The Exchange is delighted to announce the appointment of three out of four of the newly established College based Academic Enhancement Model (AEM) Leads.
AEM is a framework that will support evidence led shared reflection and discussion enabling us to work in a supportive and open way to improve the student experience for our undergraduate students.
These one year secondment posts will support and coordinate the Academic Enhancement work in the Colleges with a particular focus on addressing student experience and attainment. The Academic Enhancement Model builds on and supports Colleges’ pre-existing enhancement developments.
The work of the AEM leads will be coordinated by Susan Orr and Siobhan Clay in the Exchange and each of the leads will work very closely with their College based Associate Dean of Learning and Teaching. The AEM Leads take up their new roles in early December. As well as coordinating the work of AEM across UAL, Siobhan Clay will support and lead AEM at CCW.
LCF: Liz Bunting
CCW: Siobhan Clay
CSM: Cath Caldwell
LCC: to be appointed.
Liz is currently a Lecturer in Fashion Marketing in the Fashion Business School. Liz will be joining the AEM team and will work closely with Nick Almond (Associate Dean for Learning, Teaching and Enhancement at LCF).
Siobhan Clay will be joining the AEM team at CCW in November. Siobhan is currently an Educational Developer in the Exchange. Siobhan previously worked at Camberwell on the
Inclusive Induction project, which led into work on the Introduction to year 1 unit, Commonplace and a staff first year induction resource. Since that time Siobhan has worked closely with colleagues across CCW whilst leading the Making a Difference Project.
As well as supporting CCW Siobhan will retain a role in the Exchange coordinating AEM across UAL. Siobhan will work with Dave Webster (Associate Dean of Learning, Teaching and Student Experience at CCW).
There will be an additional appointment to CCW to reflect the dispersed nature of the AEM work across the three colleges. Details to be announced shortly.
Cath Caldwell will be joining the AEM team at the end of November from her role as Senior Lecturer/Stage 2 Leader in Graphic Communication Design. Cath will work closely with Silke Lange (Associate Dean for Learning, Teaching and Enhancement at CSM).
Cath was recently supporting course teams during revalidation during her role as Academic Coordinator for Enterprise and Employability and while in that post she was one of the team who developed the Creative Attributes Framework for UAL. Cath has over ten years’ experience in staff development and in teaching at CSM.
“The session was very helpful, the idea of a fixed and a growth mindset is a simple idea but very effective.”
Andrew Slatter Senior Lecturer, Contextual and Theoretical Studies
Coordinator Year 1
Graphic Design Communication Programme, LCC
The first Changing Mindsets staff workshops have been run across the three colleges – CSM, Camberwell and LCC. Academics have had the opportunity to interrogate Growth Mindset Theory – the belief that ability can be developed through effort and by embracing challenge – and apply this to their own pedagogic practice.
At LCC’s recent event, the Graphic Media Design Team discussed Carol Dweck’s research, that growth mindsets can have a profound impact on motivation, resilience and a sense of belonging. They applied the theory to challenge, learning, effort and failure and related this to the Creative Attributes Framework to design a learning and teaching activity for their course.
The team were asked to identify areas of their own practice that they had improved at over time and to consider their own personal learning styles. They designed growth mindset tool kits that innovatively utilised digital approaches to learning and proposed spaces for reading, discussion and curriculum design.
We were delighted to welcome Tracey Waller, Course Leader, BA Graphic Design at Camberwell, who delivered a fascinating presentation on the assessment methodology she is piloting. She demonstrated how, with a growth mindset, moments of risk and failure can become a space for learning, opportunity and collaboration for students and staff whilst improving attainment.
We’re looking forward to the next workshops and will be adding dates to the events pages for you to check. Keep reading the Changing Mindsets blog for more information.
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Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological science, 26(6), 784-793.
Tabernero, C., & Wood, R. E. (1999). Implicit theories versus the social construal of ability in self-regulation and performance on a complex task. Organizational Behavior and Human Decision Processes.
Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., & Gomez, E. M. (2016). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences, 113(24), E3341-E3348.
Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., … & Trott, J. (2016). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of educational psychology, 108(3), 374.
In August 2016 UAL initiated Learning for All, our programme for addressing attainment inequalities that exist for certain student groups. These inequalities have been persistent and will remain unless we actively address them. As part of Learning for All, the Teaching and Learning Exchange is supporting staff to review and develop their practices to be more inclusive.
Lucy Panesar joined the Exchange at the start of 2017 as an Educational Developer (Diversity and Inclusion) and leads on the development of new Inclusive Attainment resources to support UAL staff with understanding and addressing attainment inequalities in their areas of practice.
The new Inclusive Attainment online resource contains key reference materials for understanding attainment inequalities (including a four-step process to address attainment), an evolving bank of case studies on interventions already made by UAL staff to address attainment, key contacts and staff development opportunities. It’s growing and evolving so do check back to see what’s new.
An Inclusive Attainment workshop, following the same four-step process, has been delivered by Lucy and Terry Finnigan (LCF Head of Attainment) to over 300 staff (so far) with very positive feedback. This will run again three times during the 2017/18 academic year, offering staff the opportunity to learn more about the causes of differential attainment, and the chance to collectively develop strategies to address this. Book your place now.
Political activism, a feminist internet, digital making, innovative pedagogies, a creative Dalek… These were just a few of the elements of the Digitally Engaged Learning (DEL) conference 2017.
This year the conference was hosted at Central St Martins on 14-15 September, and opened by our Deputy Vice Chancellor, Simon Oldfield-Kerr, on day one and our PVC Digital, Frances Corner, on day two.
DEL is located at the confluence of digital technology, creative disciplines and teaching and learning practices. Run as an international partnership between UAL (Teaching and Learning Exchange), Texas State University, Penn State and Parsons School of Design, the conference attracted delegates from across the world, representing 37 higher education institutions.
This year’s theme of Teaching Making/Making Teaching fostered both creativity and criticality, as can been seen on the #DEL17 tag in Twitter. Moving beyond ‘digital people’ talking about ‘digital projects’, DEL was a celebration & questioning of teaching & making in which digital is inherent, not ‘special’. This was emphasised in Diana Arce’s opening keynote in which she described the digital within her political activism as a mechanism to bring together and support face-to-face communities.
Diana Arce (image: @otheragent, Twitter) Thomas Castro (image: C de Giglio)
The relationship between the digital and the physical was a recurring theme across the conference, writ large in the the design work of Thomas Castro, our second keynote. His LUSTlab design agency has undertaken many projects which cross the physical/digital divide through a critical, digital, reimagining of traditional formats such as the catalogue, the poster and the book.
In addition to a rich array of workshops and talks we were presented with the Feminist Internet Manifesto created by students involved in the UAL Futures project and invited to engage with new forms of creativity by our very own Digital Maker Collective. Throughout the conference we were also confronted with the DEL Dalek which challenged us to interrogate the digital/physical boundary through making and play.
Dalek (image: @tumble33) Creations from the dalek (image: @otheragent)
Delegates now have the opportunity to submit reflections on their sessions in text, video, image or audio to Spark, our open access journal of creative teaching and learning. You can read the special edition from DEL 2016 here.
Next year DEL will be hosted by York university near Toronto. Join the DEL community and get involved! Follow @DELconference on Twitter or email us to join the mailing list.
Conference dinner 2017 at the Skipgarden, Kings Cross
The two year, HEFCE funded Changing Mindsets project launches at UAL in mid-September 2017, focusing on interventions to close the attainment differentials of Black, Asian and Minority Ethnic (BAME) and working class students.
The project is led by academics at the University of Portsmouth and will be run as a series of student and staff workshops at Canterbury Christ Church University, University of Brighton and the University of Winchester, as well as UAL. Professor Susan Orr, UAL Dean of Learning, Teaching and Enhancement is the UAL project lead.
Changing Mindsets will involve around 5,200 university students and 800 university staff. At UAL, 715 students and 100 staff at Camberwell, CSM and LCC will be participating in the first year of the study. The first workshops for invited staff will take place from mid-September onwards.
Changing Mindsets aims to address the awarding gap and improve attainment for all students by building growth mindsets in both students and staff. A growth mindset is the belief that ability develops through effort and by embracing challenge.
Based on Dweck’s implicit theories of intelligence, and learning from UAL’s Breaking Bias staff development module, the workshops will address the barriers to learning created by stereotype threat (Osborne, 2007) and implicit bias (Staats, 2014). A growth mindset has been shown to challenge the self-limiting identities and other issues that stereotypes and biases can create in peer interactions, staff expectations and teaching and assessment approaches.
Want to know more?
You can find out more about the project on the Portsmouth University Changing Mindsets blog and follow @MindsetsProject on Twitter.
And, of course, bookmark this page to keep up to date with progress at UAL.
We are delighted to have recently launched a new Teaching and Learning Fund for 2017. One of the strands within the fund is Digital Learning, which Professor Frances Corner, Pro Vice-Chancellor Digital and Head of London College of Fashion, has kindly agreed to support. She said:
“As Pro Vice-Chancellor overseeing digital I’m supporting and expanding the Digital Learning strand of the UAL Teaching and Learning fund. Applicants can bid for funding of £1,500,£3,000 or £5,000 for projects that will run between January 2017 and December 2017. The aim of this funding is to support colleagues and students from across the University to improve and enhance the student experience.”
Applicants interested in Digital Learning should consider the following:
How will the project extend excellent teaching and learning into digital spaces?
How will students be equipped with ‘higher level’ digital literacies around practices and/or student identity?
How will the use of digital be used to cross institutional or disciplinary boundaries?
Other funding strands are also available:
Inclusion and Diversity
Employability and Enterprise
Curious, creative curricula
The deadline for applications to the fund is the 14th of December. Apply now.
Congratulations to Katie Mills, Assistant Director, Careers and Employability, who has been appointed as a Director to the board of Enterprise Educators UK. EEUK is the national network for enterprise educators, with a network of 105 member institutions. The company’s aim is to support its members to increase the scale, scope and effectiveness of enterprise and entrepreneurship education and practice.
The Director role is a voluntary post with a 3 year tenure, with responsibilities including attending EEUK board meetings and in some instances representing EEUK at events or conferences regionally/internationally and to lead/support certain aspect of the EEUK programme.
“Board membership seems a fantastic opportunity to build UAL and personal networks and profile amongst HEI educational peers. Just from my first board meeting I can already see simply having a presence on the EEUK board brings a range of added value to a member HEI.”
We are delighted to announce the launch of the new Exchange website. The site has been developed in response to college feedback, with the aim of situating and celebrating the Exchange as a sector leading hub for teaching and learning. We commissioned a new set of photographs and videos for the site, and are delighted with the wonderful shots and footage of teaching and learning across our colleges and our diverse disciplines. The site now offers a much improved user experience, and we hope you will find it easier and more intuitive to navigate. We hope it will become the ‘go to’ place for all things teaching and learning for colleagues across UAL and beyond.
External consultant Wyl Menmuir led the redevelopment project, and we asked him to reflect on the changes he has helped to bring about:
The new Exchange web pages are a real step up, both in terms of look and feel and the clarity of information the Teaching and Learning Exchange offers online. This was only made possible by the tutors, course leaders, technicians and academic coordinators across UAL who helped us shape the new content, offering their time and expertise in considering the information that would make a difference to them daily. We were led by the things you told us you wanted to see and we hope with the new Exchange pages you’re able to find more information, opportunities, contacts and events to help you to improve and develop both your teaching and your students’ learning.
The Exchange Dean, Professor Susan Orr, is confident that the new site will help us work better colleagues across the university. She said:
I am delighted that our web pages now reflect the ways that the Teaching and Learning Exchange shares, showcases and develops best practice in teaching, learning and employability by working in partnership with colleagues across our constituent colleges. These webpages truly are an exchange in the best possible sense of the word.
As the site develops, we hope that staff across UAL will contribute content so that we can reflect the great teaching and learning practices taking place in the colleges. Now that we have the site up and running, we will turn our attention to finding ways to make sure we are reaching out and giving staff the opportunity to share their work.
We welcome feedback on the new site. If you have any feedback, please contact Charlotte Webb: firstname.lastname@example.org
Professor Susan Orr and Diane Lucas (Academic Development and Services Administrator) have been asked to lead the UAL Attainment Project: Learning For All. The project addresses attainment differentials that exist between groups of students in our university, and recognises, builds on and extends college-focused attainment work. It has a particular focus on addressing the attainment gap for Black students, international students and working class students. To support this work we have appointed Dr Gurnam Singh as a Visiting Fellow. Look out for more information about this work in the Autumn term.