INCLUSIVE LEARNING AND TEACHING CASE STUDY –ARCHAEOLOGY
==Title==
“WELCOME DIVERSITY”
==Abstract==
Between March 2009 and February 2010 Archaeology invites student and staff
opinion via electronic and face-to-face communications on the current levels of
support for students in non-traditional groups (mature, Erasmus/Year Abroad,
disabilities) and non-standard entry points (returning LOA students, students
transferring from another institution, PT students entering Level 2 from TILL).
Students are also invited to comment on how the support prior to and on arrival might
be improved. In addition L1 students are invited to comment on the current personal
and academic tutorial system in Archaeology. The intention is to use the information
to inform the development of the department’s ‘Welcome Diversity’ support model
which caters for all students regardless of their situation.
==General Description==
The project was borne out of initial discussions with the department on improvement
of the Level 1 tutorial system and the relatively large number of students entering
through a non-standard route of with non-traditional requirements. While the
department operates a very flexible approach to students taking LoA and entering at
non-standard entry points, it was felt that the induction of these students on their
return, or outside the Level 1 induction process, had not been given specific
attention. Induction for the relatively high number of mature students and Erasmus
entrants also deserved special attention. It is important to note that there was not a
perceived problem with any particular area as such but there was a degree of
uncertainty over the support level for certain student groupings and entry points
(such as (re-)integration of students into an unfamiliar cohort).
The overall aim of the project was therefore to develop a “Welcome Diversity” model
for the department of Archaeology….
Welcome: Centred on welcoming incoming students, in particular induction of
students entering though a non-standard route, or with non-traditional requirements,
and Level 1 tutorial support.
Diversity- To cater for the diverse range of incoming students in the department. In
particular Level 1 students, students returning from LoA, PT students coming up from
TILL, students transferring from other institutions (including Erasmus/Year Abroad),
and students with particular needs, e.g. mature students, students for whom English
is not their first language, students with disabilities.
It was agreed that it would be vital to canvas student opinion in order to identify what
resources could be put in place to develop the model. To this end the action plan
outlined key events:
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1.
Questionnaires
Essentially one qualitative questionnaire that branched into sub-sections that would
contain questions directly relating to the target student groups and various entry
points. The data from this would be collected and analysed to ascertain any common
themes. These themes would then be used to inform the focus groups and interviews
that would follow.
2.
Focus Groups
The focus groups would discuss questions posed that directly related to the themes
ascertained from the questionnaire results. The groups would look at possible short
and longer term solutions to issues raised.
The outcomes of both activities would be discussed further (between LeTS and the
department) and would establish how the monies available could best be used to
support a) where support needs improvement b) dissemination of good practice
identified.
3.
Interviews
Informal interviews with key members of staff, including the Level 1 Tutor, Erasmus
Mundus/Year Abroad Co-ordinator, Disability Officer, Mature/PT Tutor would give the
project a staff perspective on the current levels of support. The interviews would be
conducted on a 1:1 basis to facilitate free and open discussion.
==Context==
The type of student and type of entry point that this project was aimed at:
1. Non-traditional student groups: Mature students, students with disabilities,
Erasmus/Year Abroad students.
2. Non-standard entry points: Students entering department in an unfamiliar
cohort: students from other institutions, students returning from a LOA, PT
Students.
3. Traditional entry Level 1 Students: Tutorial support for those students on a
more traditional route. To include identifying good practice and areas of
improvement in support for the 1st year tutorial structureIt was decided by the department that some of the administration of the project could
be handled by the recruitment of a PGR student. The main tasks for the student were
to identify Information (including numbers and contacts) on target student groups
(specifically from points 1& 2 above). They would assist in formulating e-mail invites
for the questionnaire and focus groups, conduct interviews, as well as attending the
focus groups.
In addition a member of Student Services was consulted in order to ensure that the
most appropriate methods to achieve the project’s objectives were being utilised.
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At the time of initial information gathering there were: 4 Leave of Absence students,
10 Mature Students (including 4 part time students), 16 Students with
disabilities/dyslexia, 10 Erasmus*/Year Abroad students and 3 students who had
transferred from another institution. *probably only half of these in attendance at the
time of the survey.
==Resources==
Questionnaires:
In conducting the questionnaire the on-line survey tool “Survey monkey” was utilised.
It was thought that the functionality of this tool would allow incorporation of the subquestion set whilst remaining easy to complete (under 5 minutes).
Collaboration:
A series of meetings took place between LeTS project co-ordinator, PGR admin
support and the department. The majority of the meetings took place whilst the action
plan was being formulated with additional update meetings taking place when
decisions needed to be taken or issues discussed.
Administration:
Tasks were divided up between LeTS Project Co-ordinator and the PGR
administration support, with the department providing high level decision making
input as well as input on questionnaire, focus group and interview content.
==Issues==
Timing and Response
The response rate to the initial run of the questionnaire was disappointing with only
13 students completing the non-standard entry point/student group survey and 13
students also responding to the L1 tutorial support questionnaire. It was thought that
this may be down to the timing of the questionnaire which was sent out shortly before
Easter. Reminders were sent out around the end of April 2009 but this made little
difference. In addition it was thought that maybe e-mail correspondence could have
been followed up with further promotion in the department.
The second run of the questionnaire fared a little better. This was initialised in
November 2009 and ran until February 2010. This time around 40 Students
completed the L1 questionnaire but only 11 completed the non-standard entry point/
student group survey.
The focus groups were originally to be held in May 2009 but it was felt by the
department that this would place an unfair demand on students at a very busy time
for them. When the focus groups ran a second time only one focus group was
successfully held this was with 4 Erasmus Mundus students.
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==Outcomes==
Level One Tutorial System
The following outcomes were derived from a detailed analysis of the data by the
department, the PGR student and by LeTS from the questionnaire, interviews and
the Erasmus Mundus focus group. Additional reports were also produced that
present findings and recommendations in more detail.
Academic Tutorial System
Changes will be proposed for the academic tutorial system. Tutorials need to be
more closely integrated into the curriculum of the module, specifically linking the
topics covered in lectures with the tutorials and the essays. This will be addressed in
four ways:
 The choice of assessment topics for each module will be reduced so that it is
easier to match the knowledge covered in the lectures with areas students are
working on for essays and tutorials. This will mean two or three assignment topics
per module as compared with the current 10-18 topics per module.
 The structure and purpose of tutorials will be defined more clearly and there will
be specific learning outcomes and topics which tutors will be required to cover.
 The definition of topics, and the integration of tutorials and assignments, will be
determined and monitored by the module team, comprising the key academic staff
and postgraduate tutors contributing to the module. Module teams will meet
regularly under the chair of the module coordinator in order to plan and review the
progress of modules. This process will be overseen by the Level 1 Tutor.
 Finally, a ‘tutor’s handbook’ is currently being prepared by the Level 1 Tutor and
the current cohort of postgraduate tutors. The handbook will provide guidance and
benchmarks for the purpose and format of tutorials and assessment.
Good Practice
In general, students find staff and tutors to be approachable, and students will
contact the department in the first instance if they are having academic or personal
difficulties. Regular personal tutor meetings and small group academic teaching in
Level 1 are judged to be crucial to ensuring there is open and informal
communication between staff and students.
The academic tutorial system provides a key means of supporting students’ learning,
particularly in the skills associated with academic writing and research. These are
areas of the curriculum that can be difficult to address in large group sessions, such
as lectures, or through the written feedback provided with marked assignments.
Students recognise the importance of academic tutorials in supporting this learning,
and the majority want a continuing or increasing level of small group teaching.
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Non-Traditional Student/Entry Support
Erasmus/Year Abroad
The Erasmus/Year Abroad Tutor will inform students, when they are asked to
indicate their module preferences in May, of how to identify the level of a module
from its code (a number starting with ‘2’ = Level 2 etc.) and, in July, of modules that
have been cancelled as a result of low registration.
The departmental website will be updated and improved, with special attention to the
Erasmus/Year Abroad section, using funds assigned to the project.
Non-standard entry and mature students
The DDLT will introduce a ‘welcome pack’ for returning students, and students
entering the department at a level other than Level 1, including information on how to
access module descriptions and register, an invitation to meet with/speak to their
personal tutor before their return, and introductory information on the library
(including direction to the library’s support tutorials), to be put together initially with
help from an assistant funded by the project.
The Mature/PT Tutor will develop a structure through which information is exchanged
about mature/part time students when they have an issue, and to be informed of the
mature students’ personal tutors (other than the PT students for whom the Mature/PT
Tutor is assigned as their personal tutor).
Good practice:
As a group, these students find the personal tutorial system helpful which is
interesting in the context of departmental concern about the success of this system
(in particular lack of engagement by some students). The student desire for more
face-to-face contact with their support tutor and, in the case of PT students, more
flexible office hours, are again a sign that this system is helpful and should be
enhanced.
The departmental system of assigning specific members of staff special responsibility
for most of these non-traditional groups (e.g. Erasmus/Year Abroad; Mature/PT;
disabled students) seems to be working well.
The provision of all core reading electronically/digitally online is welcomed, though
even more would be desirable, library resources permitting.
Erasmus students are included in the count of numbers per module when deciding
whether or not a module will run (and are asked in May to state their preferences,
even though they do not register until they arrive); this may contribute to their
satisfaction with the modules available.
The personal tutorial system and personal development planning are currently under
review in the department and the comments about more face-to-face contact will be
fed into this. It will also be made clear to students that they may see their personal
tutor, by appointment, outside their office hour
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Academic lead Glynis Jones
LeTS James Goldingay
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