Journals (University of Staffordshire)
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‘A space to question the current ways of life’ —fostering creative possibilities through liminal experiences
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There is an extensive body of work that explores the transformative power of co-creation of curriculum in learning and teaching with students as partners. This article builds on the existing research but focuses on the co-curricular activities as a lesser explored aspect of the student experience in co-creation literature. We employ the concepts of liminality and third space initiated with students between 2020-2023. We argue that the flexibility afforded through non-curricular activities produces an under-utilised space for participants, stimulating new ways of interdisciplinary thinking, exploration, and creative outputs. In doing so, such projects can be powerful mechanisms to shape/inform staff and student experience of what university learning should be about
Moving, Sensing, Being – leaning into embodied design education
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This paper aims to identify guiding principles for integrating somatic learning and literacy in third-level design education. It forms part of a larger research project, exploring embodied and situated knowledge in design education. The neutral stance, traditionally taught in designer education, contrasts with emerging paradigms and critical approaches in 21st century design education, including post-capitalism, decolonisation, and feminist approaches. Complexities, and ‘wicked’ problems, require designers to think critically about the complex power structures and systems we are part of. This paper proposes pluriversal, situated, and embodied approaches. First, the body is located within contemporary design education. Next, drawing from interdisciplinary literature in body-centred disciplines, as well as design, adult, and early years education, guidelines are identified to scaffold somatic design education. Integrated intelligence, conscious embodiment, somatic literacy, design-specific approaches, and disruption are identified as guiding principles to implement somatic approaches in future practice, in third-level design education
Curriculum Design & Delivery Kit: A flexible and hybrid toolkit for co-designing and delivering a curriculum
No full textCurriculum Design & Delivery Kit: A flexible and hybrid toolkit for co-designing and delivering a curriculum
Nadia Malik, London College of Fashion (LCF), University of the Arts London (UAL), [email protected]
Andy Lee,London College of Fashion (LCF), University of the Arts London (UAL), [email protected]
The Importance of Applying Authentic Learning in Pre-registration Nursing Education
Full text linkThis paper explores the significance of authenticity in nursing education and the development of authentic healthcare practitioners. Identifying a current lack of authenticity in the learning materials used in the Transdisciplinary Science module at University of Salford, the authors set out to explore methods that can empower nursing students to bridge the gap between theoretical knowledge and its practical application in clinical settings.
We conducted a literature review that yielded three predominant themes: authentic learning, critical reflection, and supportive nurse educators. Building upon these findings, we investigated how authentic learning can be flawlessly integrated into seminar sessions, utilising the principles of action learning.
As a direct outcome of this study, a robust framework for implementing authentic clinical learning for nursing students has been formulated. This framework empowers students to effectively apply their knowledge in real-world healthcare settings, fostering a deeper understanding that bridges the gap between theory and clinical practice
‘Bricks and Mortar’: Reflections on teaching Architecture and Design from an early career academic
Full text link‘Bricks and mortar’ is used as a metaphor for how we endeavour to ‘construct’ knowledge in Architecture and Design. Teaching Architecture and Design is challenging but rewarding; as an early career academic and a mature professional, this paper sets out my journey and seeks to show how my teaching practice derived from my lived experiences, professional practice, and what has inspired and motivated me along the way. Reflecting on my teaching made me realise that, when it comes to teaching: ‘we have unlimited powers of creativity’ (Robinson, 2017).
For me, my authentic teaching practice derives from my professional and personal identity. It is a combination of many parameters: sharing my knowledge and lived experiences, applying creativity and playful learning, relating assessment tasks to live construction projects and rethinking reassessment strategies. The paper concludes with some lessons I have learnt and outlines the future and ongoing development of my practice
Book Review: Gunn, A. (2023) Teaching Excellence? Universities in an age of student consumerism. London; Thousand Oaks, California: SAGE.
Full text linkBook Review:
Gunn, A. (2023) Teaching Excellence? Universities in an age of student consumerism. London; Thousand Oaks, California: SAGE.
Rosie Bryce
Manchester Metropolitan University
Corresponding author: [email protected]
Key words: Teaching excellence, TEF, marketisation, consumerism, higher educatio
Harnessing the Power of Decontextualised Learning and Co-Creation in Immunology Education
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This opinion piece explores the transformative potential of combining two pedagogical strategies in higher education to teach immunology. The power of decontextualised learning and co-creation, two approaches that have shown promise in enhancing student understanding and engagement, are explored. More specifically in the context of using these strategies in the development of Immunology Wars, an educational resource that uses the metaphor of the Star Wars movies to teach complex immunological concepts. Immunology Wars simplifies immunological concepts and makes them more relatable for students, thereby enhancing their understanding and making the learning process more enjoyable. Furthermore, the involvement of students as co-creators has educational benefits, including increased engagement, deeper understanding, and the development of valuable transferable skills. The research suggests that educators should embrace innovative approaches and incorporate them into their teaching practices to enrich the learning experience for students and inspire a new generation of learners.
Keywords: Decontextualised Learning, Co-Creation, Immunology Education, Immunology Wars, Video
Students’ development of employability skills through an online international hackathon
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This article explores the skills generated from an online 2-week sustainability hackathon. Participants of the hackathon were students enrolled in one of the universities under the UK-Singapore universities alliance for entrepreneurship and innovation. The hackathon included 80 students from 14 universities in Singapore and the UK. Data was collected from 18 out of 80 participants who took part in the hackathon via a post-hackathon questionnaire. The 22 semi-structured questions included questions on participants’ previous work experience, reasons for taking part in the hackathon and what skills and experience they gained from taking part. Qualitative data was analysed using a comparison of descriptive statistics and qualitative data was examined using a thematic analysis approach. The results showed an awareness in enhancement of both personal and professional skills, ranging from teamworking, communication, ideation and critical thinking. Participants also appreciated the interdisciplinary working and connecting with students from different countries and institutions.
Keywords:
hackathon, sustainability, employability, student enterprise, international collaboratio
Podcasting for Engagement and Assessment
No full textPodcasting for Engagement and Assessment
Adam Fowler [email protected]
School of Arts, Media and Creative Technologies, University of Salfor
"I don\u27t have a lot of foreign friends": a buddy scheme enhances home and international student nurse experience
No full text"I don\u27t have a lot of foreign friends": a buddy scheme enhances home and international student nurse experience
Ebba Brooks [email protected], The Library, University of Salford.
Acknowledgements: Helen Franks, Gill Colgan, Dr Emilie Whittaker, Dr Emma Smith