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

It’s induction Jim……

but not as we know it……

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.

Perhaps it is time to think outside the box………...?

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

Pre-Arrival information on RUNWAY

New information on RUNWAY

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 

Where will this take us?

?

To Infinity and Beyond by Adam de la Marewww.tshirtroundup.com

Source :Disney Pixar Obviously!

Discussion!!Over to you!