Blind sea captains and sunken treasure: exploring
the NSS through the eyes of ‘Captain Cat’
http://whatsbehindthenss.blogspot.co.uk/
‘To begin at the beginning…’
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Exploring the NSS in art and design.
What’s behind the NSS?
Research findings.
Recommendations and ways forward.
‘The only sea I saw Was the seesaw sea..’
Discuss the NSS in art and design: what are the issues
and challenges?
‘……Titbits and topsy turvies, bobs and
buttontops’
• Course feedback
mechanisms
• Timetabling and course
communication systems
• Orientation to HE study
• Learning and teaching
• Assessment and
feedback
• University culture and
professional preparation
• Learning support
• Value for money
‘clocks with no hands for ever drumming out time
without ever knowing what time it is’
“Our timetables are shocking.
There is no communication
between technicians and
academics. We are running with
so many timetables that
everything clashes.”
‘ Dreams of the deep…’
“There are some students
who still expect staff to tell
them what to do. I am not
sure that the constant
tutorials help with this as we
become like children by
having these tutorials every
week. They look at my work
and then I make
improvements. But I wonder
how much was this my work,
or the tutor’s?”
‘ Fascinating journeys and secret destinations’
“The staff are passionate about what they are teaching and very
enthusiastic. This enthusiasm from the teachers is very infectious,
especially when we get constant feedback during the day.”
“The professional practice lectures are really good. We have had the
opportunity to talk to artists who have given really good advice on how
to get studios and how to get your work out there”
“You are basically given a framework by the tutors, then it’s up to you
to work hard.”
“Since year 1, my confidence has really grown. I never thought I’d be
able to do a presentation in front of class groups. “
‘Jellyfish slippery’
“We started off turning up at every lecture and presentation, but now we
think: why bother? As no one else is.”
“We have to rugby tackle tutors. In any creative course, you need the
confidence to get help. Those students who don’t are f***ed. “
“Our tutor will say great, love it and then two weeks later, in a formative
assessment, one tutor will say love it, the other will say scrap it….It’s all about
shaping you for the working world.”
“Recently I was at a crit with nine students, four of whom walked out in
tears.”
“Tutors have this mind-set that if they’re really mean, it will energise you to
do better.”
‘ The long drowned ……..’
“We took it all very seriously as we wanted to
be sure our message got across, if we wanted
to get improvements.”
“I’m not sure whether we’re commenting on
last year, rather than for all three years. It was
not made clear to us. Therefore, I answered
most of the questions with this year in mind.”
‘….Salt deep’
“There’s so much work goes into the final pieces, why are
we then put into shitty rooms which don’t enhance the
work? The organisation was dreadful. The organisation of
assessment days is awful.”
“It’s a lot of just doing your own work by yourself and in
your own time. The tutor’s role is to say it is right/wrong.
In that sense it has not been value for money. I am glad I
am not paying £9k.”
“Overall, I do not think you get enough for your money.”
‘ Knit one slip one Knit two together Pass the slipstitch
over...’
Recommendations from UCA:
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Engage students in regular and iterative dialogue from year one onwards.
Discuss ways in which the NSS can feed into broader staff development, including
PGCert course.
Close the feedback loop by publishing changes made in response to the NSS to
level 1 and 2 students.
Emphasise the intrinsic value of an arts degree.
Encourage discussion in first year around independent learning, contact time and
what is meant by feedback.
Communicate assessment criteria more clearly in order to relieve pressure on
office hours.
Foster a personal tutoring‘ culture or create more mentoring opportunities across
year groups.
Promote awareness to students of the importance of the NSS.
Any other suggestions?
Want to get involved?
If you would like to find out more about our
research, or share approaches, please contact
Annamarie McKie at the University for the
Creative Arts. amckie@ucreative.ac.uk