Autumn 2018 Teaching Fellows Journal

Journal

Autumn 2018

1 ISSN 2050-9987 (Print)

Submission Deadline: Monday 21 January 2019

The Assessment in Higher Education (AHE) conference 26 & 27 June 2019 is located in Manchester, England. This exciting conference brings together leading international researchers and academic developers to share new research and innovation focused on practice and policy in assessment in higher education. For more information on the AHE network visit https://aheconference.com/ Conference 2019 themes: We invite you to submit proposals for this conference linked to any of the broad themes listed below in the context of higher education assessment. The suitability of submissions will be decided by an anonymous peer review process.      

Assessment for learning and the meaning and role of authentic assessment Leading change in assessment and feedback at programme and institutional level Addressing challenges of assessment in mass higher education Integrating digital tools and technologies for assessment Developing academic integrity and academic literacies through assessment Assessment: learning communities, social justice, diversity and well-being

Conference Formats: The formats are designed to promote dialogue focused on research, innovation or policy development in assessment in higher education: Poster & Pitch: this popular format involves an A0 poster plus a three minute pitch in a themed room followed by time for the audience to interact with individual presenters. These sessions attract a special interest audience and provide great networking opportunities. Poster & pitch may focus on research or practice exchange.

Micro-presentation: An opportunity to address the whole conference with your evaluation or research on feedback in a 5-minute oral presentation, you may accompany your presentation with an appropriate number and style of slides. Timing will be strict.

There will be 5 minutes for the audience to respond to your presentation with comment or questions for you to consider.

Research Presentation: this is a standard research presentation of 20 minutes maximum followed by at least 10 minutes for discussion.

Practice Exchange: this is presentation of innovation and development of practice in assessment including scholarly engagement with relevant literature. It involves a 15 minute presentation with 15 minutes for discussion.

The submission of proposals will be in the form of a 400 word abstract. You should include a list up to 6 key references to accompany your abstract.

The deadline for online submission of proposals is 21 January 2019. Submit here Assessment Special Issue: Following conference 2019, presenters will be invited to submit their paper for a special ‘assessment’ edition of the Practitioner Research in Higher Education research journal www.cumbria.ac.uk/prhe

The AHE: Leading research-informed practice in assessment for learning in higher education

Contents On Kindness and Generosity in Univeristy Life Martha Caddell

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Building a Sense of Community Through Digital Literacies Rachel Younger

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Kahoot! It! Mabel Victoria and Sylvain Blanche 5 Celebrating Nursing Student Innovation and Creativity Fiona Bastow and Bruce Harper-McDonald

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Building a Playful Community of Practice Claire Garden, Laura Ennis and Stephen Yorkstone

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10 Questions Sally Smith

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The SAS Technical Team’s Engagement in the HEA Process Kim Stuart

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A Square Peg in a Round Hole Dawn Smith

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Community and Belonging in Higher Education Martha Caddell and Kim Wilder

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On Cartoons and Sketch-Notes Martha Caddell

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Book Review: Leading Learning and Teaching in Higher Education Julia Fotheringham 14 Conference Report: CETL-MSOR Zhamilya Alabergenova, Kate Durkacz and Robbie Rankin

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Conference Report: Horizons in STEM Higher Education Janis MacCallum, Samantha Campbell-Casey, Lynn Robertson and Lewis Strachan 16 Conference Report: Biosummit Samantha Campbell-Casey and Janis MacCallum

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Conference Report: Creative Problem Solving Institute Stefania Romano 18 Conference Report: Academic Identities Gráinne Barkess, Martha Caddell, Bridget Hanna and Anne Tierney Diary Dates

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List of Current Teaching Fellows

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Contacts

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tfj Autumn 2018 On Kindness and Generosity in University Life Martha Caddell As I sit down to write this editorial, Twitter tells me that today is #WorldKindnessDay. The memes and inspirational quotes that flow from this hashtag extol the virtues of random acts of kindness and the potential of small change to make significant impact on those around us. As with all such events, however, I am left with a slight unease. What does the need for a ‘Day’ say about our everyday? It also challenged me to consider where generosity and kindness can be found in our teaching and wider interactions in universities. In the context of league tables and an incessant focus on what can be measured, academic life can seem to be driven by comparison and competition. Time and space for compassion may appear a luxury we just can’t afford.

Yet, generosity, fellowship, and a real sense of community shine brightly from the pages of this edition of the Teaching Fellows Journal.

Articles burst with the language of community and belonging and cast light on the generosity of time and ideas that infuse our teaching and scholarship activities. We hear of students inspired by their studies to go and change the communities they work and live in. There’s the sharing of enthusiasms for research, for new pedagogies, for Lego.

And there’s the generosity and kindness of colleagues supporting each other to Fellowship.

Whether we use a hashtag or not, it is vital to recognise and celebrate the vibrancy of our teaching community across Edinburgh Napier and give space to appreciate the compassion that infuses our interactions with students and colleagues alike. It’s not about the random act of kindness. What matters is the deliberate and sustained commitment to our vibrant and diverse community of learning. Although if you do want to pass round the cupcakes, I’m sure that would be welcome! #EverydayGenerosity #TeachingMatters

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We are sorry to see some of the most active supporters of the Teaching Fellows community leave us. Karen Campbell, School of Health & Social Care, has done a wonderful job of leading the Teaching Development Grant funding panel and volunteering to sit on the TF Steering Group. Also for your contribution to the Teaching Fellows/ Staff Conference over the years – thank you Karen and best of luck in your new role. Kirsteen Wright, Department of Learning and Teaching Enhancement, has been the editor for the Teaching Fellow Journal for six years. Thank you for such a great job Kirsteen. And Jackie Nicol, School of Health & Social Care, has been successful in receiving several TF Grant funding applications and contributed to the TF Conferences over the years. Thanks Jackie and best of luck with the move up North.

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Digital Literacies Building a Sense of Community Through Digital Literacies Creating Communities at a Distance Rachel Younger In recent years, seasoned journalists from over 50 nations have studied on the distance Masters “MA International Journalism for Media Professionals”.

Often, they continue to work in senior positions in the media while they study. What motivates these busy professionals to regularly take time out to engage online with fellow students based around the globe? The prospect of socialising with peers is key, and so we’ve introduced a range of community-oriented learning tasks to our online curriculum.

To make the reading of key academic texts less dry and lonely, we initially asked students to share and debate favourite quotes from weekly readings. Then we took this a step further. Now, students prepare a video presentation to kickstart one of the weekly online debates. In these, students share how journalism is practiced in their neck of the woods, and put forward structured arguments for culturally diverse approaches to journalism practice. Our online debate forums have become vibrant hubs of online interaction as a result.

Students experiment with innovation of practice – cross-platform or documentary film production for example. Everyone shares draft project work on

Moodle, and each student is then expected to provide their peers with feedback on draft work. Tutor feedback is also posted to Moodle for everyone to see. It’s one thing to hear from a lecturer how a project could be enhanced. It’s an entirely different experience to hear from peers around the globe that they love your work, or what their intercultural experience of your work is.

Rather than just talk about cross-cultural approaches to production, students experience cross-cultural approaches to practice when they collaborate on a major cross-platform journalistic production, with each contributor based in a different cultural context.

Negotiating differences in practice can be fun – but also enhance interpersonal, conflict-solving and leadership skills. Granting peers around the globe full autonomy to shape their collaborative project is usually messy. But students regularly tell us they get a real buzz from online collaborations.

This focus on knowledge sharing rather than knowledge export enriches not only the community of distance learners, but also academics. A recent survey of our students, presented at the 2018 HEA Annual Conference, highlighted what we suspected: there are significant differences in journalism practice around the globe. For example, the use of blunt or flowery, indirect language when reporting government shortcomings. Or the notion that all journalists might make a deal not to cover a Friday evening story until Monday morning, so that everyone can have the weekend off.

One of our favourite innovations is the use of video intros from students’ professional placements. Whether students film themselves reporting the Bataclan terror attacks in Paris for the BBC, experimenting with fresh ways to report the World Cup on the Al Jazeera News Desk, changing the way Maori are represented in New Zealand media, or revamping the online image of a major international organisation, these videos of professional practice around the globe are a huge hit with fellow students on this distance Masters.

Andreas Wolff reporting on the Bataclan attacks in Paris during his placement with BBC World

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There’s one golden rule we follow in the curriculum design of this Masters, one assignment on each module aims to enhance the community aspect of online learning.

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Digital Literacies Kahoot! It! How to Turn an Enemy into a Friend Mabel Victoria and Sylvain Blanche Are smart phones the teacher’s number one enemy in the classroom? Who amongst us do not get upset when we see students using their phones in the classroom instead of focusing on a given task? There are studies suggesting that smartphone addiction cause changes in the brain that could lead to inability to concentrate. In France, schoolchildren have been banned from using them; in the UK, most of the schools in England impose strict control over phone use by pupils.

However, smartphones can be transformed into a tutor’s friend. Research shows that use of technology tools in the classroom could be beneficial. One tool is named Kahoot!, a readily available, online classroom response system that works like TurningPoint but is much quicker to set-up and doesn’t need a clicker… just a smartphone. Kahoot! is easy to use (Bicen & Kocakoyun, 2018; Johns, 2015), with an appealing principle: the use of gamification. Take conjugation exercises in language classes. Is there anything more boring? With Kahoot! such activity can be more dynamic and enjoyable, with the gaming element increasing student motivation and facilitating their engagement.

In our experience, Kahoot! can also be used as an instrument for a data driven pedagogy, giving the lecturer and the students an indication of the students’ learning in real-time. It allows the classroom pace to change according to the students’ needs, answering this basic question: why spend time on things students know while you could spend it on things they don’t know? It is aligned with Professor Mazur’s (Mazur & Watkins, 2009) own practice. The students are divided into teams, and are given time to answer a multiple-choice question and then the following rule is applied: if the students know the answer, no additional explanation is required. If only around 70% of the students know the correct answer, then students are asked to explain the correct answer. If fewer than expected know the answer, then the lecturer gives more explanation and introduces more learning resources.

Kahoot! has its own limits: after an undeniable novelty effect, Kahoot! can become uninteresting too. It should therefore be used wisely. Furthermore, at university level, a text, a discourse, rather than a sentence or even a word, should be the focus of the

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class, and this text should be targeted to complete a specific task. Working on multiple choice questions seems therefore lacking in ambition, but it can also be used with an “agree” or a “disagree” answer to a statement. Very lively debates will ensue. It’s effective in this sense, for critical thinking. It makes a difference that the students can see the whole picture. Finally, there are many other ways to be aware of students’ gaps in knowledge, but the real-time and fun element associated with Kahoot! helps teachers encourage participation and engagement from students. When asked for feedback on Kahoot! students said: “it was very enjoyable”, “it’s nice to work in teams in answering the questions”, “it’s informative as to how other students feel about a topic in an anonymous kind of way”. So, would you consider smart phones an enemy or a friend?

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Bicen, H., & Kocakoyun, S. (2018). International journal of emerging technologies in learning. International Journal of Emerging Technologies in Learning (IJET), 13(02), 72–93. http://doi.org/10.3991/ijet.v13i02.7467 Johns, K. (2015). Engaging and assessing students with technology: A review of Kahoot!. Policy and Practice, Summer, 207–256. http://doi.org/10.1007/s11251-006-9005-2 Mazur, E., & Watkins, J. (2009). Just-in-Time Teaching and Peer Instruction. Just in Time Teaching: Across the Disciplines, and Across the Academy, 39–62.

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Article Celebrating Nursing Student Innovation and Creativity An Approach to Bridge the Theory-practice Gap through Quality Improvement Proposals to Improve Healthcare Fiona Bastow and Bruce Harper-McDonald Final year students on the pre-registration Bachelor of Nursing programme in the School of Health and Social Care have developed new and innovative quality improvement (QI) proposals to improve care as part of the new “Effective Leadership for Healthcare (Theory 6)” blended module.

impressed the QI team in her practice area, that she has been offered a job with them on qualification.

The QI ideas are wide ranging and have the potential to have impact in real life day-to-day practice. Our students are uniquely positioned to improve care because they are encouraged to be curious, they are educated to use evidence-based knowledge and skills, and they have “fresh eyes” to spot opportunities to make a difference. As students transition through a diverse range of placements, they are ideally placed to identify where improvements can be made in care.

• Development of simple interventions to support patients recovering from stroke.

One of our Adult Nursing students, Rebecca Price, summed up the experience “I feel passionate about applying research to my nursing practice. While I was on placement in Cardiothoracic ICU, I noticed that we needed a better understanding of the potential implications for what happens in ICU that could affect patient recovery. I used a range of research to support my QI proposal including work by Edinburgh Napier lecturers on supporting people after an ITU experience”.

We wanted to involve our practice partners in this process and so invited keynote speakers from our healthcare partners and Scottish Government to share their vision and experience of QI, leadership and change management with our students. Students were actively encouraged to discuss their QI proposal ideas with nurse mentors in placement to identify small manageable changes that could have meaningful impact in the real world. This supported students to consider barriers and enablers in development of their proposal, and influenced their choice of leadership and change management approach for their portfolio assessment. The module team developed interactive workshops and supervised students to enable them to transform raw ideas into workable QI proposals.

We are delighted to report that this innovative assessment approach is already having a positive impact in practice. Two of our students have had their QI proposals adopted by local organisations for implementation into practice, and one student has so

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The range of student QI ideas was vast, here are some of the ideas that they proposed: • Checklists to improve safety on discharge home.

• Process to improve patient understanding of medications on discharge to improve adherence.

• Processes to make handover of information more effective.

• Posters to aid early identification of sepsis.

• Tools to increase staff communication of patients at risk of dehydration and malnutrition or needing assistance with mobility.

• Improving mobility and wellbeing through changes in care rounding process.

Module Leader, Fiona Bastow, said “This was the first run of this module, and the module team were very impressed with the QI proposal ideas that students have created and developed. The ideas reflect the enthusiasm, innovation and hard work that the students have put into this module. We hope that as newly qualified nurses, our students will share and develop their QI proposals for implementation, especially as this is actively encouraged by the Lothian Health Board during the Flying Start Programme. Building towards our new Nursing Programme in 2020, this approach will help to inform and shape future curriculum development.”

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Qualified Adult Nursing student, Rebecca Price, with her prize-winning QI poster

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Innovative Assessment in Higher Education A Handbook for Academic Practitioners Edited by Cordelia Bryan and Karen Clegg

July 2019 | 256pp

Pb: 978-1-138-58119-7 £20.99 £23.99*

Selected Table of Contents: Introduction Foreword: David Boud Part One: Assessment in Context Part Two: Implementing Feedback Part III: Stimulating Learning Part IV: Assessing Professional Development Conclusion

This fully updated new edition contextualises why assessment is still the single most important factor affecting student learning in higher education. With a particular focus on improving and implementing new assessment to enhance learning, it offers brand new chapters on how to maximise learning through the use of technology, social media and online assessment as well as the assessment of employability skills. Aimed at busy academics who want to make a tangible difference to their academic practice and to the student experience, this book offers a critical discourse with practical suggestions to enhance the higher education learning environment.

About the Editors Cordelia Bryan is a freelance higher education consultant.

She has led four successful UK Higher Education projects, is a registered practitioner of the Higher Education Academy, and is an external evaluator for several FDTL 5 projects.

She also co-edited Speaking your Mind in Longman’s Speak-Write series and has lectured and published widely on educational development within higher education.

Dr Karen Clegg is Head of Research Excellence Training provision at the University of York where she co-ordinates and delivers training for all those actively engaged in research and those who support research. Karen's research into reflective practice and self and peer assessment underpins her pedagogic design and her commitment to developing communities of practice.

Karen is a trained coach and Senior Fellow of the Higher Education Academy.

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Article

Building a Playful Community of Practice Brick by Brick Claire Garden, Laura Ennis and Stephen Yorkstone Play-based learning is a common concept in earlyyears education, but is little-studied in adult contexts, including the traditional workplace setting. Even less documented is how play can contribute to teaching and learning in higher education. Yet play can be a useful mechanism for inculcating creativity, reflection and collaboration. We often think of play as being ‘the opposite of work,’ or a pastime for children. But play also provides an unconventional learning environment where we can encourage students to explore alternatives, experiment, make mistakes and reflect back on their learning.

There are many ways in which play can be incorporated into higher education, but here we would like to focus on different approaches to using Lego.

The small ubiquitous construction toys are aptly

suited to playful instruction and facilitation for a number of reasons. Affordable and colourful, they are immediately recognisable to most people, and there is a low barrier to understanding their use. While some bricks have an obvious function (doors, wheels and flowers, for example) others may become whatever we need them to.

Given the growing popularity of Lego throughout the university, establishing a community of best practice seemed like the next step. Using an informal setting we are aiming to promote discussions about incorporating Lego into teaching and learning activities, meeting facilitation and process improvement. We ran our first Lego Café in April, complete with cakes and a collection of bricks and figures for attendees to experiment with.

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How I use Lego Claire

Laura

Steve

I adapted the Lego Serious Play method for large class sizes and shorter timeframes in HE. The method hinges on building an object and sharing the story around it – using metaphor to explore complex ideas.

I’m using it with a biology class to help students link key cell biology concepts as revision. The Teaching Fellows funded evaluation of this, most students responded positively to questions around social interaction, creativity and understanding cell biology, recommending the tutorial to others: ‘It was a nice and friendlier approach to biology and made the visualisation of biological functions and processes easier’. I’ve also used the approach to explore student perceptions of good and bad teachers, what a scientist is, and staff perceptions of a supportive workplace.

I’d be interested in exploring the idea of learning communities next.

I use Lego in a small activity that allows students to make mistakes in a safe environment. Drawing on the work of Buckley (2015) this is a playful way to assist students in redirecting their focus away from the mechanisms of referencing towards the practice of referencing. When students encounter referencing they have a tendency to focus on the mechanisms of citation at the expense of the academic method behind the practice of referencing.

All academic work is constructed using the ideas of previous scholars, and Lego is an excellent way to demonstrate this in a low-risk way.

Playing with Lego might seem like a world away from enhancing how somewhere like a university works, but, in the right situation it can really help. One recent example is with a workshop to help think about what the role of the personal development tutor is. Making a Lego model to describe the PDT relationship helped bring some insight, as the modellers had to think differently about what was going on to make their model.

It also supported each modeller in explaining their understanding to the rest of the team. I find that modelling using Lego is one way of (literally and figuratively) thinking objectively about situations. Using something like Lego also seems to move the conversation into a more creative space and also feels tangible, which I hope supports people to take more immediate action.

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Buckley, C. (2015). Conceptualising plagiarism: Using Lego to construct students’ understanding of authorship and citation. Teaching in Higher Education, 20(3), 352–358. https://doi. org/10.1080/13562517.2015.1016418

10 Questions

Learn More about Lego...

The Lego Cafés will take place in LRC1 on the second Tuesday of the month during trimester one 2018/19 and you are all warmly invited. In trimester two we hope to bring the Lego Café to either Craiglockhart or Merchiston so that all colleagues can have the chance to be involved.

If you would like to be added to our Lego interest group email list, send an email request to ISServiceDesk@napier.ac.uk with the words “Please add me to the lego@napier.ac.uk distribution list.”

Sally Smith, Dean of School of Computing, answers our 10 questions

1. How long have you been a TF? For 16 years – which was not long after TFs were introduced.

2. What attracted you to become a TF? I joined the university from industry and wanted to learn more about learning and teaching and it was really nice to join a community of like-minded people.

3. What activities have you been involved in as a TF? I have been on the organising committee for TF conferences, I’ve presented posters and research, and run workshops on publishing at various TF conferences. I’ve had two funded projects (one recently that compared placement outcomes across social class and ethnicity) and I was on the ENroute group when it got started.

4. What would your TF superpower be (if you don’t have one already)?

Conquer the National Student Survey!

5. What research are you involved in at the moment?

We have a new Centre for Computing Education Research in the School of Computing and we’re looking at experiences and work-based learning through the new Graduate Apprenticeship courses

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and continuing to explore placement (barriers, outcomes) through our SFC-funded project e-Placement Scotland.

6. What collaborations would you like to make in the future?

Really hoping my efforts to reach out to other universities running Graduate Apprenticeship courses is fruitful so we can learn more about this new approach.

7. If you could be somewhere else, where in the world would you like to be now?

My colleague is currently on a research retreat in Tuscany. That sounds pretty sweet!

8. What is your favourite word?

I use “perception” so much – it must be my favourite.

9. Who would you invite to your dream dinner party?

Germaine Greer would be sparky – and Gordon Brown.

10. What do you consider your greatest achievement (in work or life)?

At work, I think being part of what the School of Computing has achieved here at Edinburgh Napier is the greatest. At home, I’m very proud of having two boys both choosing to study computing.

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ENroute Fellowship The SAS Technical Team’s Engagement in the HEA Process An ENroute Fellowship Experience Kim Stuart The Dean of the School of Applied Sciences felt that the School’s technical team could mirror the University’s strategy for all academic staff to achieve HEA fellowship by 2020. To date, 67% of the team of 18 have achieved fellowship, this should rise to 83% by 2020.

The technician cohort had no knowledge or understanding of the HEA scheme which they perceived to be an academic process. There was quite a bit of confusion around which level of fellowship to apply for. Also, the language used in the UKPS Framework was a stumbling block, interpretation was seen as challenging, with comments such as; • • • •

“flowery pedagogical” “academic-speak” “language too verbose” “as a (technical) group we deciphered them”.

However, as the team advanced through the process and certainly by the end of it, all had become extremely positive, gaining a different perspective of their role;

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“assess effective ways to communicate with students” “increased self-confidence in what we do” “becomes very relevant – use it every day” “gave me ideas about how I could develop” “realise how much teaching and support of teaching we do”.

Half of the participants weren’t sure that, career-wise, it was a worthwhile exercise, however, as a reflective exercise about the technical role, it was felt to be very valuable.

• “it’s a quality standard” • “confidence boost – pat on the back” • “absolutely motivated, was underselling myself – pride in my role” • “shared with academics so standing increased” • “good on CV”.

All would recommend membership to peers & postgraduate students; • • • •

“definitely – yes!” “definitely, reflection is very useful” “interesting, different way of looking at your job” “great reflection of your role and worth”.

Back row, from left to right: Kim Stuart (FHEA), Neil Guthrie (AFHEA), Russell Wilson (AFHEA), Dr James Munro (FHEA),

Laura Hutchison (AFHEA), Katrina Drennan (AFHEA), Bill Surradge (AFHEA)

Front row, from left to right: Jennifer Christie (AFHEA), Sadie Kemp (AFHEA), Dr Lesley Young (AFHEA), Lisa McMillan (AFHEA)

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ENroute Fellowship A Square Peg in a Round Hole An ENroute Fellowship Experience Dawn Smith Along with a growing number of higher education professionals I inhabit the ‘third space’, crossing the boundaries of traditional academic and professional roles (Whitchurch, 2008). I consider myself fortunate to have a job that by its nature is very varied and involves some fascinating conversations about different types of research and forms of engagement with a myriad of organisations and individuals.

of dissecting what I have done over the past few years fruitful and it was rewarding to be able to explore it using a structured approach.

In January, I wanted some CPD that would challenge me in a slightly different direction. In the past, most of my professional development has centred around public engagement: working with my peers in that area, knowing that my fellow participants will understand and empathise with the highs and lows of my role, an important aspect in a position that often feels isolated and exposed.

Some aspects were particularly challenging: trying to work out what to include in my Record of Professonal Activity and how to structure it nearly drove me to despair. I spent two weekends fighting with post-it notes and spider diagrams to try and bring it together.

Other aspects were more positive: bringing together my practice and experience as part of the online portfolio was far easier, allowing me to be more creative and to demonstrate how my varied experience was part of the jigsaw.

Taking on the challenge of ENroute wasn’t initially an obvious choice. I wasn’t sure how my (broad) background in higher education would align with what was required. While my role does bring me into contact with students (mostly postgraduate research students at the moment) I don’t interact with them in a teacher/ learner framework, I don’t assess their work as part of a degree programme, or give feedback as part of a formalised course framework.

With the encouragement of some key allies, I persevered and together we worked out a pathway that might allow this square peg to fit in the round hole. For once, having worked in a number of very different roles in higher education was a benefit and not merely a complication. Once I found my feet, I found the process

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Choosing to follow the dialogue approach, rather than producing a more detailed written documentary (the option to choose between dialogue and documentary is, in my mind, one of the sensible benefits to the ENroute programme) was without a doubt the right decision.

All stories need a happy ending, and I returned from holiday in early July to the news that my submission had been successful. This square peg did eventually work out how to fit in the round hole.

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Dawn Smith leads public engagement activity at Edinburgh Napier and was awarded SFHEA in June.

Whitchurch, Celia; (2008) shifting identities and blurring boundaries: the emergence of Third Space professionals in UK higher education. Higher Education Quarterly, 62 (4) pp. 377-396.

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News and Events Community and Belonging in Higher Education Conceptual and Practical Challenges Martha Caddell and Kim Wilder

Building communities of learners and supporting students to feel they belong in their university learning environment underpins many areas of our pedagogic thinking and practice, and discussions of transitions into and through university.

This is particularly evident in discussions of retention and success where the lens and language of community and belonging frame discussion of students’ resilience in the face of academic and social challenges, and their confidence to seek support.

The widely-cited initiative What Works? Student Retention and Success exemplifies this focus and has influenced much contemporary practice.

This work takes a central premise that “in higher education, belonging is critical to student retention and success” (Thomas 2012: 10).

Yet, as concepts and as drivers of practice, such terms can be problematic. Used uncritically, they imply a common understanding of what it is to ‘belong’ and who is (or is not) part of a given ‘community’. Too often perceptions of student community are based on an imagined full-time, young, time-rich student. Indeed, much of the literature on belonging has focused solely on campus level belonging. Students — and their relationship with the university — are more diverse and complex than this.

In the context of current metrics-driven cultures and practices, such questions of community and belonging pose particular challenges. It is deceptively simple to ask students about the extent to which they ‘feel part of a community of staff and students’, as in National Student Survey question 21. The challenge is to consider how we move to understand belonging in a way that recognises the diversity and hybridity of individual and group identities.

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What aspects of belonging and community are salient, at what points, and to whom?

And, crucially, what can — or indeed should — universities do to enhance this?

Belonging at Edinburgh Napier: What Matters?

What Counts?

This was the set of issues that we set out to explore at a recent Symposium at Edinburgh Napier University focused on Community and Belonging at University.

Exploring Belonging Perceptions of ‘student belonging’ were introduced and critically explored by Dr Kate Carruthers Thomas of Birmingham City University. She argued for an understanding of the university as a space of power and knowledge in which narratives are articulated and identities constructed, resulting in different experiences of space and belonging within them. Drawing on data collected from a recent study on student belonging, Kate explored how mature and part-time students mapped their ‘sense of belonging’ on a campus map, suggesting that student belonging is relational, complex and negotiated. She challenged us to consider how

News and Events On Cartoons and Sketch-Notes: The Power of Doodling in Communicating Research and Inspiring Engagement In October, DLTE and RIO hosted a roundtable discussion about sketching as a tool for thinking and for inspiring engagement with research and practice.

‘practices of belonging’ within a place mark the claims of particular groups to particular territory but in doing so, identify and exclude those identified as ‘the other’.

Snapshots of Practice The diversity of student expectations and interests in ‘belonging’ was further highlighted through a series of lightning talks showcasing examples of practice from across Edinburgh Napier. These ranged from initiatives to support learning communities in the context of disciplinary interests and programmes of study through to efforts to support students living in university accommodation. Contributions also highlighted the importance of engaging with student voices. A range of tools, techniques and methodologies for capturing and making sense of student narratives of belonging and community were introduced and discussed, including photo-narrative, rich pictures and the use of a range of technologies for engaging and responding to diverse student voices.

This session introduced cartooning and sketchnoting, with inputs from Kate Carruthers Thomas, Birmingham City University and Katrina Swanton, Edinburgh Napier University.

The conversation explored how they developed their craft, shared examples of practice, and encouraged participants to pick up a pen and give doodling a go.

The group also took the opportunity to explore and share wider experience of visual and creative approaches to engagement with research.

Katrina Swanton then took on the challenge of live sketch-noting the Community and Belonging event.

The results of her efforts, showcased here, are testament to the power of sketching to share ideas and inspiring engagement.

Together, these contributions focused our attention on the implications of this diversity for our action and efforts to enhance the student experience. In doing so it challenges us to think holistically about learning and teaching, the use of campus space, and how we create opportunities to hear and respond to less powerful and less visible student voices.

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Thomas, L. (2012) Engagement and belonging in Higher Education in a time of change: a summary of findings and recommendations from the What Works? Student Retention & Success programme. Bristol: HEFCE.

Kate Carruthers Thomas’s new book Rethinking Student Belonging in Higher Education: From Bourdieu to Borderlands will be published by Routledge later this year.

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Book Review Leading Learning and Teaching in Higher Education Julia Fotheringham New module leaders and programme leaders at Edinburgh Napier are often fairly inexperienced academics, and many are still finishing their postgraduate certificates (Learning, Teaching and Assessment Practice in Higher Education) when they are assigned to their first academic leadership role.

Doug Parkin’s Leading Learning and Teaching in Higher Education explores what it takes to respond to the challenges, complexities and rewards of programme leadership. This book is intended for those leading a module or a programme for the first time, but there are plenty of topics of interest for more seasoned academic leaders. If you have only limited time to browse this book, then I recommend chapters 2, 4 and 6. I provide a quick review of those chapters to get you started.

After an initial concise scene-setting opening chapter, Chapter 2 provides a brief overview of some widely documented models of leadership (old hat for some readers, but nevertheless easy and informative reading) and presents the author’s own Programme Leadership Model with its three interacting elements; leadership attributes, skills and qualities. The model is referred to throughout the book and so it is well worth taking some time to engage with it in this chapter.

The self-assessment inventories that accompany the Model could be useful as a personal reflection tool for enhancing self-awareness (which is the topic for the final and short Chapter 10), but there are guidance notes about how to use the model and inventories in a workshop setting with colleagues – potentially with a whole programme team.

Chapter 4 explores some of the issues associated with leadership without organisational power; a challenge known to many of our Programme Leaders here in Edinburgh Napier. Parkin outlines six sources of personal power in organisations, and although these may be relatively familiar ideas, seeing them applied to the context of learning and teaching in higher education opens up possibilities for strengthening programme leader confidence and sense of empowerment.

In amongst all of the insights and inspiration to be gleaned from this book, the chapter on Leading Course Design (Chapter 6) is potentially the most useful one for Programme Leaders entering a period of programme review. The Fully Engaged Curriculum Model incorporates ideas that resonate with our Programme Design Guidelines and strategic priorities for learning and teaching at Edinburgh Napier. As a framework for thinking and talking about studentcentred curriculum design, it is one of the most accessible models that I have come across.

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Parkin, D. (2016) Leading Learning and Teaching in Higher Education: The Key Guide to Designing and Delivering Courses. Routledge.

Doug Parkin is Programme Director at the Leadership Foundation and Tweets regularly. You can follow him on @LEAD_Parkin A print and ebook copy of this publication is on order and will be available at Edinburgh Napier library soon.

Interested in reviewing a book for us?

Did you know that we can get advance copies of books for you to review straight from publishers? Or have you read an interesting book recently and want to recommend to all your colleagues?

We’re looking for book reviews for upcoming issues so please get in touch. Contact us with ideas on tfj@napier.ac.uk.

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Conference Report CETL-MSOR 2018: Evidencing Excellence in the Mathematical Sciences, 5–6 September 2018, University of Glasgow Zhamilya Alabergenova, Kate Durkacz and Robbie Rankin

The CETL-MSOR conference has been running for a number of years and this year, for the first time, it was held in Scotland. Conference themes included current developments in mathematics and statistics support and engaging students in learning and teaching enhancement.

Kate was keen to attend the conference with some of her peer tutors to present a paper entitled “The Engineering Peer Tutors in Their Own Words”. This was a joint presentation, and the slides included a brief background to the scheme, thoughts from each of the peer tutors and feedback from the students being supported. The presentation was deliberately concise allowing more time for discussions.

One of the discussions was around the payment of the peer tutors and its significance. Both peer tutors replied that, although clearly an incentive, the money wasn’t a deciding factor in joining the team. Robbie felt that it affected how he approached the work — rather than simply turning up to help, he would allow time to prepare for each lesson in an effort to improve his ability in answering questions, be more helpful and earn his keep. Zhamilya explained that they would often meet up before the class to make sure that they both understood the material for the next class. Both commented that they would only remember to collect any money at the end of term, which made it feel more like a bonus for helping than a paid position, which was unintentional but nice.

An important point raised at the conference was around peer tutor selection and training, and Robbie’s

response was that it was always made clear that anyone was welcome to put themselves forward to help as a peer tutor. Zhamilya replied that training is not necessary since similarity of the thought process between a student and a ‘peer’ tutor is what differentiates this role from an ‘ordinary’ tutor and it is important to preserve this thinking style. Robbie personally found the casual or ‘untrained’ aspect helpful as a tutor and more so as a student, as he felt that it was comforting to know that the person helping you understood the problem and was sat in the same chair just a few years earlier.

Zhamilya considered it beneficial to the student group that she and Robbie happened to come from completely different educational backgrounds. The students from local British schools might find it easier to communicate with Robbie, whilst international students had some similarities with her background.

Robbie’s time at the conference was limited to the presentation and a short period afterwards, where several of those in attendance approached him with a genuine interest in the work. One question was about applying the system to other topics or schools of education; it was refreshing to see people having an optimistic view of the scheme and its possible use elsewhere.

The peer tutor scheme has been very successful, and has developed into an established support system over the past six years. Involving the peer tutors in dissemination was worthwhile and added to the impact of the presentation.

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Going to a conference soon?

We love to share the experiences that you’ve had at conferences.

If you are planning a conference visit soon please get in touch and let us know and we’ll ensure there is space in our next issue for your article.

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Conference Report Horizons in STEM HE: Making Connections and Sharing Pedagogy, 28–29 June 2018, University of Hull Janis MacCallum, Samantha Campbell-Casey, Lynn Robertson and Lewis Strachan I attended this conference for the second year running with a talk entitled “Researching Skills Development; students as partners in this process” which builds on our evaluation of the Skills Passport within the Biological Sciences suite of programmes in the School of Applied Sciences. This year, data based on work carried out by two 4th year students looking at the attitudes of students to their skills development was presented alongside our yearly evaluation.

Although I could only attend on the second day, I heard a talk by Ian Allison from the University of the West of Scotland (UWS), entitled “Demographic influences in the strategies used to support the transition to employment in STEM”. He discussed data from a study of 2016 graduates across Scotland, and more specifically a MD20/40 rich sample of students from UWS. This highlighted a number of issues prevalent within this population subset, including more difficulty understanding career opportunities, higher anxiety and financial pressure and haphazard approaches to job searching, impaired by limited student, social and science capital, and strong influences from their societal groups. Their conclusions and discussion around this were interesting in light of the increasing percentage of MD20/40 students at ENU and how to ensure equal opportunity for these students in accessing careers after university. They suggested gathering career relevant information through goaldirected job searches, active networking, social support seeking and engagement in pre-employment activities such as internships and voluntary work, a number of which are already approaches within our school (and across the university).

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This was followed by a workshop on “Embedding Employabilty” supported by Derek Raines and Sarah Gretton from the University of Leicester, where they have developed a framework for embedding employability based on a survey of the literature, and using examples drawn from their Natural Sciences programme. The framework included aspects of employability around three stages; discover, progress and achieve; with incremental skills development requirements and multiple points to connect experiences through their programmes. An activity allowed us to reflect on our own employability agendas and consider ways in which the framework could be used to enhance embedding of employability. This approach fits very well with our thoughts around embedding skills development within our programmes in the School of Applied Sciences and will no doubt chime with other academic staff across the university.

The final plenary “Context and Problem-based Learning: an Integrated Approach” given by Dylan Williams (again from University of Leicester) was an exceedingly interesting look at use of context and PBL in their chemistry teaching, which has improved retention of students and development of transferable skills. As a module leader for a Professional Practise module which will be running for the first time in a couple of years, this gave me much food for thought in terms of contextualisation of skills sessions, and the use of problems to provide a framework for teaching.

Some useful resources from this included www.rsc.org/ learn-chemistry/resource and “The 7 jump method” for PBL from Maastricht University (Gijselaers, 1995).

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Conference Report Biosummit 2018, 6 September, University of Edinburgh Samantha Campbell-Casey and Janis MacCallum (presenting) Janis and I attended this conference to present some of our work on skills development with a presentation entitled “The challenge of developing reflective learners”. This was work undertaken in collaboration with some final year students to look at skills development and the role that student’s feel both they and the university have in this process. It was refreshing to note that others experience the same issues that we do with our students!

In addition to this, there were a number of presentations around some general areas that are impacting on teaching across the UK including TEF and REF and the use of learning analytics and how they can be used to enhance teaching. This is an area where most of us know very little of the technology that can help us to monitor engagement and improve student retention. A number of packages which can be used for these purposes were discussed and it was useful to learn how powerful these tools can be. These tools will be used more extensively in the future so look out for more information and be prepared to embrace the technology.

An interesting presentation from Nick Freestone from Kingston University highlighted some research around how screen size can impact on student learning.

Students these days tend to use their mobile devices to access materials and information for modules, classes and assignments. Indications from Nick’s research was that the smaller the screen size the less information students retained when tested on the subject material. His advice was to get students to use a bigger screen in class but he also highlighted that paper is not dead yet either, it is still a valuable medium.

Dom Henri, winner of the Bioscience Teacher of the Year 2018, spoke about developing self-efficacy in students and the need to support students to develop this as a key skill in order to support their academic performance, their mental health and also their future employability potential. He summarised everything he spoke about quite simply at the end of his talk by saying, “teach the skills, practice the skills, and recognise the development”. If we can get our students to do this then we will develop their confidence, equip them with the appropriate skills and prepare them more effectively for workplace.

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Find an old TFJ issue Go to https://issuu.com/teachingfellowsjournal

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Conference Report Creative Problem Solving Institute (CPSI) Ready to ignite your creativity skills?

19–24 June, Buffalo University Stefania Romano to the presentation and workshop. Although I did not have any previous experience, I was motivated by other attendees who shared their academic experiences, knowledge and expertise within other educational sectors. It was a massive learning curve in a new environment, culture and country. I realised how big a country America can be.

The conference provided an excellent venue for networking, learning from other colleagues and increasing my confidence in my research. It was a good reflective space to test my ideas and receive constructive feedback from different perspectives and audiences. It also enabled me to reflect upon the British educational system, my personal future career and the importance of building international networks.

By observing others, I learnt how to improve my presentation, creative and problem solving skills and keep myself motivated in the academic world. Finally, I wrote my research diary and I took photographs about my experience. They are unique memories for keeping myself focused on my research and remind me of the positive energy of this experience into my academic journey.

In June I presented a paper and a workshop entitled “Have you got a CENT? The Use of a Creative Experience to Novelty through Time” at the Creative Problem Solving Institute (CPSI) annual conference.

The venue for the event was Buffalo University in Buffalo, New York. The conference was hosted by the Creative Education Foundation and attendees came from different countries; they were academics, practitioners and educators.

The paper focused on an exploration of a creative experience around novelty through time for an early career researcher to enrich their future career development in academia. In the paper I argued for the importance of mobility and space for reflection to provide insights into self-awareness and individual wisdom in academia.

The format of the presentation was to actively engage participants with active learning. I noted that the other presenters promoted their workshops in a creative format. Therefore, I went to a local shop to find creative prompts to be used in the workshop to engage the participants and promote discussion.

I created a last minute poster to invite participants

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Conference Report The 6th International Academic Identities Conference 19–21 September, Hiroshima University Gráinne Barkess, Martha Caddell, Bridget Hanna and Anne Tierney Edinburgh Napier University was well represented at the 6th International Academic Identities Conference, held at Hiroshima University, Japan, from 19 to 21 September, with papers from Gráinne Barkess, Bridget Hanna, Martha Caddell and Anne Tierney. The theme of the conference was “The Peaceful University: aspirations for academic futures – compassion, generosity, imagination and creation”. Hiroshima was the iconic location to talk about peace, being home to the Peace Memorial Park, and the Atomic Bomb Dome, the site of the detonation of the world’s first atomic bomb. Our presentations ranged from Doctoral supervision, creating the future through assessments, supporting one another through learning communities, the co-operative identity of teaching in a university to what is it that actually keeps us in academia.

One of the recurring themes in the conference was the casualties of the measured university. The keynote speakers, Professor Takashi Hata, Dr Swee Lin Ho, and Professor Bruce Macfarlane, urged us to consider the potential harm we do to academics and students when we privilege the pursuit of “excellence” above our human interactions and stifle diversity. In paper sessions, anxiety, isolation and stigma were discussed, as were transformation, collaboration and generosity, giving us hope that we are more than what is measured. Wherever we come from, we are all subject to the tensions that the measured university creates.

Hiroshima University is situated in Saijo, about 40 minutes away from the city, in an area called HigashiHiroshima. Saijo is famous for its sake, which was on offer at the conference dinner.

We were welcomed to the conference by our Japanese hosts, who provided a varied and interesting academic programme, as well as a lunchtime marché, where we could buy local artisanal food and crafts, and try our hand at weaving and maneki-neko painting.

The town itself is small and unassuming, and we all enjoyed navigating the bus system and visiting the 7-eleven late at night looking for something vaguely familiar to eat or drink. Too soon it was time to say goodbye to a welcoming conference in a welcoming town. Arigatou gozaimasu, Hiroshima.

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Conference website http://aic2018.hiroshima-u.ac.jp

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Diary Dates

Society for Research into Higher Education Annual Research Conference Celtic Manor Newport, Wales 5—7 December 2018 Higher education is increasingly subject to competing demands, often appearing to come from very different, seemingly incompatible world views. Those of us engaged in higher education research are challenged by such developments, and may wish to ask difficult questions in observing the changing shape of higher education. The conference will take a comparative approach both at national and international level, seeking to show through comparison that there are choices that can be made. https://www.srhe.ac.uk/conference2018/

Chartered Association of Business Schools Learning, Teaching & Student Experience Manchester 14—15 May 2019 This conference is the UK’s leading gathering of business and management educators and showcases innovate teaching practice and cutting edge pedagogic research.

Submission deadline tbc https://charteredabs.org/events/ltse2019/

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Advanced Higher Education Teaching and Learning Conference Teaching in the Spotlight: Innovation for Teaching Excellence Venue to be confirmed 2—4 July 2019 Advance HE’s Annual Teaching and Learning Conference 2019 will position the spotlight firmly on teaching in a global context, in particular this year the conference will explore innovation for teaching excellence focusing on innovative teaching practices and pedagogies and seeking to uncover new practice which demonstrates or contributes to teaching excellence and is improving the student experience.

Submission deadline 7 January 2019 https://www.heacademy.ac.uk/training-events/ events/tlconf19?utm_source=CRM&utm_ medium=Email&utm_campaign=P%26E%20-%20 TL%20Conference#section-2

Diary Dates

International Society for the Scholarship of Teaching and Learning (ISSoTL)

International Society for the Scholarship of Teaching and Learning (ISSoTL)

EuroSoTL: Exploring New Fields Through the Scholarship of Teaching and Learning University of the Basque Country, Bilbao 13—14 June 2019

SoTL Without Borders: Engaged Practices for Social Change Kennesaw State University Atlanta, Georgia 9—12 October 2019

The EuroSoTL 2019 conference is a meeting point to share experiences to help to improve the learningteaching processes and advance in professional development.

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How can we ensure that the learning of our students is deep and meaningful?

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In which direction must our professional development go?

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How can we integrate social responsibility and sustainability in teaching?

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Can you and your teaching experience contribute to improving teaching?

The theme aims to examine global teaching practices in a meaningful way. No further details are currently available.

Submission deadline to be confirmed. https://www.issotl.com/2019

Submission deadline: 20 January 2019 https://www.ehu.eus/en/web/eurosotl-2019/home

To submit to Diary Dates contact Kate Durkacz (K.Durkacz@napier.ac.uk) or Joan McLatchie (J.McLatchie@napier.ac.uk)

Advertise in the TFJ Got an event or workshop that you want to publicise? Organising a conference? Want to get your Teaching Fellows community involved in a project? Or looking for research collaborators? We are here to help you get word out to the community whether this is with a short article, a smaller callout article on one of our pages or news section, or even using our larger adverts on our inside front cover or back cover.

Get in contact with us on tfj@napier.ac.uk and we’ll help you spread the word to your Teaching Fellows community.

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Want to Make Connections Within Your TF Community?

Here’s the list of our current Teaching Fellows to connect with in your community.

If you are missing from this list or would like to become a Teaching Fellow please contact the Teaching Fellows Administrator, Ruth Doak, R.Doak@napier.ac.uk, Ext. 6360.

School of Arts and Creative Industries Ruth Cochrane Richard Firth Kirsten MacLeod Myrna MacLeod Haftor Medboe Andrew O’Dowd Stijn Postema Alistair Scott Bryden Stillie Keith Walker Rachel Younger School of Computing Jyoti Bhardwaj Peter Cruickshank Petra Leimich Debbie Meharg Sally Smith Alison Varey School of Engineering and Built Environment Mark Deakin Kate Durkacz Keng Goh Naren Gupta Kenneth Leitch Richard Llewellyn Marina Miranda Manzanares Aikaterini Marinelli Robert Mason Chrysoula Pantsi Mike Thomson School of Applied Sciences Samantha Campbell Casey Charlotte Chalmers George Chambers Sophie Foley Hollie Fountain Bridget Hanna Mark Huxham Claire Garden Peter Laird Janis MacCallum Jay Mackinnon Kiril Sharapov

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David Smith Bill Surradge Clare Taylor Kathy Velander Tony Westbury School of Health & Social Care Liz Adamson Janyne Afseth Fiona Bastow Norrie Brown Isabel Dosser Mark Freeman-Ferguson Jane Hislop Fiona-Jean Howson Kirsten James Angela Kydd Mark Lees Nessa McHugh Wendy McInally Gwenne Mcintosh Connie McLuckie Barbara Neades Gail Norris Siobhan O’Connor Paddy Perry Christine Pollock Lindsey Robb Sandra Sharp Simon Sikora Diane Willis Alison Wood The Business School Maggie Anderson Sylvain Blanche Jacqueline Brodie Simon Chiu John Cowan Tony Douglas Alessandro Feri Ahmed Hassanien David Jarman Piotr Jaworski Anna Leask Kirsten Marshall James McDougall Joan McLatchie

Lesley McLean Renata Osowska Christine Penman David Potter Sibylle Ratz Stephen Robertson Stefania Romano Sarah Sholl Clidna Soraghan Eleni Theodoraki Louise Todd Ellis Urquhart Mabel Victoria Lynn Waterston Richard Whitecross Brian Windram Yan Zhuang Academic Quality Katrina Swanton Confident Futures Stephanie Glube Disability and Inclusion Esther Shreeve Department of Learning and Teaching Enhancement Martha Caddell Julia Fotheringham Kay Sambell Fiona Smart Anne Tierney Louise McCarte Research and Innovation Office Gráinne Barkess Dawn Smith Student Experience Sandra Cairncross Academic Support Linda Gunn Employability and Opportunities Claire Coleman Associate Student Errol Rivera

Teaching Fellows Journal Editorial Team Your TFJ Editorial Board: Jackie Brodie Business School t: (0131) 455 4470 e: j.brodie@napier.ac.uk Bridget Hanna School of Applied Sciences t: (0131) 455 2661 e: b.hanna@napier.ac.uk Ahmed Hassanien Business School t: (0131) 455 4402 e: a.hassanien@napier.ac.uk Paddy Perry School of Health & Social Care t: (0131) 455 5651 e: p.perry@napier.ac.uk Your TFJ Journal Manager: Sarah Murray Publications Officer t: (0131) 455 6122 e: s.murray@napier.ac.uk Your TF Administrator: Ruth Doak Teaching Fellows Administrator t: (0131) 455 6360 e: r.doak@napier.ac.uk

Edinburgh Napier University Department of Learning and Teaching Enhancement Room 7.B.37 Sighthill Campus Sighthill Court Edinburgh EH11 4BN email: tfj@napier.ac.uk web: http://staff.napier.ac.uk/TeachingFellows Read the current and back issues online: https://issuu.com/teachingfellowsjournal

For TFJ Diary Dates: Kate Durkacz School of Engineering & the Built Environment t: (0131) 455 2349 e: k.durkacz@napier.ac.uk Joan McLatchie Business School t: (0131) 455 4341 e: j.mclatchie@napier.ac.uk

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e r a p s a t Go utes?

5 minet a

ug o y d i ?

D k o o b d a hink! t e u R o y Big tell us what Please

My name is Laurie Anne Campbell, I am a research assistant from the Department of Learning and Teaching Enhancement (DLTE) and I am currently working with Prof Brian Webster Henderson (DLTE) and Avril Gray (School of Arts and Creative Industries) on the Big Read project.

The aim of the Big Read project is to enhance a sense of community and provide common ground for new entrants.

We need to know what you think.

We would like to find out how the project was perceived by staff and students at Edinburgh Napier, and to gather information on how it might be delivered in the future.

The survey is confidential and takes 5-10 minutes to complete and can be accessed at:

Please do not hesitate to contact us for further information or to discuss in more detail.

L.Campbell2@napier.ac.uk

#NapierBigRead https://survey.napier.ac.uk/n/zz4do.aspx

If you haven’t got your copy, pick it up in the library today!

http://staff.napier.ac.uk/TeachingFellows

Edinburgh Napier University is a registered Scottish charity. Reg. No. SC018373