10.2: Measuring employability ‘learning gain’ through an analysis of two cohorts of graduate students on the School of Arts and Creative Industries’ Winter Internship Programme 2014/15 and 2015/16
Creative Arts
Jenny Owen, London South Bank University
The School of Arts and Creative Industries graduates in total about 300 Arts and Festival Management Drama & Performance Photography Journalism Film Studies Film Practice Games Design and English with Creative Writing students per year. Many will have completed a work placement/professional practice module during their studies and whilst there have been improvements in their employability (as measured by the DLHE survey) significant numbers still struggle to get a foothold in the creative industry of their choice on graduation. The aim of the session will be to explore the preliminary findings of the ‘learning gain’ of students by interviewing two cohorts of winter interns within the School of Arts and Creative Industries. How do students’ knowledge skills and work readiness change and improve throughout the HE experience? How well prepared are our students for the world of work? What more should we be doing to support them and for how long after graduation? What is the added value of a creative arts degree in terms of students’ later employability and how can this be measured? The objective of the session is to explore the ways that future curricula in the creative industries embed the very best practice to support students effectively and in ways that can be measured.
10.3: The alternative crit: Peer feedback and assessment in Art and Design
Art & Design
Rachel Dickinson, Belfast School of Art Ulster University
This paper will explore the implementation of a peer feedback project within BA Hons Contemporary Applied Arts (ceramics jewellery and silversmithing)at Belfast School of Art. The design implementation attitudes and responses of students frame the context of the introduction of a more formalised approach to peer feedback and assessment within the art and design learning and teaching environment. The session will include a ‘how to’ opportunity to give feedback on pieces of artwork.
10.5a: Enhancing creative design
Art & Design
Pauline Smith, Arts University Birmingham
Enhancing Creative Diversity – collaborative project : Widening Participation and the Centre for Creative Learning to support diversity and inclusion in the curriculum
(HEA : Engaged Retention and Attainment Project).
Our aim was to maximise staff contribution and impact on learning and teaching facilitated through a CPD resource which includes: guidance for tutors workshop design creative exercises and samples from our experience of running the prototype workshops. The project engaged with a wide spread of course staff students on BA students and alumni; WP Student Services and Library staff.
The ‘How To’ presentation will:
- describe the three staff workshops;
- describe the materials gathered for the resource;
- demonstrate the CPD resource.
10.6a: From sage on the stage to guide on the side: An action research project using a ‘flipped classroom’ model with Film and TV students
Media
Neil Dougan, University of Bolton
In this session I will share my published action research on ‘flipped classrooms’ and in doing attempt to clarify what they are (and are not) how they might work and what potential they have in e-learning practice. As a TV producer of factual entertainment content for many years I am curious about utilising my skills in creating entertaining content in an educational context and hope to discuss this with attendees as well.
10.7: Individual attention = Collective Success: One-to-one tuition that does not break the bank
Interdisciplinary
Errietta Bissa, University of Wales Trinity Saint David
Academic skills tuition in HE over the last few years has moved towards self-study and the use of electronic materials. By contrast this paper focuses on the effect of one-to-one tuition in the first year on students’ overall results and attainment. UWTSD Classics implemented short one-to-one in-class consultations between lecturers and students in a dedicated Academic Skills module in 2012. The students graduated in 2015 and results show that those who took the one-to-one module succeeded in getting higher overall results than others of the same cohort (with same overall entry profile who took the same overall modules). Short one-to-one tuition sessions which focus on the individual’s strengths and weaknesses enhance students’ success increase immediately their satisfaction and engagement with improving their skill-set across modules. Importantly the project showed that one-to-one tuition is possible without a heavy increase in staff workload or staffing additions.
