Lecture: James Wisdom, The Context of HE
JW: Comments about the coming recession
This made me think – What impact would/should this have on curriculum design?
Will this affect what students might need a course to be? They might need an increased sense as never before of the world outside and the skills required, beyond disciplinary skills. The curriculum might need to address a student’s development more holistically, taking into account their mental and emotional life skills, strategies and wellbeing.
This expansion of what is covered by the curriculum and in the studio, has perhaps been needed for some time. I have thought about it most in response to observing the challenges and differing attainment of students from non-traditional university backgrounds.
I am reminded of a section in Bell Hooks’ Teaching To Transgress (Chapter – Engaged Pedagogy, starting Page 14-15) where she talks about a ‘whole’ view of a student and holistic pedagogy.
See blog post Teaching and Freedom for more.
I am also reminded of the Yale course Psychology and the Good Life taught by Dr Laurie Santos which became the most successful class in the university’s history and a popular podcast The Happiness Lab (https://www.happinesslab.fm/) She created it in response to her experience of mental health crisis she experienced amongst students.
See blog post The Happiness Lab for more.
A tutor recommended resource also seemed relevant:
The Flourishing University, Wellbeing in Higher Education – ‘A half-day seminar on the Flourishing University, exploring well-being and wisdom in higher education, for students, PhDs, staff and the wider society, from a multi-disciplinary perspective.’ (https://blogs.history.qmul.ac.uk/flourishing/category/student-mental-health/)
See blog post The Flourishing University for more.
I could apply what I have learnt to my practice by creating content addressing these themes.
See blog post Wellbeing
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JW: Student Academic Experience Survey 2020 – ‘Figures show that students expect to be taught and not to learn’
This tallies with the attitude of students that I have observed through feedback gathering processes, for example, those I conducted as part of the UAL initiative Blueprint where students were uncomfortable around independent study and autonomy:
‘Some students talk about finding independent study distancing (1_4_10, 1_4_40, 1_4_60, 1_4_82) This seems to resonate with other responses where students express a desire for more scheduled activity, structure, more set work, more guidance and more monitoring of progress (1_3_2, 1_5_54, 1_8_74, 1_8_79, 1_8_82)’
(Reflective Moments Questionnaire
Moment 1: Friday 4th Dec – Friday 18th Dec 2020
What can I learn?
Helping students understand that the emphasis is on learning not being taught is a priority
How can I apply what I’ve learnt?
Making their active role in their learning clear in all learning situations.
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JW: Slide 18 – Which way should HE develop in the next generation?
Relevant points:
1.To challenge all assumptions and the status quo?
2.To educate everyone to their highest possible level?
3.Higher education – for all our citizens, at all stages of their lives.
What can I learn?
What the core values of higher education should or could be.
How can I apply what I’ve learnt?
Some could be addressed at course and teaching level:
- Point 1 can be tackled by all teaching learning that encourages critical thinking and active participation.
- Point 2 can be tackled by focusing on a student’s individual needs and aspirations, supporting them in achieving that.
Some at a higher level:
- Point 3 could impact on Programme and Design School level planning meetings to an extent. Particularly, in discussions around the portfolio of courses on offer for whom and to what purpose.