Encouraging student interaction in
practical classes through tailored
demonstrator training
Alison Graham, Gordon Port and Heather
Martin (and Samuel Logan)
School of Biology
Overview of project - aims
• Problem:
• UG students often perceived a lack of consistency in the support
they received in class and in the feedback they received on
assessed work from demonstrators (EvaSys, SSC, NSS).
• demonstrators reported that they often feel inadequately
supported for their role (PRES).
• → Aimed to develop a demonstrator training course that promoted
good practice in marking and providing feedback and gave
demonstrators the confidence to deal with UG students.
• Aims:
• To make student-demonstrator dynamic as beneficial as
possible to both parties. To build a culture of professionalism
and fairness with “buy-in” from all involved.
Overview of project - method
• Documents/materials produced by student intern
and Research Associate:
• University-wide report: “Postgraduates Who Teach: improving
and enhancing support”.
• Demonstrating handbook incorporating the “Role Description”
and “Demonstrating Charter”.
• “In-house” training workshop (half-day) and associated training
materials (complements ITLHE) – professional behaviour,
marking and feedback.
• Materials for half-day “Meet your Demonstrator” event.
• Skills profile.
• Document outlining the process for demonstrator
allocation/Document describing how to become a demonstrator
in the SoB (flow chart)/Appointment Letter.
Overview of project - outcomes
• Feedback (students):
• 131 out of 132 students said “Meet your demonstrator”
should be run again next year.
• Student-Staff Committee: “Demonstrators are good and
helpful in the practicals”.
Overview of project - outcomes
• Feedback (demonstrators):
• “After attending this induction for demonstrators, I felt
fine. I know exactly what I should do.”
• “The students, at least, had the role of the demonstrator
explained to them which I thought was quite good. It
was a useful exercise, so they know who I am, quite
how to class you…”
• Organisation of the system was commended.
• All found practical briefing sessions useful.
• Team marking “very useful”.
• Positive feedback from technical staff
Involving students and improving
student experience
• Employed NWE student intern.
• University-wide survey of PGwT including some focus
groups.
• Demonstrators: feedback after demonstrator training,
Meet your Demonstrator and at the end of Semester 1.
• Students: feedback via SSC and EvaSys; anecdotally
more confident to chat to demonstrators in practical
classes, better understanding of “PhD”.
• Feedback largely positive so far plus additional points to
work on.
Dissemination and impact
• In School: lunchtime sessions
• SAgE Faculty DELT Forum
• So far dissemination has been largely informal but
discussions are in place for more formalised
dissemination – other Schools have identified a need for
similar resources
How Innovation Fund contributed to the
project
• Money can buy time and resources (e.g. NWE
interns).
• Linked two related projects together.
• Central units are available for consultation
(potential for support?) – SDU, LTDS, etc.
“Using GradeMark to Improve Feedback and
Involve Students in the Marking Process”
• 2013 Innovation Fund application
• Sara Marsham (MAST), Christie Harner (LTDS/SAgE
Faculty), Jonathan Goss (EEE)
• Employed Research Assistant
Dissemination and impact
• NU: Learning and Teaching Conference, Innovation Fund
Dissemination Event, SAgE Admin Forum
• Obtained funding from HEA to host a workshop on
assessment and student dialogue
• SAgE Faculty Innovator of the Year award in the Pedagogic
Research category
• The Society for Experimental Biology’s conference on
“Teaching and Communicating Science in a Digital Age”
• 15th Durham Blackboard Users’ Conference
• Submitted abstracts for two more national conferences
• Paper in preparation