HISTORY DEPARTMENT
STAFF STUDENT COMMITTEE MEETING
10 December 2007
PRESENT:
Layla-Roxanne Hill (1A Rep), Hayleigh Robertson (1A Rep), David Talbot (1C Rep),
Marc Ensch (Jun Hons Rep), Joni Allan (Sn Hons Rep), Sally Macaskill (Sen Hons Rep),
Ian Taylor (Chair and Sn Hons Rep), Donald Tait (Librarian), Marina Moskowitz (Sn
Hns Convenor), Stuart Airlie (H of TC), Donald Spaeth (HOD), Sam Maddra (SSC
Conv)
1. APOLOGIES:
Dauvit Brown (1C Conv), Lionel Glassey (2EM Conv), Marilyn Dunn (1A Conv),
Phillips O’Brien (2AM Conv) Gillian Park (L3 Rep) Matthew Strickland (2Med
Conv) Heather Cluness (Jun Hons Rep)
2. COURSE PROPOSAL:
Title of proposed new subject: The Body, Disease and Society in Europe, 1500-1750
Course Tutor: Alex Bamji
DAS introduced the course to the committee and explained that Alex Bamji is a
temporary lecturer within the department for a year. The course has already been
publicised and twelve students have signed up for it.
3. Department of History: Review of Departmental Programmes for Teaching,
Learning and Assessment
SA introduced himself to the committee as Head of the Teaching Committee and that he
was present at the committee today due to his interest in hearing the comments from the
students concerning the questions raised by the DPTLA.
DAS explained that the DPTLA is an assessment that takes place every six years to
ensure that lecturers and tutors were doing their jobs properly and this assessment takes
place across all courses, this year it is our turn to go through this review. The DPTLA’s
questions are concerned with evaluation of what lecturers do, how they know what
students understand, what procedures are undertaken to get feedback – for example the
Staff Student Committee which provides views from students concerning course
evaluations. In the past the DPTLA used to visit classes, however this year they will
meet with a number of people, sending an email to every undergraduate and postgraduate
student from which twenty volunteers will be picked.
Course Convenors were invited to come today, however, this is an opportunity for the
students to give positive or negative feedback.
SA said that it was helpful for the department for students to praise or blame the way in
which courses are organised. The questions that appear in the DPTLA document appear
abstract; however they are concrete and can in the interest of course aspects such as
tutorials and moodle and how they can be made better.
SMac stated that moodle was very helpful to students and that it would be useful to get as
many courses as possible onto it. Having tutorial reading on moodle made it more
accessible to all students in the class. IT agreed with SMac in that moodle is very useful
as special subjects put direct links to on-line sources and also suggested that this should
be universal for all courses that are on moodle. DTal pointed out that in first and second
year courses, where multiple lecturers are teaching, inconsistencies develop on moodle
where some lecturers put information on before lectures and others after and suggested
that more consistency was needed.
MM asked whether students used the blog feature on moodle?
DTal answered that most students do not know that this feature is on the site. He
suggested that it would be useful to make it common knowledge to students.
IT said that other courses used this feature on moodle to share research with each other
which was useful leading up to exams.
IT asked what personnel planning development was in the questions in the DPTLA
handout.
SA answered that it was mainly for students in first and second years and was a new way
of university teaching approaching learning from a student point of view. For example,
students are encouraged to keep a journal of their weekly research activities to keep them
looking at the big picture and reflecting on what they have learnt.
DT asked whether this was a method of relating students university work to what skills
employers are looking for?
DAS answered that personnel planning development is aiming at a skills programme,
since certain courses give more skills resulting in better employability. Currently Dr
Bowie has obtained funding to show how skills obtained in studying history can be
transferable to the work place, for exampling skills developed in seminars such as oral
communication.
IT commented that last year a researcher came round asking what skills were obtained
from courses, and it resulted that the most transferable skills were those acquired in
seminars where students are required to make a presentation.
SMac also suggested that an essential skill acquired through studying courses was a
student’s time management by being able to prioritise, an essential skill required by
employers
DTal commented that at levels 1 and 2, oral communication skills are not as evident due
to students reluctance to talk.
LH commented that most first year students are shy in level 1 classes and it is difficult to
get anyone to talk.
SA asked that if seminars are where key skills are learnt then is it important to encourage
students to talk more?
DTal replied that it was very important and that a useful tool would be to engage the class
in controversial topics
SA asked whether students were aware how important seminar contribution was?
SMac answered that it was pretty self explanatory since attendance at seminars was
compulsory in order for students to pass exams and the course.
IT found that in levels 1 and 2, if students are not interested in the seminar topics then
students less likely to do the reading for that seminar
SM asked whether the presentation in level 2 made a big difference to students
participating in seminars?
DTal said yes since it reinforces what is being taught and students can become more
independent in their learning. It also engages the class if students have not done the
reading.
DAS said that through meetings with GTA (General Teaching Assistants) they find it a
real concern how to get their students to talk in class and they find this frustrating. It is
important that students are aware how valuable class discussion can be to their learning.
SM asked for any suggestions to encourage discussion
IT suggested giving each student individual reading
SMac and DTal said how they have both been classes where this took place and found a
definite improvement in class discussions
SMac also suggested that in level 2 that an ice breaker game was employed. However
found that students still not inclined to talk and often left to the few students that would
talk. This is still frustrating in junior and senior honours. Students feel that seminar
contribution accounts for 4% of the grade and many feel that it is a lot of work for this.
DAS lecturers expect students to prepare for seminars since this also prepare the student
for their exam
DTal said some students feel that seminar contribution should be weighted more.
ME stated that in level 1 seminar contribution was 10% therefore encouraging more
students to speak in seminars.
DAS asked whether students have a sense how seminar contribution is marked?
JA replied that it is composed of attendance, how many points a student raises and how
they back these up
SM asked whether a heavier weighting for reading for seminars would encourage
students to speak in class more.
MM also asked what percentage would become meaningful to students, for example 4 to
20%?
SMac answered that the presentation accounts for 6% of the overall mark and students
put lots of work into it so they don’t look like fools in front of their fellow classmates. It
is frustrating when students do not put the same work in since it has a detrimental affect
on the class since important issues are not raised and missed out.
SM asked whether an equal weighting with the essay would be necessary?
DTal felt that this was a critical point, since a vast amount of a students grade is placed
on the exam.
IT said that it may be necessary to explain to students how crucial seminar contribution
can be to the exam
SM stated that as a department team work is not really encouraged
DTal commented that controversial discussion encourages group learning
SM wondered whether it would be useful to encourage group presentations in level 1
KR replied that in level 1, students find the reading list daunting and unsure what to work
towards and found it useful to prepare for seminars with a partner therefore ensuring
students that they would not miss the point of the seminar.
DAS asked how students found feedback given by lecturers, such as their summative
assessment in the form of the actual mark and the formative assessment – where students
are given help to do better and if they found this useful
SMac suggested it would be worthwhile indicating how students are doing within
contributing to seminar and giving the student their mark which would indicate how
useful contribution is.
ME supported this in saying that students would see how their contribution in seminar
affected their grade.
SA said that students that do not speak in seminars are given comments, however those
that are expected to evaluate themselves, therefore giving more praise to students how do
talk in seminars is as important as helping students who do not talk in seminars.
SM said that at level 2, feedback is given with regards to seminar contribution at essay
tutorials.
DAS pointed out that the short term of 10 to 12 weeks does not leave a lot of time for
feedback to students when essays are handed in the latter weeks of term
ME found that in other courses, when topics have been discussed in class, if a student
wants to do an essay on that particular topic has to hand it in the week after the tutorial.
He found this useful as it provided the student the option to choose how to do their essay
SA asked whether students found the 20 minute essay return tutorial useful
SMac found that it varied, however most were helpful. Also that it would be useful to
point out to students that they can find a guide which shows what is expected from them
in their essays in the senior honours handbook
DAS asked whether students feel they know what tutors are looking for from the
comments in the essay feedback sheet
ME and DTal found that the feedback sheet vague and was generally unsure what tutors
are looking for
MM asked when students turn in their essays in have they a good idea what grade they
are going to get?
JA and SMac answered no, really hard to judge one self
SA asked why students do not turn up to these essay tutorials
JA replied that many are scared to receive their mark back, and if they have their essay
back and did not receive a good mark then they are embarrassed to go to their tutor.
They do not understand that this tutorial is to help them and not criticise the student.
However it is up to the individual to undertake this responsibility.
MM said that the tutorial provides the opportunity for tutors to give extensive comments
and a one to one tutorial
JA with regards to the feedback essay sheet, in levels 1 and 2 found the tick sheet
sometimes not useful as some tutors do not leave feedback but just tick the boxes so
unsure where mark has come from
SMac stated that reading essay comments varies from person to person, for example if a
student receives a good mark they might feel it unnecessary to read comments
SA stated that the essay tutorial provides an opportunity for the student to explain their
essay to their tutor and an opportunity for them to talk about it.
IT asked whether the department provide clear guidelines on plagiarism, some students
wrongly accused of it when unsure what it means, therefore would it be worthwhile
giving level 1 students clear instructions on plagiarism
KR replied that many level 1 students are more scared about plagiarism than what their
essay is about, possibility that it is in fact over emphasised
MM asked whether they were told “do not plagiarise” or explained what plagiarism is
KR understands what it is
DAS noted that many students find it difficult to reference properly since it varies from
department to department. DAS asked whether students were aware that guidelines for
the history department were on the history website
JA, SMac and ME all use this to reference properly
SA asked whether the transition from high school to first year is well managed. Also
asked about the transition from level 2 to junior honours
JA suggested that it should be made clear that students are to focus on primary sources a
lot more in order to develop their own arguments, which would in turn help them in their
specialist subject as many students are clueless as to how to include primary sources.
DTal suggested that it should be made clear to students how to reference other historians,
how to not ramble on with their own opinion and defining plagiarism students
DAS found that students writing straight from their notes are unintentionally taking
whole extracts, asked how students wrote their essays
SMac replied that it was a mix since it is more difficult by the time students come to
write their essays for their specialist subject
SA stated that by writing straight from notes difficult to formulate own opinion.
Lecturers do understand accidental plagiarism, however it is important for students to
develop and understand their own argument in their essay
DAS asked whether this has something to do with the transition between school and
university
JA replied that providing students with the essay tutorial workshops were invaluable to
those finding the transition hard since it provides them a structure and idea what is
expected of them in essays.
DTal found the essay workshops very helpful
IT suggested that, with regards to the essay return tutorials, by handing a sheet around
class would commit students to these tutorials instead of leaving it optional
DAS answered that students have to take responsibility for their learning.
SA said that, with regards to seminar contribution, turning up and contributing provides
tutors an insight into student’s personality which is invaluable when writing references
for them
DAS found this discussion very useful in gaining an insight into what lecturers do well
and what they can do better