christine rose director of student affairs elena moreno careers coordinator, office of student...
TRANSCRIPT
Christine RoseDirector of Student Affairs
Elena MorenoCareers Coordinator, Office of Student Affairs
“A notion intended to underline a level and kind of complexity surpassing anything the country has previously experienced. Such a condition is distinguished by a dynamic multiplay of variables among an increased number of new, small and scattered, multiple-origin, transnationally connected socio-economically differentiated and legally stratified immigrants who have arrived over the last decade.”
S. Vertovec, 2006, Working Paper No. 25, Centre on Migration, Policy & Society, University of Oxford.
Student Body: Home students (on campus) 20,565 International Students (on campus) 4,501 Home BME students – nearly half International students: Indian, Pakistani, Bangladeshi, Nigerian, Mauritian 2007/2008 HEIDI (HESA) data showed a BME figure nationally of 16% London hosts nearly half (46%) of England’s BME population
HOW HAS THE PROJECT SUPPORTED INSTUTIONAL CHANGE?
Mixed professional teams Project coordination Raising the profile up the institutional agenda Curriculum development Catalytic work – the Single Equality Scheme/Equality Impact
Assessment Establishing a resource base of knowledge and enquiry into
particular BME groups A new model of intervention for student support The future : A focus on curriculum development
PROS Differing disciplinary perspectives Sharing with those who have ‘applied’ approach Volunteered – sharing enthusiasm and commitment in ‘start up’
mode Engagement with wider university perspectives Developmental team/HEA inputs Sharing/resolving contentious issuesCONS Wide variations in outcomes Possibility of overstretching, diluting impact Perceived by others as ‘champions’ Time to meet and carry out activities A number of significant but important objectives need to be met Stronger as a team than as individuals in confronting contentious
issues
Research/EnquiryClarification of Data (Planning & Stats)Student SurveyLiterature ReviewsMaterials for Tutors
Curriculum Development & Classroom Practice•School of Science•School of Humanities & Social Sciences•School of Education
Communication, Development & Dissemination•Core project Team•HEA/ECU sponsorship•Educational Development•Committee Structure
Student SupportOffice of Student Affairs:Welfare & Student SupportGuidance & EmployabilityThe Accelerated Programme
Policy/Audit•Single Equality Scheme•Equality Impact Assessment:
•Programme Review & Validation•Assessment
Cross University Project Team
Project Coordinator,
Academics, central professional
services, educational
development staff
Facilitative not managerial – head of an Academic Support Department
Negotiation horizontally and laterally Local arrangements because of devolved
nature of Office of Student Affairs Commitment to a holistic approach Chairing, time management Objective/output setting Team based with clear allocation of
responsibility
Corporate responsibility – seeking funding Project leader a member of the senior team
and Executive Tapping into relevant sections of key
corporate policies/Governor responsibilities Linked into successes of a previous funded
cross university project Focus on compliance issues of Single Equality
Scheme and Equality Impact Assessments Ensuring it is raised as an item on key
university committees
“There is general agreement about the efficacy of telling BMEstudents early on about differential degree attainmentwhilst being explicit about raising expectations andimproving skills”.
SCHOOL OF SCIENCE: PROGRAMME BASED BSc PHARMACEUTICAL SCIENCE
Significant numbers of BME students Through programme review focus on enhancing the experience of
students A focus on discussion of ethnicity and cultural difference – through
the tutor system Key leaders of industry, including BME role models, gave
‘motivational’ talks Good student feedback Effectiveness judged on success rates of BME students compared
to previous years and compared to other programmes
School of Humanities and Social Sciences: BA Sociology
•30% BME students on the programme•Through Programme Review focus on curriculum, teaching styles and pedagogy•Curriculum focus on issues of ethnicity and global politics. Also use of texts written by BME academics•Embedding of approaches to employability and study skills•Provision of course readers to ensure good access to texts•Greater focus on pedagogy and teaching practice involving peer review and increased use of personal tutoring•Seen as a three year strategy to enhance the student experience over three years
“Engagement with inclusive pedagogy and practice must of necessity recognise the ideological implications of policies that seek to redress the multiple disadvantages that are deeply implicated in a colonial history and ongoing internal colonial history that, we as academics, are reluctant to acknowledge.”
Identified pedagogical questions in relation to BME students and degree attainment.
In-school forum for BME students focussing on race, diversity and inclusivity
Making explicit assumptions about a defecit model of BME students Creation of good practice case studies of inclusive pedagogy Masking/clouding patterns of racism at a number of levels Create a culture for staff to move beyond the individual/personal to a
critical and political understanding of exploring BME students’ experiences
Clarifying data Student survey Literature reviews Tutor guidance materials Qualitative researchCase Studies: Students from an African background
a) High Achieving British Ghanian PhD Studentb) High Achieving British Student with Sierra Leone
as country of origin: Masters Studentc) Nigerian International Status Postgraduate
Student
Acceleration Acceleration ProgrammeProgrammeFeedback and statisticsFeedback and statistics
Ratio of Male to Female
participants
Male 2 12.50%
Female 14 87.50%
Ethnicity 18.75%British/ White 3 12.50%British/Black 2 12.50%British/Bangladeshi 2 6.25%British/Asian 1 12.50%British/Indian 2 6.25%British/ African Caribbean
118.75%
African 3 6.25%Kurdish/Turkish 1 Breakdow
n of Ethnicity
ReligionMuslim 5 31.25%Islam 2 12.50%Sikh 1 6.25%Christian 1 6.25%Catholic 1 6.25%Atheist 1 6.25%Not specified 5 31.25%
Breakdown of
Religion
Year of study
Year of Study 1st - 02nd 8 50.00%3rd 8 50.00%
Course of study
Programme of Study
History 1 6.25%Sociology 10 62.50%Philosophy 1 6.25%
Philosophy and Sociology
2 12.50%
Data Missing 2 12.50%
Ratio of students working
part-time
Students that work during term timeWork Part-time 8 50.00%
Do not wor 8 50.00%
Initial rating of
skills
Initial rating of
skills
Feedback
Journey travelled to date
Below the graph shows the individuals self ranking before and after the programme
Areas you would like to be addressed in subsequent seminars: How to broaden an essay question, how to broaden areas of researchKey barriers you feel are preventing you from progressing further : Revision, essay preparation
Student no.1
Journey travelled to date
Below the graph shows the individuals self ranking before and after the programme
Areas you would like to be addressed in subsequent seminars: Have more sessions and closer together, lost motivation in between and having extra classes would have kept me motivated to continue. Actual essay writing, the body and structure and exam preparation.Key barriers you feel are preventing you from progressing further: Lack of confidence.
Student no.2
Below the graph shows the individuals self ranking before and after the programme
Areas you would like to be addressed in subsequent seminars: Structuring essays to achieve a high mark, employability and exam revision. Have meeting regular and closer togetherKey barriers you feel are preventing you from progressing further: I have improved my reading and managing time but I have not improved my essays. Essays structuring, and self confidence .
Journey travelled to date
Student no.3
What you found least useful
•Breaks over a long period of time
(sessions should occur regularly)
What you found most
useful
•Planning and prioritising my goals
•Hearing other peoples issues
•Academic Writing•Essay writing structures
•Communication Skills•Finding an achievable
goal•Identifying personal
problems•Time management
BME Students and Graduate Degree Attainment: The Project Next Year
Further analysis of recent data on degree results 3 Schools will broaden out their curriculum
development to other programmes and departments 1 new school (Computing and Mathematical Sciences)
to become involved Qualitative research of high achieving BME students Tutorial guidance materials provided Single Equality Scheme launched (December 2010) Six equality impact assessments undertaken, more
next year
GREENWICH GRADUATE INITIATIVE: A Mechanism for Curriculum Reform.
Intended to maximise the achievement of students through providing a distinctive approach to learning and teaching → achievement of graduate attributes – links Schools, Learning and Quality Unit, OSA and an expanded Educational Development Unit
Three key skill sets:•Creativity and enterprise•Scholarship and autonomy
•Cross cultural and international awareness – give students the aptitude to deal with differences and contradictions in a diverse and complex works. They will be able to:
•function effectively in groups whose members are from diverse backgrounds•Be aware of the consequences of acting in an unsustainable manner which extends beyond their own national community•Have insight into how their actions and the actions of others are subject to cultural and environmental influences
Project Leader: Christine Rose: [email protected] of Student Affairs:Kirsteen Coupar: [email protected] Duffield: [email protected] Kehoe: [email protected] Moreno: [email protected] Sookhan: [email protected] Thirkettle: [email protected] Development:Rita Headington: [email protected] Walker: [email protected] of Education:Caroline Ukoumunne: [email protected] Webb: [email protected] of Humanities & Social Sciences:Linnell Secomb: [email protected] of Science:Solomon Habtemariam: [email protected]
Lucie Pollard: [email protected]