An example of increased student engagement through ‘Student Choice’ in the School of Life Sciences

The need for change

Keele University has focussed on differentiating itself in its market sector by introducing a ‘distinctive’ element to the curriculum: a framework that articulates the opportunities for an individual to design their own student experience:

Every student is encouraged to develop their own knowledge, skills and attitudes in order to make a difference to their own world – and create a ‘personalised learning experience’ (Campbell, et al., 2007) (Department for Education and Skills, 2004). However, when it comes to study skills and professional development sessions we, as academics, identify the needs of students through our own experience of student problems – these might be common mistakes in written assignments, visible difficulties in class discussions, or the personal assessment of capabilities during coaching sessions.

In Biochemistry & Biomedical Science we decided to turn things around and let the students drive their own development!

Research suggests that significant benefits are realised if students are in control of their own destiny – these are seen as improvements in ‘general well-being, behaviour and values, and academic achievement’ (Kohn, 1993). These finding are echoed in the work of Kay & LeSage (2009) who looked closely at the relationship between personalisation and achievement. Streeting & Wise (2009) also suggest that student engagement will follow if students are actively involved in the decision-making process, invited to help in curriculum design and given some control over the learning environment.

As teachers, the task at hand is to establish ways of achieving student engagement (the motivation, self-discipline and reflection that leads to a deeper understanding) when we are faced with large groups of diverse students with differing interests, abilities and needs.

We decided to try to tailor a learning intervention in the form of a skills conference.

A different approach

In the first instance we created a ‘conference style’ matrix of study skills sessions and we asked students to select which sessions they would like to attend. The Google booking form (see Fig 1) gave us a comprehensive picture of which students had replied and how many students were booked in to each session. We asked students to assemble in a main room for an opening and introductory few minutes before they then divided and made their way to their own programmes of study. This created a real buzz around the event and there was a lot of discussion between students about what they had chosen and why. The feedback from the conference was extremely encouraging. Students appreciated the choice element and did feel in control of their study.

Encouraged by the initial success, we ventured further into the choice element for the Year 2 students! In this case we sent out a questionnaire asking the students what they would like to see on offer in a Year 2 skills conference so that they could drive what was on offer. The responses that we received were extremely helpful (see Fig 2). They allowed us to tailor inputs to meet specific requests and ensure that all needs were catered for (see Fig 3).

It was not all plain sailing as you can imagine. Students need to be encouraged to book onto the sessions, and constantly reminded that this was important! Questionnaires needed to be followed up, and the session bookings were not entirely reliable since some students did not book in time or changed their minds on the day! However, the end result in terms of engagement far outweighed any difficulties experienced.

Figure 1: Biochemistry & Biomedical Sciences (Year 1) - Skills Conference

Figure 2: Skills Conference Content- Student Requests

Year 2 Conference Outline

Figure 3: Biochemistry & Biomedical Sciences (Year 2) - Skills Conference

How did we do?

The feedback that we received was very rewarding. The comments were reflective and indicated a deep level of engagement with the session content:

“I will start to practice now on the online (psychometric) tests and find more volunteer work.” “I will present myself better at the future interviews.”

“I will identify more of the transferable skills and state them in my CV. I will make my CV more specific.”

“I will analyse the situations I go through and really think about the skills I gain and how they can help me in the future.”

“… the KUSP - it’s been on my mind and I'm happy I've got more info and begun it.”

“It has kicked me in to gear to start the KUSP as I have been putting it off for a while, also, informing me that I need to start looking at internships.”

And the best comment to receive after trialling this approach was:

“I found picking the courses most relevant to me made it more interesting.”


A student-driven model for success

The two skills conferences now form the foundation blocks to an integrated development programme that ends with a student-led conference for Biochemistry In Practice students in their third year (see Fig 4).

Figure 4: Biochemistry & Biomedical Science Transferrable Skills Development

References

Campbell, R. J. et al., 2007. Personalised Learning: Ambiguities in theory and practice. British Journal of Educational Studies, pp. 135-154.

Department for Education and Skills, 2004. A National Conversation about Personalised Learning, Nottingham: DfES Publications.

Kay, R. & LeSage, A., 2009. Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, Volume 53, pp. 819-827.

Kohn, A., 1993. Choice for Children - Why and how to let students decide. [Online]
Available at: http://www.alfiekohn.org/articles/
[Accessed 20 July 2015].

Streeting, W. & Wise, G., 2009. Rethinking the values of higher education - consumption, partnership, community?, Gloucester: The Quality Assurance Agency for Higher Education.

An example of increased student engagement through ‘Student Choice’ in the School of Life Sciences, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Seeds for Solutions, How does the past inform the future? Innovation projects from 2013/14 #KATS2015

Project Title: The Use of Muvizu Animation in Physiotherapy Education. A Focus on Professional Education and the Development Knowledge of Professional Responsibility
Project Leader(s): Ben Ambrose, Claire Stapleton, Cath Bucher, Jackie Waterfield, Carole Watkins and Tim Smale

Following the report into the incidents at Mid-Staffordshire NHS Foundation Trust, education providers are being asked to reinforce to students the importance of the professional regulations by which they are bound. This project aims to increase student engagement with this subject, by the use of Xtranormal animation. A range of animated scenarios in which students could find themselves and in which there is a risk of them acting outside of their professional codes of conduct were developed. Students are then able to discuss the ramifications of these scenarios with reference to their codes of professional conduct.

The Use of Muvizu Animation in Physiotherapy Education - Final Project Report

The Use of Muvizu Animation in Physiotherapy Education. A Focus on Professional Education and the Development Knowledge of Professional Responsibility by Ben Ambrose, Claire Stapleton, Cath Bucher, Jackie Waterfield, Carole Watkins and Tim Smale, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Project Title: Training Students to Train Each Other: Resources for Presentation Skills Development
Project Leader(s): Matthew Wyman, Georgina Spencer, Grant Mitchell and Tom Gray

This project – designed by staff and students from Keele’s Debating and Discussion Society collaboratively – aims to produce a series of training videos for presentation and public speaking development. It also aims to deliver a series of training workshops and public speaking master classes and produce a set of guidance notes and materials for academic staff and students interested in helping other students develop their communication skills.

Training Students to Train Each Other: Resources for Presentation Skills Development by Matthew Wyman, Georgina Spencer, Grant Mitchell and Tom Gray, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Seeds for Solutions, How does the past inform the future? Innovation projects from 2013/14 #KATS2015

Project Title: iPads as Collaborative Tools to Enhance Identification Skills in the Lab and Field
Project Leader(s): Sarah Taylor and Patricia Procter

iPads as collaborative tools will deal with the very real problem of declining species identification skills, which has serious implications for employability after graduation. Interactive species identification apps encourage active engagement with the process of identification and provide a means for students to (re)connect with nature. A group-orientated problem solving approach will encourage communication and development of skills based on all their senses (visual, verbal, etc.). The legacy of this project will be a collection of copyright free images of plant species and photo/video reflective diaries that will be a resource for staff and students.

iPads as Collaborative Tools - Final Project Report

iPads as Collaborative Tools to Enhance Identification Skills in the Lab and Field by Sarah Taylor and Patricia Procter, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Project Title: Job-Box: Using 'Virtual Visits' from Employers to Narrow the Gap in Employability Skills
Project Leader(s): Alix Cage and Joanna Wright

Enhancing employability is a high priority, at Keele and nationally, to ensure that we produce high-quality graduates who can immediately contribute to society and the economy. However, many students do not appreciate which employability skills the Environmental sector requires and how best they can develop these. The overall aim of this project is to narrow the disconnect between the skills Keele graduates develop, and the skills graduate employers desire, using increased employer engagement along with innovative multi-media approaches and eLearning platforms. In doing this, we create more confident students and better networking opportunities for all students, irrespective of socio-economic backgrounds.

Job-Box: Using 'Virtual Visits' from Employers to Narrow the Gap in Employability Skills by Alix Cage and Joanna Wright, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Seeds for Solutions, How does the past inform the future? Innovation projects from 2013/14 #KATS2015

Project Title: 'Forewarned is Forearmed': Enhancing the Employability of Keele University's Economic Geologists
Project Leader(s): Brian O'Driscoll, Alan Butcher and Ralf Gertisser

Interview skills are arguably one of the most practical and transferable skill-sets of all, and yet amazingly many students find themselves interviewing for the first time after graduating, when the stakes are high and when a lack of experience can mean that they pay a heavy price for being unprepared. The mineral resources industry is a rapidly expanding employment sector nationally and internationally, but is still ultra-competitive. This teaching innovation proposal aims to ‘arm’ Keele University Economic Geology graduates with an interview experience that will bridge the gap between university learning and securing their first position in the employment sector.

'Forewarned is Forearmed': Enhancing the Employability of Keele University's Economic Geologists by Brian O'Driscoll, Alan Butcher and Ralf Gertisser, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Project Title: Have Your Say: Keele in Two Ticks Video Wall
Project Leader(s): Beth Johnson

Videoing via mobile telephones (smart phones) or other recording devices is a facility with which a majority of students are familiar within a social context. This project intends to promote the use of videoing in order to reflect upon and suggest innovative ways of improving teaching and learning within a pedagogical context.

The Have Your Say: Keele in Two Ticks Video Wall project asks Film Studies and Media, Communications and Culture students to respond to specific pedagogical themes/issues/questions by recording and uploading on the KLE two minute videos. An example theme is ‘Your feedback on our feedback’. The themed video wall will be moderated by a member of staff and the topic/theme will change every 8 weeks to keep the wall fresh and progressive. Videos will be recorded on smartphones or other recording devices so no special equipment is required. The purpose of the video wall is to give students a voice and provide an arena where they have the opportunity to reflect upon their own learning and teaching.

Have Your Say: Keele in Two Ticks Video Wall by Beth Johnson is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Seeds for Solutions, How does the past inform the future? Innovation projects from 2013/14 #KATS2015

Project Title: TechExplorer: Exploring the Ways in Which Students use Technology to Support Their Own Learning Activities
Project Leader(s): Pete Lonsdale

Many students use a range of technologies to support their learning. Others may wish to use them but are not sure how. We will explore student technology use and share those practices through an online community. Students will be recruited to focus groups and diary studies that will provide us with case studies and demonstrations of the effective use of technology for self-directed learning. We will use these to enhance our understanding of how Keele students use technology for learning so that we can improve the support we offer through existing online services, or offer new ones if needed.

TechExplorer: Exploring the Ways in Which Students use Technology to Support Their Own Learning Activities by Pete Lonsdale is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Project Title: Once Upon a Molecule
Project Leader(s): Katherine Haxton

Narrative tools in teaching make use of the idea that all humans are essentially storytellers who can construct stories to make greater sense of knowledge and experience. The use of narrative tools may allow us to overcome key issues in current Chemistry teaching, particularly where students fail to draw on prior learning to solve problems in class. The modular system, or strategic assessment driven learning styles may make this more problematic. This project will encourage students to investigate the complexity of chemistry and related multidisciplinary issues through narratives in polymer, environmental and industrial chemistry.

Once Upon a Molecule by Katherine Haxton, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Seeds for Solutions, How does the past inform the future? Innovation projects from 2012/13 #KATS2015

Project Title: Keele International Reflections: Developing an Online Blog on Internationalisation and Intercultural Learning
Project Leader(s): Emee Estacio and Pete Lonsdale

The growing international diversity in UK higher education has the potential to enhance intercultural learning but there is very little discussion within Keele University on how we can maximise its benefits. This project aims to develop an online blog to facilitate discussion on how internationalisation can foster intercultural learning. Students will be engaged in its development and pilot evaluation before being launched to a wider audience. It is hoped that this project can provide the foundations of an online discussion at Keele University to allow students and staff members to share their experiences and reflections on internationalisation and intercultural learning.

Keele International Reflections - Report

Keele International Reflections - Final Project Report

Keele International Reflections: Developing an Online Blog on Internationalisation and Intercultural Learning by Emee Estacio and Pete Lonsdale, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Project Title: Dramatizing Theory in Practice
Project Leader(s): Anita Mangan and Mihaela Kelemen

Dr Anita Mangan and Professor Mihaela Kelemen, Keele Management School, have teamed up with Sue Moffat, New Vic Borderlines, to create a series of drama workshops for the MA in Management and MA in International Business students. The project, called ‘Dramatizing Theory in Practice’, was devised in response to student feedback about internationalisation at Keele and it has two aims. The first to increase socialisation opportunities between international and home students and the second is to provide students with an opportunity to learn about key Critical Management Studies theories through a series of practical and experiential drama exercises.

Dramatizing Theory in Practice - Presentation Slides


Dramatizing Theory in Practice by Anita Mangan and Mihaela Kelemen, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Project Title: Get Animated! Student as Co-producer in the Development of Audio-visual Study Support Resources
Project Leader(s): Verity Aiken, Ian Ronald, Tim Hinchcliffe and Claire Slater-Mamlouk

‘Get Animated!’ is a competition for students to communicate their own understanding of how they develop as learners by using free open source software to create their own video animations to share their tips and experiences of learning to learn. Tapping into recent research that argues for a model of ‘co-production’ between student and University (McCulloch 2009), the project seeks to integrate the student perspective into study support resources in a way that captures a sense of doing ‘learning to learn’. Its legacy will be a pool of authentic student-led study support materials for both staff and student use.

Get Animated! Student as Co-producer in the Development of Audio-visual Study Support Resources by Verity Aiken, Ian Ronald, Tim Hinchcliffe and Claire Slater-Mamlouk, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Seeds for Solutions, How does the past inform the future? Innovation projects from 2012/13 #KATS2015

Project Title: Developing the Information Literacy Skills of New Students: Bridging the Gap Between School and University
Project Leader(s): Richard Waller, Peter Knight, Debbie Moss, Paul Reynolds and Georgina Spencer

Information literacy is central to the university learning experience, enabling students to locate, evaluate and synthesise information from a range of sources and thereby to appreciate the rapid and often disputed developments at the forefront of their disciplines. Previous research has demonstrated the existence of a skills gap, with students arriving at university lacking the information literacy skills required to locate and engage with advanced resources such as journals. This project will explore the information skills and strategies developed with secondary education, compare these with university expectations and develop a range of practical resources to help address the gaps identified.

Developing the Information Literacy Skills of New Students: Bridging the Gap Between School and University by Richard Waller, Peter Knight, Debbie Moss, Paul Reynolds and Georgina Spencer, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Project Title: A Year in the Life Of
Project Leader(s): Sheila Hope

“A year in the life of....” will be a collection of reflective blogs covering every aspect of University life produced by a group of students from all three years of the biochemistry programme. The blog collection will be used as a resource by the biochemistry students to help ease their progression through the programme. Followers of the blogs will be able to relate their own experiences to those of the bloggers and will benefit from seeing the different approaches to common issues. The bloggers will be able to evidence development of several of the graduate attributes.

Final Report - A Year in the Life Of

A Year in the Life Of by Sheila Hope, Keele University is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.