This session comprises three pairs of presentations running in parallel. The session runs from 14:00 - 14:45.
You can also see the following:
Students Set the Syllabus:
Reflections on the First Year of a Student-Led Module
|Stephen Purcell (English and Comparative Literary Studies)|
|This year the English undergraduate module "Remaking Shakespeare" ran for the first time. This year-long module supports students as they research Shakespearean adaptations over Term 1; they then divide into small groups of 2-3, and over Term 2 the groups take turns to lead a full 2-hour class on their chosen adaptation. Allowing students to pick their own Term 2 texts ensures a real diversity to the syllabus: this year, alongside the canonical adaptations that might have been expected (Rosencrantz and Guildenstern Are Dead, West Side Story), we had sessions on French rap, expressionist art, pop culture parody, a Swedish animated film, and a novel that had been published only weeks earlier (Margaret Atwood’s Hag-Seed). The sessions encouraged students to take ownership of their subjects, each student in turn becoming the class’s resident expert on their chosen topic. The student-led sessions also led to the development of a strong culture of mutual support – indeed, many of the students kept in touch with each other after the module had ended to share the outcomes of their independent work. Module feedback has indicated that students found the module empowering, that its structure gave them the freedom to take risks, and that it fostered an atmosphere of trust. This talk will reflect on the advantages and disadvantages to allowing the students this kind of ownership over a module, and outline some of the demands it makes of the tutor.|
|Google Plus Communities||Jorg Seifert (Modern Languages and Cultures), Christian Jennerich (University of Potsdam)
This session outlines virtual collaboration projects on the basis of Google Plus Communities. It explores how colleagues can enhance their own teaching and learning as well as the student experience beyond the classroom. Feedback from students was consistently positive as these communities offered them the chance to engage with other international students in a way which was putting their linguistic skills into practice whilst developing intercultural awareness and competencies.
History in Practice Project:
Student-Community Engagement in Curriculum Design
|Meleisa Ono-George (History), Thanh Sinden (Culture Coventry)
|This session will focus on a newly proposed experimental project on student-community engagement in curriculum design called, The HISTORY IN PRACTICE PROJECT (HIPP). The proposed project involves a series of workshops attended by selected second and final year undergraduate History students, community organizations, and History faculty in the design of a new 30-CAT final year public history module for the History Department. This includes working out the structure, learning outcomes, assessments and aims of the module. In this session, Meleisa Ono-George, the DSE for History, and Thanh Sinden, Strategic Audience Development Manager for Culture Coventry, will discuss the significance of this project for both academic departments and community organizations, the project plan, and the proposed outcomes. There will also be discussion of the challenges of student-community engagement.|
|Developing Community Networks for Public Legal Education||Tara Mulqueen (Law)|
Over the next year, I will be working to develop relationships with local community organisations to support a public legal education clinical module to be run by the School of Law. The module will have students organising free workshops locally on key areas of social welfare law (housing, employment, welfare benefits, etc.). Preparation for this module involves learning about the needs of the local community and finding out how we can best support them. To this end, together with student researchers, I will collect local narratives of how people experience and engage with the law, both as a means of fostering relationships with local community members and organisations, and creating teaching materials for the module itself. This will be supported by broader research into local service provision and the availability of support for prevalent issues and concerns. In this presentation, I will lay out some of the key ideas for the module and concerns that are shaping the approach, in hopes of generating discussion about how best to engage with the local community in teaching. A central concern is how to ensure that through their learning experience, students are both gaining something, and providing genuine support to the community. Underlying this is a question about what the purpose of public legal education and other related forms of community engagement should be.
The International Political Economy of Everyday Life
|Lena Rethel (PAIS), James Brassett (PAIS), Juanita Elias (PAIS), Ben Richardson (PAIS)
|I-PEEL: International Political Economy of Everyday Life is an online teaching tool that provides everyday entry points into the study of the international political economy. It is designed to encourage self-directed learning, whereby users navigate their own way through the material, and is aimed primarily at university students who want to know more about who gets what in the global economy, why, and how might it be changed. The project was seed funded by a Warwick Institute for Advanced Teaching and Learning project grant. See www.i-peel.org for further information.|
|Using Social Networking Insight to Create Academic Content||Tomi Oladepo (IGGY)
IGGY -- an online educational content hub and social network for pre-University students -- uses the insight generated by social network activity to crowd source ideas, and engage undergraduates, postgraduates, and academics to produce educational content. Using the feedback from comments, debates, polls, and online discussion groups, the content is further refined, creating a lean method of content creation.