School of Creative Arts School of Engineering and Technology

1. Faculty of Science Technology and Creative Arts Learning and Teaching Showcase School of Creative Arts School of Engineering and Technology School of Physics Astronomy and Mathematics School of Computer Science

2. School of Creative ArtsEnhancing Student Engagement Through Cross-Programme Collaboration Screen Group • Interactive Media / Screen Cultures • Model and Special Effects • Digital Animation • Film and Television Design Group • Product Design • Interior and Spatial Design • Graphics Design & Illustration • Fashion School of Creative Arts Visual Arts Group • Contemporary Applied Arts • Fine Arts • Photography Music Group • Music (Commercial) Composition • Music Technology • Music & Entertainment Industry Management Postgraduate Group • All Postgraduate Programmes

3. Enhancing student engagement through: International Entrepreneurs Challenge (a case study)

4. so what is it? A team work project using a simulated ‘real –world’ experience of enterprise start up, planning and development in the creative industries

5. so what is it? Week long experience equipping invaluable enterprise and knowledge and skills International and Muti-disciplinary teams 3 Art and Design schools from South Africa; Cape Peninsula University of Technology Ruth Prowse School of Art BHC School of Design Level 2 - Product Design, Industrial Design, Applied Art, Fine Art, Interior and Spatial Design, Fashion, Graphic Design and Illustration

6. the challenge… 4 different scenarios Set up a Fashion Outlet Develop an existing business Develop a Product Set up a Social Enterprise One scenario per group 8 International (4 from UK, 4 from SA) 12 from home students 312 Students overall Workbook with daily tasks Final Day Pitch commendations for Best Pitch & Best Business Case

7. the week… Day 1 – THE BEGINNING INTRODUCTION AND DEFINING CONCEPTS Meet your team Check your skills – skills audit Consider Team Roles Define your mission Outline Enterprise objectives Create your brand names Identify your product/service Day 2 – POSITIONING THE ENTERPRISE RESEARCH AND ANALYSIS Research your markets Strength and Weaknesses analysis (SWOT)

8. the week… Day 3 – MAKING IT WORK OPERATIONS, FINANCE and ACTIVITY Decide the business base Decide staffing Estimate costs Estimate sales / activity Protecting your Intellectual Property / Project ideas Day 4 – THE CAMPAIGN PROMOTION AND FUNDING Create the promotional plan Choose funding method Begin working on the pitch Day 5 – THE PITCH

9. reflection… an extract from an email received by one of the students

10. Enhancing Student Engagement Through Project Oriented Learning School of Engineering & Technology

11. Miniprojects Project-oriented learning embedded in the curriculum Level 2 module

12. Module Format • Series of three short projects • Three key topics from chosen field of study ie. route specific

13. Project Format • In week 1: • A two-hour introductory lecture • A 3-hour preparation session • Weeks 2 & 3 • 6-hour practical session • Find out goal for the day on arrival • Deliver solution by the end of the day

14. Uses “Project-oriented” Learning What is it? Given a task Work out how to solve it yourself – just like you will have to at work Staff try to help you to work it out rather than giving answer Why use a this approach? Extremely powerful and effective technique Can increase yourself-confidence and resourcefulness Skills highly valued by employers

19. Project Oriented Learning • Motivates students • Motivates staff • Helps students integrate academic and practical skills • Develops team working skills • Develops employability skills • Excellent school publicity • Helps recruitment • Helps with accreditation School of Engineering & Technology

20. Enhancing Student Engagement ThroughSupporting Physics Students with Asperger’s Syndrome School of Physics Astronomy and Mathematics

21. Supporting Physics Students with Asperger’s Syndrome A collaborative project between… • Academics (PAM) • Mark Hughes • Alan McCall • Disability Professionals (Faculty) • Victoria Milne • Silvia Pepper • Funded by the HEA ‘Physical Sciences Centre’ • Project Aims: • To survey AS support in UK physics departments • To produce an resource pack for academics

22. What is Asperger’s Syndrome ? • AS is part of the autistic spectrum • It is a lifelong condition • It affects ~ 0.1 % of the population (1~4% of Physics UG’s) • There is a normal IQ span in AS • Diagnostic criteria (Gilbert)… • Impairment in reciprocal social interaction • Speech and language problems • All absorbing narrow interests • Imposition of routines • Written communication difficulties

23. Typical Academic Scenarios • Able students repeatedly failing exams • Unable to interpret what questions require • Failing to show enough working in answers • Students who miss lectures • Changes to timetable or travel arrangements • Nervous about entering a classroom late • Students who fail to submit coursework • ‘Mind block’ if whole solution not apparent at outset • ‘Mind block’ when given an open ended question • Group work • Anxiety over working with unfamiliar members of class • Anxiety over specific role within a group • VLE’s • Unable to select from a range of module choices

24. UH Support Strategy Named Academic Contact in School A focus for lecturers, admin and tech staff • Mentor • Domestic & Social issues • Organisation • Disability Coordinator • Study needs agreement • Exam arrangements • Specialist Support • Written Communication • Mind mapping

25. Concluding Comments • AS physical science undergraduates at UH • A widely diverse group of individuals • A genuine and deep interest in their subject • With support can achieve a good final degree • Project Outcomes • A resource pack published by the ‘Physical Sciences Centre’ • Insight into the student learning process Acknowledgements Peter Griffin, Anne Griffin Luke Beardon, Nicola Martin (Sheffield Hallam) Tess Cole, Christine Haugh (Aimhigher) Bruce Sinclair (St. Andrews), Debbie Sinclair (Strathclyde) Richard Winter (UH TV Studios)

26. School of Computer Science Enhancing Student Engagement Through Piloting Innovative Practice CS CABLE project 2009-2010 Amanda Jefferies with CABLE team members

27. How can we use technology to make a local difference with assessment and feedback ? Seeking creative solutions to a perennial problem New and existing technologies trialled with campus based and online programmes Evaluating our local use of podcasts EVS QuestionMark perception recording lectures and tutorials student collaboration Project aims and rationale

28. The team and their projects! Use Question Mark to ask questions about any of the tasks they are doing on their course –. but the object here is to move it and move it to class discussion. p.y.a.yip@herts.ac.uk Supporting peer assessment with EVS. s.j.bennett@herts.ac.uk Using an EVS system to monitor students’ responses to a task – timely assessment feedback n.abouzakhar@herts.ac.uk Podcasting to support lectures and tutorials with CS4. Supporting feedback to students using mp3 recorders. a.l.jefferies@herts.ac.uk Self, peer and tutor co-construct assessment. Captured using Flip Camera and a Wiki. m.a.doolan@herts.ac.uk Using recordings in lectures and tutorials n.helian@herts.ac.uk

29. Making a difference? • Students use multiple technologies for their learning day by day • What the students said… Podcasts were easy to find and available 24/7 Podcast was helpful with the 2nd assignment Listening again to recorded lectures was good for taking notes

30. Next steps for CS CABLE • Finish our evaluation of the student use of different technologies • Share the lessons learnt from the student enthusiasm for learning technologies • Encourage and support colleagues in trying out a new technology in their teaching for next year • Over to you… come and talk to us about what we used and how it went.

31. Thanks for listening. Questions are welcomed during the networking session at 3.00 – 3.15pm.