“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.
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.
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78, 246 –263.
Dweck, C. (2017). Mindset: changing the way you think to fulfil your potential. Hachette UK.
Dweck, C. S., & Leggett, E. L. (2000). A social-cognitive approach to motivation and personality.
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.