Tag: Case study

Intro and background

I am a HPL first-year design tutor, currently looking after a year group and responsible for assessment. The assessment conducted on my course is summative and students are expected to submit all their work at the end of each unit. The students in the first year come from a range of different backgrounds and educational backgrounds (as mentioned in case study 1), with some used to the expectations of HE and some are not.

Evaluation

When new to a different way of study, students can struggle to manage their time and can get overwhelmed with the workload.Despite getting regular feedback throughout the term in their design sessions, the emphasis on the summative assessment at the end can feel like a lot of pressure with the focus is on the grade, rather than the work completed.

Moving forward 

In the first instance, and something that I have already been doing, is to try to add in some ‘mini’ deadlines and formative assessment points. One formative assessment point prior to a big break (Winter or Spring) as typically in our unit structures, the students are expected to come to the first session following this break with a fully developed design proposal that they have selected to make.

Secondly, to make use of technology such as Padlet, scheduling in deadlines for the students to upload certain pieces of work for feedback. Based on the student’s timetable, create four ‘mini deadlines’ in which the students can upload work to a Padlet or similar technological software for tutor feedback. By introducing the mini deadlines, it will help the students to break down their workload into manageable chunks during the term, as well as offering them feedback on how the work could be improved, inspired by ‘Assessment Patterns’ [M.Russell, 2010]

Explore formalising assessment points for each of the elements required for submission by the brief rather than one big summative assessment point at the end. Proposal: A sketchbook, a portfolio, and a technical file/product development record and the outcome [M.Russell, 2010]. Each element would have its own assessment point and date, with feedback written specifically for the element submitted resulting in individual grades that would then be totalled up/balanced out utilising a tool. (Perhaps this could be done in collaboration a fellow peer on the PGCERT, who’s currently developing the GDC Unit 8 grader).

Finally, after researching the impact of introducing pass/fail as ‘compassionate feedback’ [Hill. V Et al, 2023] consider if it could be beneficial to students in their first year. An idea is to make each area of submission pass / fail so that the pressure to ‘grade chase’ is removed as they enter a new format of study. Evidence suggests raised anxiety when grades are re-introduced, to combat this, we could introduce a final summative deadline at the end of the year. It could be that the students put together and submit a portfolio of the work they are most proud of (and that they know is already a ‘pass’ standard) to get a final grade, this would be designed to prepare them for the re-introduction of a graded system for the rest of their studies.

To conclude…

I believe based on my research as mentioned above that these steps would be a healthy way of introducing the students to a new educational system compassionately.

Intro and background

‘Over 20% of the creative labour force are neuro diverse’ [Charles Freeman and Becki Morris] as opposed to 14% of the general population, this is not considering the percentage of people that are undiagnosed– which would lead to the assumption that a high number of students are neurodivergent. However, as most educational materials and course structures have been developed over time by neurotypical brains and for neurotypical brains, it can overlook the needs of neurodiverse students, and be based upon a ‘medical model’ rather than a ‘social model’ of ‘disability inclusion’ (UAL Disability Inclusion Toolkit, 2024)

Evaluation

As first year HPL year and design tutor, I have limited time with my students to fit in the required learning materials for design process, combined with relatively short briefs and time on each project. The workload that the students need to complete can feel overwhelming to most, and the overlap of different topics and learnings can be especially challenging for students with neurodiversity as well as the general population of new students. These factors can lead to the students feeling overwhelmed and sometimes resulting in them disengaging with the course material.

Moving forward

Ensure that I am mindful of how many activities are included in each session – focusing on a basic methodology to include an ice breaker / small exercise to get students tuned in and able to focus on the greater task at hand. Then, an activity showcasing what part of process learning / facilitating a hands-on task to enable students experience in activity. If showcasing examples, ensure backgrounds are clear, with visual rather than text heavy referenced (if text used, highlighting key words and sentences) and including multimedia for varying needs. Also ensure that it is sent out via e-mail to be printable / translatable for students. Finally ensuring students are aware that they can record the activity / presentation if it will help them with their learnings (Based on UDL Guidelines and UAL Disability Toolkit)

Be present and on campus once a week (contract permitting) so that students can check in with me about their work even if they do not have scheduled activity.

In the case of overwhelm / being unable to process and work on multiple areas of their projects, offer a weekly check in outside of classroom, via video link or face to face, to ensure learning is being understood and that they don’t disengage with the process. This will allow workload to be broken down into smaller more manageable chunks.

Encourage students to make use of technology to enhance and support their work e.g. running written evaluations through ai tool such as chat GPT and asking it to improve spelling and grammar for the pasted text.

In the case that English is not a student’s first language, encourage them to write in their own language if it is not necessary for the writing to be understood by the tutor.

Check in to ensure that they understand the task at hand and are feeling confident about participating in activity. Write notes/key words/ draw pictures to explain what needs to be done.

To conclude…

Although my initial research for this case study was focused on neuro-divergent student’s needs, I believe that these steps could be beneficial for all students.

Intro and background

As a first-year tutor I am responsible for making my students feel at ease within the classroom, with each other and in building their confidence as they enter higher education (HE) for the first time. It’s important for this to be considered, along with their varying backgrounds, when structuring and planning my sessions.

Evaluation

Students join us from lots of different cultures and backgrounds, with varying degrees of understanding in the English language. Some have experienced HE in the context of a foundation degree, but many have not. Their experience of further education (FE) can drastically vary, which can prove challenging in the first year, of which the target is to develop them to have an equal understanding of HE and what is expected. With the overall goal of preparing them for the rest of the degree course and in building their confidence and knowledge as young designers.

Some students are living away from home for the very first time, some can experience fundamental personal issues, such as financial and housing issues which can lead to mental health issues. As per Maslows theory [A.Maslow, 1943] this can affect their ‘self-esteem’ and ability to ‘self-actualise’.

I believe that an essential component to building the students self-esteem and confidence is to develop a ‘team’ atmosphere within the classroom, to create a situation in which the students are comfortable with one another and trusting of their peers [Inspired by B.Hooks, 1994 and Chickering and Gamson, 1987]

Moving Forward

I will plan to develop and facilitate a range of ‘ice-breakers’ and opportunities that are specifically designed with comradery and fun in mind. One idea is to host a ‘speed-dating’ session, in which the students and tutors will have up to 5minutes with each person and be able to ask several formulated questions to ‘break the ice’ and help them to begin to feel more settled with one another. It’s important to include tutors within this process, so they are seen as an equal participant in the classroom [B.Hooks, 1994]

I will also plan to add in a social evening in which students can come in and customise a pair of shoes with one another, over drinks and nibbles, so long as this is permitted by the University.  

Leaning upon the theory of Bell Hooks in ‘Teaching to transgress’ I will create safe space, encouraging an environment in which the students feel held, supported, and confident in showing their work, receiving, and giving feedback.

Moving Forward

To conclude, based on the theory of Maslow and Hooks, I believe that the steps outlined above will help the students in settling into their higher education journey. I will aim to include tutors and more senior peers in the process so that they feel as though they are fully immersed in the Footwear environment and begin to build upon their network.