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.
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).
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.
Bristol Institute for Learning and Teaching