The Teaching and Learning Exchange is delighted to announce our fourth group of UAL Teaching Scholars, along with two new Senior Teaching Scholars.
Recipients received their awards this week from UAL Deputy Vice-Chancellor Simon Ofield-Kerr at the annual UAL Learning and Teaching Conference, held this year at Camberwell College of Arts.
Our warmest congratulations to you all.
Introduced in 2015, the UAL Teaching Scholars’ Award is a prestigious award that celebrates teaching at the University; it formally recognizes colleagues who have demonstrated a sustained commitment to excellence in teaching and learning.
Successful applicants receive funding and support over a two-year period to develop an aspect of their teaching practice that is designed to both impact on student learning and develop their leadership roles within the wider teaching and learning community.
New UAL Teaching Scholars for 2018
Bethan Alexander is course leader for MA Fashion Retail Management at the London College of Fashion.
Her project will create a mentoring network for students in Fashion Retail Management with two strands. The first will support the transition into M-level study, and the second will enable students to access industry mentors to support their progression into employment.
Graham Barton is Academic Support Coordinator within Academic Support, Library and Student Support Services.
Graham will complete a trans-disciplinary action research project that will examine how arts students can benefit from examining their learning strategies and creative practices through the means of sound arts and music improvisation.
Ian Thompson is Outreach Manager at Camberwell, Chelsea and Wimbledon.
He will complete a large-scale study to identify the expectations of students in post-sixteen education with relation to: their future working lives, skills they think they will need, and what motivates them. Findings from the study will then be used to develop a new peer-mentoring programme for students designed to develop their skills and wider professional attributes.
UAL Senior Teaching Scholar Announcements
UAL Senior Teaching Scholars are appointed on the basis of both completing their tenure as Teaching Scholars and gaining further professional recognition as Senior Fellows of the Higher Education Academy. By successfully applying to become Senior Fellows these colleagues have demonstrated excellence in student learning, and supporting others to become better teachers.
Dr Pratap Rughani is Acting Associate Dean Research at the London College of Communication.
Pratap’s project drew on his expertise as a documentary filmmaker to create a film and guide that explores the complexity of ethics in both research and making. These resources can now be used as a researcher-development tool for staff and students.
Shibboleth Shechter is senior lecturer and stage one coordinator for the BA Interior & Spatial Design at Chelsea College of Arts.
As UAL Teaching Scholar, she explored how live projects can be embedded into the curriculum and how the student experience of participating in live projects can be documented and disseminated.
Emma Thatcher joined the Careers & Employability team last summer as Enterprise Practitioner, a new role dedicated to helping UAL students and alumni to turn their business and freelance ambitions into a reality.
Prior to joining UAL Emma worked at London Metropolitan University and creative business incubator Cockpit Arts.
So Emma, tell us more about UAL’s enterprise programme and how it links to not just a shop?
The enterprise programme is specially designed to give UAL students and alumni who are looking to start their own creative business, set up as a freelancer, or sell their work – the enterprising skills they need to do so. As the name suggests, not just a shop is much more than a retail space, it’s also a learning space – hosting talks and workshops on topics from pricing your work to protecting your intellectual property – and a space to support with starting and developing their businesses.
What topics does enterprise programme cover and why they are important for entrepreneurs?
The enterprise programme is designed to include all you need to know when starting a creative business or starting a freelance practice. Topics include, for example, building a brand, pricing your work, getting into manufacture and working with retailers.
Students and recent graduates can also book a one-to-one session with myself for tailored advice on starting up a business or how to get access to our funding.
Who can participate?
Students from across UAL and recent alumni (within 2 years of graduating) can participate in the workshops and one-to-one sessions for free. Alumni can also book the space for enterprising activates such as product launches or peer to peer groups.
In addition, UAL alumni that meet our buying policy can submit their work to be considered for sale in not just a shop through our open calls.
Why UAL is doing this?
We want to empower UAL students and graduates to make a living doing what they love. Being a specialist arts and design university, there is much interest in setting up creative businesses and entering the creative industries in a strong position. In a recent survey 30% of UAL students told us they were freelancing at the same time as studying.
We prepare students and support them through new and sometimes unfamiliar territory; giving them the skills and confidence to plan how they will develop a business and find work. We also help them to make informed decisions about how they’ll promote what they do, protect their designs and create a sustainable business.
What do you believe are some common mistakes entrepreneurs/start-ups make?
Not realising how much free help and support is out there! Certainly for those studying or having graduated from UAL.
I would say a common mistake is starting up without making a plan. This doesn’t mean each start up needs an arduously long business plan; but it really helps to create an outline of what you want to achieve with goals. I help students to break it into action points (as well as pass on tools and templates, plus top tips) so starting out doesn’t seem like an insurmountable task.
Another mistake people can make when starting out is underselling themselves. It’s my job to make sure our students and graduates feel confident and know their value when they enter the market. Sometimes they need guidance when it comes to believing how important their work is so that they go into negotiations and/or decide on their prices in a way that ensures they get paid fairly and competitively.
What start-up funding opportunities does UAL provide?
UAL’s SEED Fund helps to grow new business ideas and support enterprising initiatives developed by our students and graduates. We run 3 different levels of funding to support you from the first stages of developing your idea, through to testing it out and on to starting to trade. SEED Fund ‘Do it’ award winners each receive £5,000 plus mentoring and one-to-one support to help them to launch and develop their business.
The UAL Teaching Platform series explores key issues in art and design teaching and learning in higher education. At Critical Creative Digital, held at Chelsea College of Arts in December 2017, we discussed how the university sector can take advantage of the positive, creative opportunities of digital in a networked era.
David Crow (Pro Vice-Chancellor and Head of Camberwell, Chelsea and Wimbledon colleges) spoke about Digital Craft, and the evolution of master craftsmen into today’s designer-makers.
The Burnt! activity asked delegates to share experiences, hopes and fears around the digital. A key theme arising from this session was collaboration, in a number of different forms.
We heard from David Barnett, Course Leader for BA Graphic Design Communication at Chelsea College of Arts. David is fostering a graphic design community across current students and alumni, and an impressive panel of his students took questions from the audience.
The final panel session included Judith Aston (UWE), Charlotte Webb (UAL Digital Learning Coordinator and Chief Leopard, Feminist Internet) and Frank Owusu (Communication Pathway Leader, CCW Foundation Diploma in Art and Design). The group interrogated the tensions between network (the Web) and hierarchy (the institution) to explore an ideal creative university for the networked era.
Alongside this exploration we celebrated current practice in the ‘Digital UAL’ (DUAL) expo, bringing together inspiring responses to digital in teaching, learning and making from across the university.
Lewis Bush is a Lecturer at London College of Communication and a student on the UAL PgCert Academic Practice, and shared his project entitled The Networked Essay. Kalina Pulit, also a UAL PgCert student, interviewed delegates about their experiences of the digital engagement of Generation Z.
See more photos and thoughts from delegates about this event and others in the series on Twitter #UALPlatform
UAL TEACHING PLATFORM SERIES
This event is part of a series hosted by University of the Arts London, exploring key issues in art and design teaching and learning in higher education.
Each event includes leading speakers sharing current thinking in creative education and is designed to be interactive: delegates will have opportunities to engage in activities to support networking and engagement.
Platform events are free and open to external guests. For more information about Teaching and Learning at UAL visit the Exchange website. To subscribe to our mailing list for more details about these and other events, please email email@example.com, or follow us on Twitter @UALTLE.
DEL (Digitally Engaged Learning) is an annual conference organised in partnership with University of the Arts London, Texas State University, Penn State University and The New School’s Parsons School of Design. Each year DEL is hosted by one of these partners or an invited host institution, bringing together educators and learners from across the UK, USA, Canada, Europe and the southern hemisphere, to celebrate and critique digitally engaged teaching and learning in art and design Higher Education.
DEL is purposefully inclusive, and its participants, including educators, technicians, librarians, instructional designers, artists, makers, researchers, art historians, digital humanities scholars and others, draw upon a broad array of references and practices in their presentations and workshop activities.
There is no core theoretical canon underpinning the conversation, and the conference ethos encourages attendees to share their individual approaches and scholarly experiences. Attitudes, planned investigations, uses of digital tools (their affordances and subversions), networks, malfunctions, failings and happy accidents are given equal credence; the practical is esteemed as much as the academic.
This is a conference for those who are engaged in teaching, learning and creative practice, whatever their particular expertise – its intention is mutual development and encouragement across territories.
This conference presumes an interest in the ways learning takes place in a digitally networked age, whilst being aware that inspirational pedagogy was in operation prior to the advent of computers, digital devices and the internet. It encourages an appreciation of how new technologies can enhance traditional understandings and vice versa – the presumption is not that technological novelty must replace established approaches.
Whilst tensions around ‘the march of progress’ are often brought to the surface as delegates question the rationales of institutions, developers and one another, the environment is convivial. With their breadth of interests and disciplines, delegates come to hear and learn from one another and celebrate each others’ valuable perspectives. Moreover, there is the sense that being with each other in this conference space can forge new meanings that may be taken away and investigated in other contexts.
As well as this atmosphere of community, a spirit of intentionality is at play. Programmes are carefully constructed to provoke dialogue, and always extend beyond traditional seminar spaces. Social aspects are viewed as intrinsic to this endeavour; recent conference dinners have been arranged around the barbecue of a bar terrace, across the tables of a pool hall or amidst the reclaimed garden of an urban construction site. Environments are arranged to inspire and foster friendly debate.
The theme of DEL17, Making Teaching / Teaching Making, was designed to reflect ongoing concerns with the bridging of perceptions of a digital / physical divide. The social media threads that were woven throughout the conference events encouraged commentary from all present, and generated additional creative and conceptual resource.
This is a conference where makers are able to collaborate with others, whether their selected tools are powered by electricity, battery or human motor. It is a visual environment, where ‘arts values’ are evidently afforded the regard they ought to be in academia. Music, movement and making are as key to the thinking and talking as reading will be in other circles; and computers play physical roles. Things will happen at DEL that cannot elsewhere, because the creative energy produced and channeled by the people that come together here drives the doing of more.
For example, at DEL17 a pre-conference event invited delegates to gather for an informal workshop of conversational prompts and making materials. The physical-digital outcome was the #digitalmakermanifesto, launched on Instagram and featuring the artefacts produced, as provocation to further discussion.
The ethos of ‘making conversations’ was encouraged by the presence of the DEL dalek: a mobile making space / device, kitted out with lo-tech tools and materials from which anyone might craft responses to discussions.
The dalek became a motif that infused both sessions and breaks at Central St Martins, UAL, with a sense of playful anarchy, and was utilised by various presenters in individual sessions: when people needed stuff to make things with, the dalek was wheeled in! From its initial entrance with a vocoder announcement of intent, it became adorned with decoration and post-its, and its material stocks depleted. Delegates took away the devices they had fashioned from it as aides memoires. At this conference, not only photographic, but also pen & ink and 3D documentation gets posted digitally, to illustrate its expansive happenings.
In various sessions, delegates showed the fabrication of drawing machines (or sketchbots), servers used as sketchbooks, animators’ characterisation of junk models utilising the affordances of social media, expressions of wicked problems with found objects, creative coding considering STEAM over STEM, 3D printing in clay and a jam session with a group of staff and students who come together to explore emerging digital technologies: playing with pedagogy via computational materials.
More traditionally academic presentations of research findings were equally prevalent, with discussions and workshops around learning environments, feedback, creative graduate attributes, big data and small scale curricula interventions exempla of the richly varied programme of events around and about creative disciplines.
DEL is a conference for educators and those excited by the possibilities of education, in co-creation and construction of learning. Equally it makes calls to community and activism, as represented by politically-charged keynotes and student panels. You make of DEL what you will, since it presents platforms on and from which to work. Crucially, the conversation is always intended to extend beyond the physical space on the conference, recognising our networks and connections through digital means.
Anyone who attends will be welcomed by a global community who recognise their privilege in being there, and want to extend this to others beyond.
“Decolonising the Arts Curriculum: Perspectives on Higher Education”
Deadline: 5pm Fri 09 March
This zine is a Student Union and Teaching & Learning Exchange co-production, and is part of the ongoing work to address the attainment gaps that persist at UAL and the call to widen the curriculum.
It is aimed at both students and staff, and intends to offer a collection of perspectives, ideas and thoughts on decolonising the curriculum, especially from a creative arts and design perspective.
It is not intended to be a definitive education tool, but rather a zine that will engage those who are currently not engaging with these topics, raise awareness and open up conversations that will allow people to take things further in their courses and collaborate within and outside the university setting.
The aim of AEM is to improve student experience and student attainment at UAL measured against four key metrics:
Overall attainment against sector benchmarks
The attainment differentials between Home BAME and Home White students
The attainment differentials between International and Home students
AEM joins up attainment activity across the university to give courses focused support to reach our target of closing the attainment gap by 2022.
We’re looking forward to working with Course teams across UAL in the coming year and to sharing good practice, initiatives and projects focused on closing the attainment gaps and improving the student experience at UAL.
Please do get in touch with your college lead if you’d like more information.
Andy Valencia, Foundation Diploma in Art and Design, Camberwell College of Arts. Photographer: Alys Tomlinson
Gaps in attainment persist for specific student groups in higher education, and historically similar gaps have also persisted at further education level. UAL’s Foundation courses have, however, made significant progress in recent years in narrowing their gaps through a range of interventions and shifts in practice.
UAL’s Head of Further Education, Angela Drisdale-Gordon, describes several of these in a new case study on the university’s Addressing Inclusive Attainment webpage. The case study includes a series of prompts for HE staff to reflect on and develop their practices, and take action to address the undergraduate attainment gaps.
The Exchange is delighted to announce the projects which have been successful in this year’s funding round. We had some excellent applications that we believe will make significant and innovative contributions to teaching and learning across four funding streams.
We had to make some tough decisions, and ultimately over £60,000 has been awarded across the 19 selected projects. Congratulations to those selected, and we look forward to hearing about your work over the next year.
Paula Smithard and Zoë Mendelson
Inclusion and Diversity
Collaborative Zine Making with Zinesters
CSM (Library Services)
Inclusion and Diversity
Tempest: Applied Theatre Pilot Project
Inclusion and Diversity
Co-design Innovative Entrepreneurship Programme in Spatial Design
Employability & Enterprise
Facilitating and Resourcing Student Led Projects: Constructing the House of Daydreams Archive at Tate Modern
Peter Maloney and student
Employability & Enterprise
Producing Future Homes and Communities: Utopias, dystopias, Heterotopias and Other Spaces
UAL has a rich staff development programme to support colleagues with developing diversity and inclusion in their professional practice. The Teaching and Learning Exchange is contributing to this programme in 2017-18 by running a series of new workshops for teaching staff, administrators, and managers that aims to address the attainment differentials that exist for BAME, international and working class students.
The Inclusive Attainment workshop led by Lucy Panesar and Terry Finnigan provides an opportunity to learn more about the causes of differential attainment and to develop collective strategies to address it. This workshop is suitable for all staff with student-facing roles, including academic, technical, administration, library, language and academic support. The workshop will run on 14 December, 22 March and 14 June.
The Inclusive Curriculum workshop led by Terry Finnigan provides a space for staff to reflect on their own diversity and pedagogic practices, and to review case studies of exclusionary practices that exist within the studio/workshop and seminar. This workshop is suitable for any member of UAL staff interested in reflecting on diversity and inclusivity in relation to curriculum and teaching practice. The workshop will run on 14 February and 20 April.
A series of four stand-alone workshops will be facilitated by Dr Duna Sabri based on her longitudinal research study on UAL student experience and identity. The four specialist workshops in the series explore study findings and practical implications in relation to:
1. Micro-Affirmation – aiming to deepen reflection on day-to-day interactions with students, and develop understanding of the cumulative effect these have on attainment. This workshop is relevant for all UAL staff with a teaching and learning related role.
2. Engagement with Industry – reviewing evidence that links student attainment with industry engagement. This workshop is relevant to staff who advise or support students about placements, or who lead course components that entail live projects or placements.
3. Formative Assessment – taking a fresh look at formative assessment practices. This workshop is for all UAL staff involved in giving students feedback on their work.
4. Curriculum – reflecting on tutor and student relationships to curricula, and ways in which both groups might construct relevance, identification and diversity. This workshop is for all UAL tutors involved in curriculum design and teaching.
From January 2018 the Digital Learning Support team in the Exchange will be moving its introductory workshops online.
These sessions about our core platforms (Moodle, MyBlog and Workflow) will be scheduled on a regular basis and delivered using Blackboard Collaborate. This is a virtual classroom where the tutor will lead a presentation, engage participants in online discussion, answer questions and support people through a number of short exercises to help develop familiarity with the core features of each platform.
There are a number of benefits from participating in online training. First of all is the flexibility provided, enabling participation from a location convenient to you.
Being online also supports the development of your digital skills, and provides you with experience of being a learner in a digital space. The questions, challenges and opportunities you experience in these online workshops will enrich your knowledge and appreciation when it comes to applying your learning in your own context.
What equipment is needed to participate?
To take part you will need a computer that is connected to the internet and a quiet space. If taking part from a shared environment then headphones will give a you a degree of privacy and help block out background noise. A microphone isn’t necessary as there will be plenty of opportunity for discussion via the online chat facility.
Will the Exchange still offer Face-to-Face training?
The simple answer is Yes! The online sessions cover the basics. If more in-depth training on any of the platforms is required, or you need specific advice or help with embedding digital into your teaching, then do get in touch at firstname.lastname@example.org.
We can provide bespoke face-to-face training to small groups and course teams to help colleagues explore, plan and implement digital approaches to teaching. Popular themes include:
Online Assessment Feedback
Collaborating and online group working
Teaching virtually using an online classroom
Using the Digital as a space for engaging students
Details of the new online offer and how you can book will be on the Teaching and Learning Exchange website from early December.