to mental health services. It’s a really difficult question and I think if there was an easier answer it would have already been done. Nothing that’s worth doing is easy. We need to start thinking about, not just universities, but how we as a society and a national health service, are to look after these students and provide for them.
Aside from academic knowledge, or medical knowledge, what has your time at university taught you?
I want to say, more than I’ll ever know. I don’t think I’ll know what it’s taught me until after I’ve left university and I’m a few years away. I’ve gained so much from being at university. Just being a more confident person, engaging more in things, dealing with when things go wrong, growing up as an adult – learning big adult things. Learning how to relax is a really important one. The most important thing in life is just to have fun, and enjoy yourself.
I think that’s an interesting point about feeling the impact but not being able to articulate it yet – that’s a sign of personal transformation. Following on from what you were saying about the importance of relaxation, what kind of things do you personally do to chill out?
Whilst I was studying in Bristol, and I wasn’t away working at hospital, I joined a lot of clubs, I did diving, Judo, I did a triathlon for a year just to get a bit fitter. Nowadays, I just do a bit of cycling. I really enjoy making pizza. Otherwise, just a bit of Netflix – often I’m just a bit tired so I like to lounge around and do nothing!
This takes us back to the importance of sports and exercise. I find for me that exercise, and the release of endorphins, is often the best way to make me feel better when I’m feeling a bit lower than usual.
I have the perception at Bristol that sport is a competitive thing and you need to be good at it. This goes back to the previous question of what I would do to try and improve mental well-being at the university. I’d try to create far more opportunities for inclusive sport where people don’t need to feel judged or good at something.
Performance sports is all great, but if you’re applying for performance sports as a club, and you have to show that your top teams are completing at a high level, how are those clubs expected to provide for people who used to play social netball or hockey or rugby or swimming at school? Those people aren’t going to turn up anymore, as it’s not the right environment, and you’ll be forcing people who used to do it for a bit of fun into a highly competitive atmosphere. This puts so many people off from doing sport and I disagree with that entirely. I think there needs to be a major rethink of sport and exercise at university.
I completely agree – there’s not enough opportunity to take up a new sport as well!
I think a lot of students at the university would do more sport if it wasn’t so exclusive and competitive and there’s definitely not enough opportunity to go and have a bit of fun, and do something once a week, or just to try things. The Sports Officer a few years ago did a good job of trying to change that around and make it a bit more inclusive, so there was freshers’ week and a second week in January when you can go and try another sport, as a taster.
So speaking of tasters, if you could take on another subject aside from medicine, what would it be and why?
I’ve always really loved planes and helicopters and part of me really wants to be a pilot, so probably aeronautical engineering, I find it so fascinating and cool. I love those really boring plane documentaries about airports and how do they do it and how do they build it – it’s really dull, but I love it.
What are your top three places to hang out in Bristol?
Cabot Tower’s a really nice, free place to go and get an amazing view from Bristol. I like places with really good views, so the suspension bridge. Then either the top floor of the Bristol Royal Infirmary or the top floor of Biomedical Sciences, where you can look out across the whole city.
Shout out to biomedical sciences, that’s such a beautiful building! Do you have anything else you would like to throw in before we wrap up?
Just make the most of university, get involved, make mistakes, and don’t be afraid to make mistakes – it’s the only way we learn. We’re all very afraid of getting things wrong, failing and whatever.
I think we could do a whole other interview about fear of failure among students.
I really think we need more life lessons from a younger age: learn to fail, relationship advice, money advice, all the things we never get taught – there’s more to life at that age than learning how to do trigonometry and calculus.
I think we’re facing so many problems in this world that we have no idea how to solve, so we need to instil a better sense of discussion and critical thinking in the next generation. I just think there’s a much larger place for philosophy and critical thinking in our education system. I just think there needs to be a massive reform in the nature of our education, as it stands.
This interview was carried out and transcribed by Phoebe Graham, BILT student fellow.
“I tell them about where I live and why I live there. I tell them why I teach. And I explain to them that when we combine our values with what we do small beautiful things can happen.” – Dr. James Norman, ‘This is why I teach’.
I read Dr. James Norman’s
ode to concrete, wood, love and teaching just after I had finished four whole
years studying for my degree (eek!). Since handing in my final assignments last
week, I have felt that the dust hasn’t yet settled and the cement hasn’t properly
set. After reading his piece, I started to think about what exactly I had made
out of the last few years of being here. What materials do we use to build our
education?
James got me thinking about
the idea of building more generally, and how integral it has been in defining
and shaping my time at university. Of course, I am not just referring to the
physical structure of buildings. Just as this year’s BILT theme of ‘Spaces’ has
taught me, structures often carry much more weight than their physical
manifestation. Buildings and spaces are mere vessels in which relationships can
be cemented, interests can be mixed together and built upon. The bricks of my
university are made out of more than clay, but they are rather made of people,
places, things, hobbies, highs, lows, experiences, curiosity, and
determination. While many of us dwell in the same buildings throughout our years
at university, the experience we actively build there is completely unique to
each individual.
I write this blog in limbo,
as my time at Bristol is not yet fully built. I have finished all my
assignments, but I can’t yet call myself a graduate until I receive the results
that will confirm the outcome of my degree. It’s easy to let my mind slip into
this blank space of anticipation, as if my entire university career will be
defined by a number out of 100. But James’ piece has shifted my perspective. A
single brick cannot construct an entire building, just as your final grades
cannot possibly account for the complexity of each university life. They are
one part of a larger totality. Just as my History teacher told me at school
before we were to take our final exams: ‘you have your education now, and no
one can take that away from you – the exams are just the finer detail.’
My time at Bristol can only
been seen as a complete structure when, as James puts it, ‘we combine our
values.’ It is only in such a matrix that we get a more trusting and fulfilling
illustration of our university life, one that is entirely tailored to you. In
our true university building, each brick is held together by the essence of
your character. I am not just my grade, I am also my love of journalism, music,
theatre, learning, people. I am my time living in Stoke Bishop (for better or
for worse), Redland, Hotwells, and Montréal. This emphasis is what I have
particularly enjoyed about studying Liberal Arts; the degree structure hangs
off you and you get to decide how your learning goes, how you construct your
own path in pedagogy.
I loved James’ description
of driving wood apart. He said it was like a ‘release of stresses locked in by
years of growing.’ Here, the force of the axe is not a means of total
destruction, but productive reinvention; the axe sublimates the release of
stress into reconstruction and reconstitution, channelling years of growth into
driving energy. A student is like wood in this way. I can only really grow if I
am willing to embrace change, allowing myself space to release and reshape,
adapt and reconstitute in the swiftly changing times of university life. From
taking up new hobbies and subjects every year, to moving away to Canada for my
year abroad, I now feel like a completely different person to when I was in
first year. I share in James’ enthusiasm for wood; I admire its ability to
change and be changed.
This is also where I find
James’ mutual love of wood and concrete tricky to reconcile. At first, I don’t see
such a willingness to change in concrete, particularly when I look up at the neogothic
tower of Wills Memorial building, made of mainly reinforced concrete. When such
a building holds the weight of the past and prestige on its back, how can a
building, and the people within it, look on to the future? Sometimes, university
buildings can make people stubborn, helping only to hinder the progress of
ideas and keeping the practice of pedagogy stuck in a different time and place,
an outdated epoch when university was made for a very specific, limited and
privileged demographic. For me, concrete feels like essay upon essay upon essay
upon essay. Concrete feels like an entire reading list built from the minds of
only white men. Concrete feels like being stuck in your ways.
When I get really
frustrated at the rigidity of such tradition which pervades many red brick
universities, I sometimes cannot help but hear the words of Virginia Woolf:
Take this guinea and with it burn the college to the ground. Set fire to the old hypocrisies. Let the light of the burning building scare the nightingales and incarnadine the willows. And let the daughters of educated men dance round the fire and heap armful upon armful of dead leaves upon the flames. And let their mothers lean from the upper windows and cry, “Let it blaze! Let it blaze! For we have done with this education!”
Hear me right, I am not
endorsing arson. I think concrete can bring solidarity, continuity and a sense
of stable educational identity; it is an integral aspect to building a
university community and History. What I am proposing is that we should seek to
rebuild the ivory tower of the UK university system by integrating wood within
the backdrop of concrete. Let us throw it into the mix, injecting its potential
for conversion, fire and change. This would bring a lightness to the hefty
prestige and traditions of our education, made of a willingness to radically
innovative and to keep moving forward in these rapidly changing times.
I send my sincerest apologies to the discipline of civil engineering for pounding these materials into metaphors.
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!
Check out this snippet of conversation our Student Fellow Zoe Backhouse recorded with a fellow fourth year Liberal Arts student on the topic of assessment. Want to know why Europe’s doing HE better than the UK and why playing Donald Trump in class may not be a bad thing? Read on…
Z: How was your assessment on your year abroad?
A: Well, when I was in Amsterdam it was broken down so much into different areas. It wasn’t all reduced down to an essay because that isn’t the one mode of intelligence in the world.
One of my assessments was I became Federica Mogherini who’s the Foreign Minister for the EU and we played out a simulation of the Middle East. Everybody was a different country – someone was Donald Trump! – and literally I learned so much about applying the theory and the logic and actually putting in a practical sense. I think that’s just so important because university should be about teaching skills that can be transferred to employability.
I also loved how we did presentations abroad. At Utrecht you had to lead a seminar for 45 minutes after a 20 minute presentation. In your presentation you couldn’t just read from a piece of paper like everyone does at Bristol. You would stand and deliver a lesson, not looking down at notes, you’d talk to people and have eye contact. And then you had to lead a discussion amongst your peers.
I found it pretty nerve-wracking and I’m quite a confident public speaker. But that’s because the way we’ve always been indoctrinated here is… it’s just very insular. I don’t know, I just think there is a lack of discussion in general in all forms. Discussion only happens as an internal monologue that gets reproduced in an essay. People can’t have conversations in seminars because they get nervous, because they feel like they’d look stupid. I think you should take that away.
We used to be marked on class participation at Utrecht which was like 20% of the mark. I actually do think that’s really important? In the UK people are so scared of saying something because they think there’s only one right answer. In our education system we’re taught that there’s only one right answer and it’s at the back of the book and don’t look and don’t copy and don’t speak to anyone else about it. But it’s not that. Art is about taking things and reinterpreting them and making them better. So I think discussion has been lost from education.
I did another module called Digital Citizens. And literally, we were just coming in to talk about what was going on in the news that day, we’d all just sit around and have a discussion. One of the requirements of that course was to write a journalistic article which was liberating. And it wasn’t just GCSE journalism, it was like, can you write a legitimate article? So I wrote about how data analytics is perpetuating gender stereotypes.
You did have essays as well because that’s important. It’s just about diversifying assessment, and making people feel more comfortable and able in their abilities as opposed to constantly critiquing people and telling them they’re wrong all the time because they don’t fit one style of system.
Zoe Backhouse is a BILT Student Fellow and fourth-year Liberal Arts student.
Zine [definition]: some sort of publication, usually mass-produced by photocopying (in some cases scanned, put on the net, or copied via fax) on any range of topics, but usually filled with passion, a means of telling one’s story, sharing thoughts, and/or artwork/ comics/ doodles.
I’m making a Zine about assessment at Bristol Uni. This Zine is going to be creative, visually-engaging and, most importantly, fun!
Zines are great ways to bring narratives together from
different types of people. I’m talking to students and academics across campus
to understand how they experience assessment at the moment and what they want
to change for the future. Assessment is important to us on more than just a
pedagogical level. Talking to Physicists last month, I learned a culture of
self-certifying where students feel so pressured by stacked deadlines that they
tactically decide which exams to opt out of and re-sit in summer. At the same
time, the Physicists also had more of a sense of community than any students I’ve
come across in Arts. Their lab assessments, group projects and tight-knot
relationship with alumni – who frequently post help for problems on their giant
Physics Facebook group – has brought together a huge Physics family. Assessment
can unite and divide us!
I want to understand more about why assessment is so
important for how we experience university, both as teachers and learners. What
concepts are currently discussed in the Higher Education sector that we should
be taking on at Bristol? What good practice is already happening here that more
people should know about? And how can we make the most of our student body,
campus and vibrant city to improve how we assess and feedback?
The Zine will consist of drawings and paintings submitted by
students, snippets from conversations with academics, quotes from student focus
groups and easy-to-read articles condensing theory in HE. It will give
academics and student reps ideas on what’s currently being debated and what
methods we can move as we become a more pedagogically-focussed university.
Hopefully this will also be an opportunity to introduce Zine
as a more mainstream method for presenting information and effecting change! We’d
be behind the USA where universities are already harnessing Zinemaking as a way
to teach – and learn – from their students.
Have some thoughts on
assessment you want included in the Zine? Know someone who would be good for me
to talk to? Want to contribute a doodle, cartoon, sketch or piece of creative
writing responding to the theme of assessment? Email me at zoe.backhouse@bristol.ac.uk to be
involved!
The following post was written by BILT Associate and Senior Teaching Fellow in Bristol Law School, Imogen Moore.
Sometimes we might wonder how much of the guidance we give to students to support transition and learning is heard and absorbed. Despite our efforts and best intentions, we may find the same mistakes being made, the same confusion continuing – and the same lack of satisfaction voiced in student surveys.
It can be tempting to apportion blame – if only students would just listen. But we can’t ignore our own responsibility for providing effective guidance and support. How can we help our students hear? Critical educational messages may be missed even when clearly delivered due to overload, anxiety, unfamiliarity, perceived irrelevance, and various other factors. There is much to be discussed in all those areas, but the focus of this blog post is the role student voice might play in overcoming obstacles to communication, particularly during transition.
Why consider utilising student voice to support learning and transition? In short, students typically respond well to guidance from their peers. Even within peer assessment and feedback, where students sometimes question the value of advice given by a peer rather than a tutor (Mulder et al, 164-5; Cartney 2010, 554), students typically engage well and have positive perceptions of the process (Nicol et al, 2013, 108-9). So even in a context where a contrast might be drawn between an ‘expert’ tutor and an inexperienced peer, students recognise and value peer advice.
Such positive perceptions are likely to be all the stronger in relation to more general guidance on studying and the student experience. That is because in this context the student is undoubtedly the expert: expert in the modern student experience; expert in what works for them; expert in understanding the concerns and confusions of a student in transition. A lecturer will inevitably be (at least) one step removed from the student experience, and probably perceived to be a great deal further away than that. Furthermore the lecturer may be viewed as having their own (possibly unrealistic) agenda, rather than genuinely understanding a student’s concerns.
Utilising student voice may thus enable the provision of expertise and understanding in areas a lecturer is less equipped to comment upon. Even those directly engaged in transition may not fully recognise what new students need to know, as our own experiences and recollections might be misremembered or reflect a different era. It has been observed that what may be “obvious to those of us indoctrinated into university life … is information that is very difficult for someone on the outside of the institution to obtain without inside assistance”, particularly “those coming from backgrounds without a tradition of university attendance” (Clapham, 2018, 373). We may fail to identify ‘unknown unknowns’.
Even in respect of ‘known unknowns’, we may be perceived to be inexpert. Our distance from the listener may significantly reduce the perceived value of our guidance to the student. Even a new lecturer has by definition already cracked the code and is now on ‘the other side’. A student is inherently more relatable, a fellow traveller who is learning the route, has spotted some of the dead-ends (and shortcuts), and whose experience is directly relevant to the listener. It is probably for this reason that student reviewers of ‘The Successful Law Student: An Insider’s Guide to Studying Law’ (Moore & Newbery-Jones, 2018) responded so positively to the inclusion of authentic student comments. One anonymous student reviewer remarked that their own experiences were similar to many of those mentioned, while another stated that they were more likely to listen to advice from a fellow student than from a lecturer. This tallies with observations within the context of peer-assisted learning: students often found it easier to relate to a peer than an authority figure (Zacharopoulou et al, 2013, 202).
The relatability of the messenger has particular significance in transition. Pre-transfer students may have difficulty envisaging university life and accurately predicting their student experience, which can cause difficulties in adapting to higher education (Briggs et al, 2012, 5). The ability to picture ‘someone like me’ (Briggs et al, 2012, 14) in the voices of real students may therefore have particular value in that context.
Student experience and student voice might then be utilised more fully in transition and learning support. Much good work has already been done in this area for example through PASS mentors, at least when the system works well. But there may be further scope for utilising student voice within programmes, whether in welcome lectures, transition events or skills development (although care must be taken to ensure students are not perceived as a cheap substitute for ‘expert’ advice in this area), and even within individual units. For example unit leaders might ask past students to give tips and reassurance to new students, in place of more typical top-down lecturer advice. In my own unit that takes the form of short video clips on Blackboard from a small, diverse group of high-achieving students from the previous year (“The Survivors”), to demystify the subject and build trust. (With thanks and acknowledgements to Dr Lana Ashby of the University of Durham, who originated the ‘Survivors’ tag.)
Incorporating student voice within programmes and units – rather than leaving it entirely outside the classroom – ensures we do not appear to be delegating our educational responsibilities to the student body, enables us to check any advice given is genuinely helpful, and provides reassurance to the recipient. My experience within units and programmes and in writing ‘The Successful Law Student’ has shown that authenticity is essential (hence the importance where possible of using attributed comments and materials), but this cannot remove our responsibility for ensuring advice is appropriate and accurate. Student voice as learning support is therefore a potentially powerful tool that should neither be neglected nor manipulated, but nonetheless requires oversight.
References:
Briggs, A.R.J., Clark, J., & Hall, I., (2012) ‘Building bridges: understanding student transition to university’, Quality in Higher Education 18(1), 3-21
Cartney, P., (2010) ‘Exploring the use of peer feedback as a vehicle for closing the gap between feedback given and feedback used’, Assessment & Evaluation in Higher Education 35(5), 551-564
Clapham, N., (2018) ‘Book review: The Successful Law Student: An Insider’s Guide to Studying Law’, The Law Teacher, 52(3), 372-374
Moore, I.K., & Newbery-Jones, C., (2018) ‘The Successful Law Student: An Insider’s Guide to Studying Law’, Oxford University Press
Mulder, R., Pearce, J. & Baik, C., (2014) ‘Peer Review in higher education: student perceptions before and after participation’, Active Learning in Higher Education 15(2), 157-171
Nicol, D., Thomson, A., & Breslin, C., (2013) Rethinking feedback practices in higher education: a peer review perspective’ Assessment & Evaluation in Higher Education 39(1), 102-122
Zacharopoulou, A., & Turner, C., (2013) ‘Peer assisted learning and the creation of a “learning community” for first year law students’, The Law Teacher 47(2), 192-214
This blog post is published with thanks and acknowledgements to the University of Bristol Law School Blog (https://legalresearch.blogs.bris.ac.uk/) where a version of this piece first appeared.
