Pathfinding: Boldly Going Nowhere?LCF Co-Created Student Induction Research Project
October 2015
Catherine Fuller
Course Leader, BA ( Hons.) Fashion Contour
Best Answer?
no i am boldly going forward because i cannot find reverseHobo In The Snow · 2008
Source: uk.answers.yahoo.com
If I go out boldly, I do it in style (a nice shirt helps)
...speaking about that, nice shoes =)Napster964 · 2008
Inclusivity in Learning & Teaching Unit
Earlier this year I elected to study the Inclusivity in Learning and Teaching Unit as part of my PG Cert.
I was asked to develop an intervention to support inclusive practice, and I chose to investigate student induction.
Who?
• Students at LCF, but working with on this project with students on my course on a pilot for my School at LCF ( SDT)
Like most courses at UAL my students are from a variety of backgrounds and nationalities. During the past two years my course has attracted increasing numbers of International Students, many of whom had voiced in tutorials that they had found settling into student life in London very difficult.
Why?Feedback from Initial Student Focus Groups
• “ I didn't know who the other students on the course were until nearly Christmas”
• “ I didn’t understand and didn't want to ask questions in front of so many people”
( International Students)
Why?
• “ I didn’t know where to go because I did not understand how to read the timetable so I missed some lectures in the first weeks”
• I just couldn’t remember anything and didn’t know who to ask or where to look for information”( dyslexic student)
• Source: Contour Student Focus Group Jan 2015
The Eureka Moment!
Learning Design for Student-Generated Induction: A Social Identity Approach
Dr. Nicholas Bowskill (Derby)
But Also…
• Bryson, et al (2011)
• Goodenow (1993)
• Wenger (1998) Communities of Practice
• Thomas (2012) Student Success
• Kate Hatton et al (2015 ) Towards an Inclusive Arts Education
What Did I need to find out?
• What are we hoping to achieve with the students?
• What do the students want to know?
• Are we providing them with the information they need?
• What do we want the students want to know?
What Did I need to find out?
• What information do the students consider most important?
• Are we providing them with that information?
• When do they need the information?
What Did I need to find out?
• How useful do the students find the information that we do give them?
• Do they understand the information that we give them ( particularly International Students and students with dyslexia)
• Could the information be delivered over a longer period such as over the first term?
What Did I need to find out?
• Should we consider how we deliver this information?
• Do we give them too much information at once?
Student Involvement
• Did existing students want to get involved
with induction as Student Ambassadors
YES!!!!
• Could they do it better or should we do it in partnership?
What did I do?
• Focus Groups with students in years one and two, who had different types of inductions
• Questionnaire to both years, and analysed information for each year group separately as well as averaged statistics
• Set up 2 pilot induction schemes for my course, and proposed some small changes for all courses in the school
What did the Students Suggest?
• Students wanted to engage with the new cohort pre-arrival as well as post arrival
• They wanted to encourage more awareness of the social aspects of becoming a student at LCF
• Develop greater awareness of the diversity of the student body
• Pre-arrival tasks linked better to induction activites
Overall Top 10 For Pathfinding / Runway Activities from Contour Questionnaire
• Getting to know other students on the course pre-arrival and during induction
• Where is? Locations of useful sources of information e.g Library, College Shop
• Getting to know the Course team
• How to use Moodle
• How to get CELCAT on my phone • How to use Workflow• How to solve problems with CELCAT ( and
still asking!)• Term Dates• What to do if I am ill• Getting to know other students in the
course cluster ( FDD, M.Des & Sportswear)
Phase One-July-Oct 2015RUNWAY
•Changes to pre –arrival blogging activities “Reminders of Home”
“Hopes, Fears and Aspirations”
“My Object” – linked to IHSE
• Student Bloggers (in SDT and FBS) engaged with students on the course•http://moodle.arts.ac.uk/course/view.php?id=22612
Runway Activity 1: Reminders of Home London College of Fashion has a diverse student body and we celebrate this, and encourage students to learn from each other about the customs and traditions which enrich all our lives.
We would like you to find a picture and write about one thing/ item/ tradition that you want to share with other students on the course that reminds you of your home. This could be: • A recipe for your favourite food • Your favourite artist • A favourite place • A family tradition or festival • A fashion designer from your home country
Runway Activity 2: Mind mapping
This activity looks at your aspirations, motivations, expectations and (maybe!) concerns in starting a new course, at a new university, possibly a new city and maybe even a new country. This task provides you with an opportunity to fully explore the variety of questions that you, as a new student at London College of Fashion
1. What are your aspirations for the course, your personal goals and your future plans?
2. What are your motivations for taking this course?
3. What are your expectations of the course and London College of Fashion?
4. Do you have any concerns or anxieties about starting your course?
Phase One-July-Oct 2015
CONTOUR COURSE BLOG
Originally set up by me in the early summer, as a more informal way to communicate with my students, but now shared with the Student Ambassadors
http://fashioncontour.myblog.arts.ac.uk/
Phase One-July-Oct 2015PATHFINDING – Contour Pilot
•Informal induction activities developed by Student Ambassadors
•Activities designed to enable students to mix with students from both groups, not just their own
•Activities linked into some of the RUNWAY activities, and informal Q& A / FAQ sessions delivered by students
Preliminary Feedback…
• Feedback from Student Ambassadors indicates that the students really engaged with the activities, and several issues and concerns that were raised by students that we were able to respond to in the more formal sessions for all students in our Course Cluster, and within the school
Phase Two – Nov 15-Jan 16
• Research continues……
• Analysis of RUNWAY stats & posts
• Focus Groups and Questionnaires with first year students to assess engagement with Pathfinding, Runway and Contour Blog
Phase Two – Nov 15-Jan 16
• Focus Group with Student Ambassadors reviewing Pathfinding Activities
• Student Ambassadors to arrange a series of social events, including some over the Xmas break
• Discussion with Student Ambassadors about trial long co- created delivery of some elements of coursework.
Phase 3- Jan- March16
• Final review of 2015/16 activities
• Planning for 2016/17
• Ongoing student led social activities
• Buddy Scheme – students working with Final Year on FMP
• Analysis on attainment and retention stats
Phase 4 - April-Aug 16
• CompletePlanning for 2016/17
• Ongoing student led social activities
• Complete analysis on attainment and retention stats
• Feed back results of initial research to colleagues