PARALLEL SESSIONS

2. PARALLEL SESSIONS The Politics of Civic Engagement Takes place in the Great Hall at 11:30am Designing the Civic Curriculum Commences hereat 11:30am Please return to the Great Hall by 12:40pm

3. PARALLEL SESSION Designing the Civic Curriculum

4. Engaging postgraduate students with history and heritage Kevin Linch and Tim Procter, University of Leeds Vicky Grindrod, West Yorkshire Archives

5. Engaging postgraduate students with regional history and heritage Dr Kevin Linch Tim Procter Vicky Grindrod

6. Making Histories: Archive Collaboration Module • 50-hour work placement in an archive. • Students pair up on a project provided by a partner organisation • Module workshops that address: • Archive theory and debates • Developing partnerships and projects • Assessment • School of History • FACULTY OF ARTS, HUMANITIES AND CULTURES

7. What have they done, and learnt? • Projects have a public-facing output, e.g. • Twitter account for a local WW1 soldier • Working on archive material relating to the Water gardens at Fountains abbey • Blog based on a late 18th century diary • How to digitise medical casebooks for others to use • Our poster conference: • https://padlet.com/k_b_linch/tnuixftqv11o • School of History • FACULTY OF ARTS, HUMANITIES AND CULTURES • How archives ‘add value’ • The research involved • Working as a professional

8. Special Collections – connecting students with archives with communities Tim Procter Collections & Engagement Manager (Archives & Manuscripts)

9. What is Special Collections? • Over quarter of a million books • Hundreds of thousands of manuscripts • Part of Leeds University Library • Accredited service

10. What is Special Collections? • Designated status for outstanding national and international collections. • Home to the Institutional Archive of the University.

11. What have we got? Business  Geography and travel  Science and medicine  Education  Music  Theatre & performance  Politics & social history  Yorkshire  Fine art & history of art  Religion and theology  Quaker  University Archive  Letters  Medieval manuscripts  17th and 18th Century Manuscript Verse  Feminist Archive North  Incunabula  Leeds Archive of Vernacular Culture  Leeds General Cemetery  Medieval manuscripts   and much more… 

12. Collections of local memory

13. Women After War – FOAR2000 project 2016-17

14. Marshall’s Mills – FOAR2000 project 2017-18 http://www.leodis.net/discovery/show.asp?ri=images/2003912_702489198.jpg https://www.northernmonkbrewco.com/old-flax-store/the-brewery

15. HIST5020M Making History – Archive Collaborations

16. St. George’s Fields project

17. Special Collections as partnership broker? From Leodiswww.leodis.net www.headingleydevelopmenttrust.org.uk

18. Engaging Postgraduate Students with Regional History and Heritage The value to external partners: WYAS Vicky Grindrod, Archivist

19. Value: Collaboration “This work with the university is fabulous.. I’ve just told two of our councillors who were here for a briefing and they were very impressed – they will then tell others…” Susan Betteridge, Business Manager at West Yorkshire Joint Services

20. Value: Enhanced Local Relationships “I’m so pleased that my father’s records are being used, I didn’t think they’d be of interest to anyone else but me.” Depositor of WW1 diaries being promoted on Twitter by one of the MA students

21. Value: Links with Heritage Organisations Helped us to develop closer links with key local depositors and has encouraged future collaborative projects “Can we work with you to encourage wider use of the archive for research?” World Heritage Site Coordinator & Conservation Manager at Fountains Abbey

22. Value: The Facts and Figures 2 talks “I forget that it’s a module, it’s been engaging and rewarding.” MA student 28,265 words transcribed 300 hours of student research time 6 students, 6 fantastic outputs “Can I volunteer with you over Summer?” MA student Potential online audience of Thousands Spoke to 450 new users 2 new online projects “It’s changed the way I look at history and essays in the future.” MA student

23. Thinking about the ‘Civic’ curriculum • School of History • FACULTY OF ARTS, HUMANITIES AND CULTURES

24. Who engages with whom in civic engagement? Mark Hinton, University of Warwick

25. Who engages with whom? Mark Hinton Community Engagement Development Manager Centre for Lifelong Learning The University of Warwick

26. Community Engagement: Theory into Practice Interdisciplinary course, anchored by developing approach to reflective practice 15 students; 15 CATs; yrs 2-4 30-40 hours volunteering in local VCO Assessment: critically reflective essay Now recruiting for third year

27. Who’s engaging with whom here? • A confident partner from outside the university – one specific one • Where did your granny grow up? • What civic or community engagement was important to her? • Was she engaged with universities at all? Take turns – 1 minute each

28. Civic engagement: that sounds nice … A large institution taking initiatives to engage externally, may appear: Missionary / Colonial (“civilising” the “barbarians”) Charitable (deficit-model, engaging “the less fortunate”) Extractivist(“exploiting the value of diversity”) Commercial (social media marketing) Military (Degrading capacity; hearts & minds; Full Spectrum Dominance) Not only do we tend to appear like this, we often are like this

29. Effective engaged pedagogy is relational It’s about intentional relationship-building (and maintenance): • With external communities • Long-term • Credible • Addresses power and equity • Within the university • “Bonding” and “bridging” • Capacity building internally • Engagement is personal • Within the classroom • Teaching engagement requires engagement • Capacity building

30. Practical suggestions • Be me, with my contacts and history … … or employ/work closely with others with similar skills, experience, relationships • Teach an engaged reflective practice (reflection as relational) • Warm welcomes • Listening as key • Hanging out as key pedagogical/developmental time • Stretch for big picture – focus on difficult issues with care and humility • Be honest about deliberate diversity • Make diversity visible in the classroom; make space for diverse perspectives;

31. Thank you m.e.hinton@warwick.ac.uk

32. Sociology in Action: Reflections on embedding civic engagement Suzanne Hallam, University of Leeds

33. Sociology in Action – Beyond the University Suzanne Hallam School of Sociology and Social Policy s.l.Hallam@leeds.ac.uk

34. Sociology in Action • Supported by a Developmental USEF • Aims: to embed employability within the curriculum • to build a mutually beneficial working relationship between students, academics and local organisations • to work together to bring about positive social change.

35. What is employability? • More than just getting a job • HEA ‘skilful practices in context’ • Students – personal development and career planning • Issues for Sociology and Social Policy – our students tend not to have a career in mind, they want to stay in Leeds after graduation and tend not to plan their careers or fully engage with Careers Service

36. Sociology in Action • In part response to our student’s needs • Response to changing economic circumstances • Pressure on HEIs to produce employable graduates • HEA (2011) suggests there isn’t a one size fits all model and that HEI’s should develop an individual approach

37. Early Development • Used funding to run a pilot and to appoint Level 3 students as interns. • Launch Event • Establish relationships with key partners • Developed and ran Level 1 module Understanding and Researching the City • Sociology in Action Interns developed handbook and designed assessment for Beyond the University module

38. Level 1 Understanding and Researching the City • Thinly disguised skills module – early introduction to range of research methods including qual and quants, visual methods • Focus on the City of Leeds, history, studentification, consumption and night time economy, inequality, race and place • Broad understanding of urban issues

39. Beyond the University • First time out 2016/17 Semester 2 • 30 students • Partner organisations Leeds City Council -Urban Impact Project, Foundation, CATCH, Your Back Yard • Two lectures, three tutorials, 50 hours working with organisation • Assessment: Reflective log, Poster, Report

40. Challenges • Ethical approval for projects – delays • Health and Safety • Risk Assessments • Managing expectations • Matching students to projects • Working with third sector organisations

41. Feedback Third Sector • To students: • ‘Your work will really benefit our Leeds Young People’s team in particular, but will also help our wider teams.’ • ‘Thank you for your patience, your professionalism and hard work. You have positively represented the university and you have really helped us to think about how we run activities with our customers.’ Foundation.’

42. Feedback Students • ‘I attended an annual event for the organisation and presented my findings to 50 people. This was a great learning experience and has made me grow as a person’ Student LCC Urban Impact Programme • ‘I feel that I am clearly developing from this project and deeply studying the subject that will be part of my future life. I have to manage the work with other modules, family and employment ‘ Student Your Back Yard Corporate Responsibility Project

43. Reflections • Keep to a small number of partners • Negotiate projects early – semester 1 • Students need briefing prior to starting on the module • Over assessment???? • Third Sector to set part of the assessment • Diverse student body helped considerably • Don’t worry so much – I am so proud of the students

44. Next Stage • Apply for more funding to develop further • Level 3 module or dissertations? • Developments at MA level • MPA – case studies with input from partners • Project work for MA students • Social Enterprise ???

47. PARALLEL SESSION CONCLUDES Please be seated in the Great Hall by 12:40pm Thank you