welcome to the - university of queenslandl-week-2018-cocreating with students.pdfevans, bira,...

Welcome to the

Co-Creating with Students:

(Students as Partners) Showcase

@uqITaLI #UQSSP #studentsaspartners

CRICOS code 00025B 3

I would like to acknowledge the traditional owners of the land on which the

University of Queensland is situated, the Turrbal/Jagera people

Acknowledgement of Traditional Owners

Dr Marissa Edwards

Stephanie MacMahon

Annita Nugent

William Bingley

Students as Partners ShowcasePhD Students as Partners: Designing a

Workshop for Stress Management

and Resiliency

The PhD Journey

The Challenge

• Multiple researchers have argued that postgraduate study can be a stressful and challenging experience, and may have an adverse impact on students’ well-being (El-Ghoroury, Galper, Sawaqdeh & Bufka, 2012; Evans, Bira, Gastelum, Weiss & Vanderford, 2018; Pain, 2017)

• Recent studies indicate that around one in two PhD students report experiencing psychological distress (Levecque et al., 2017)

• The prevalence of mental health issues in PhD student samples is significantly higher than the general population (e.g., Barry, Woods, Warnecke, Stirling & Martin, 2018; Evans et al., 2017; Woolston, 2018)

Why is this occurring and what can we do about it?

Student Voices

• It is important to engage PhD students as partners in the workshop process to capture the diversity of students’ experiences

• Key findings to date include:

• Importance of encouraging voice at multiple time points (i.e., workshop development, review, post-workshop feedback, peer support, etc.)

• Acknowledgment that each student experience is unique

• Identification of key “moments” for intervention

• Sources of stress• Uncertainty

• Imposter syndrome

• External pressures (finances, work-life balance, etc.)

• Stress management strategies

Future Plans and Opportunities

• Planning to build on initial discussions and recruit five student partners to develop and review materials for a pilot workshop in 2019 – please speak to us if you are interested!

Thank you

Dr Marissa Edwards

Stephanie MacMahon

Annita Nugent

William Bingley

CHIN3020 SSP

Chinese for the FutureCo-creation, teaching consultancy,

blended learning developing, and evaluation

for second-year Written and Spoken Chinese courses

• Meeting the demands for bigger classes

• Being facilitators of learning

Working towards a future with students as the centre of learning

@uqITaLI #UQSSP #studentsaspartners CRICOS code 00025B 11

• How we did these:

- Collaborative writing task with the National Taiwan Normal University

(NTNU)

- Weekly virtual meetings

- Video making assessment

• What we learned:

- Students appreciate feedback

- Different to normal assessment

- Making it a cross-course assessment

Course specific (1)

CRICOS code 00025B 12@uqITaLI #UQSSP #studentsaspartners

Video assessment gives students a way to proactively engage

with learning Chinese

It transforms the role of tutors from that of teachers to facilitators

of learning

Difficulties:

Students misread task, talking about global issues from a

Chinese, rather than China- Australia shared perspective.

The assignment platform Cirrus was confusing; students

encountered submission difficulties.

Course specific (2)


• NTNU collaborative writing and video making assessment as a

model for course.

• Provides students with small online class environment and

personalized feedback.

• Engages all language skills, integrated with Spoken units

Cross-course connections


• Utilizing survey, focus group and online forums to engage students

and give them input into course structure

• Ensures students as collaborative partners: asking students what

can be changed in terms of assessment, the course and major

wide.

• Flipped classroom design is on the agenda for future courses

Cross year – 2019 and beyond


• What can and should a university language course in 2018 offer?

• Key questions

- Continue development of cross course assessment items.

- Engage students with culture and all four language skills.

Reflection: Student Partnership Questions:


• Proposals:

- Teaching large classes with huge diversity in language level.

- Dividing intermediate stream into intermediate; upper

intermediate to better cater to students needs.

- Students with Chinese speaking background may also be put

into higher stream.

Integration within Chinese Major (1)


• Continuous course-wise integration:

- Continue development of cross course assessment items.

- Engage students with culture and all four language skills.

• Technology and community integration:

- Need to look at how to integrate technology effectively (online

courses, flipped classrooms).

- How can we develop a student focused course centred on student

language ‘practice’ (engage with language community and culture)?

Integration within Chinese Major (2)


• Holistic design, integration with other courses, different levels and

between disciplines

• Support and approval from the School

• Grant proposal

• Cross-sector, cross-Faculty: Hass, BEL, ITaLI

• Thinking big: UQ Student Strategy 2016-2020, Strategic Plan

2018-2021

• Beyond UQ?

Within sector and cross-Faculty networking


• Next step: Cross-nation: Internship, Mobility Plan, collaborative

EdX modules with NTNU, or any university

• Reality checks:

- Internship with NTNU?

- Teaching innovation grant proposal: online courses?

- Student vs Staff: workload of full-time staff? Casual staff as

“volunteers”?

• Digital vs human? Unwritten policy?

Thinking big, vs. thinking realistically


Thank youWilliam Thompson [email protected]

Nick Jolly [email protected]

Jack Atkinson [email protected]

Alice Chong [email protected]

Yen-Ying (Yenney) Lai [email protected]

Nicholas Carah

School of Communication and Arts

[email protected]

@nnniccc

Platforming with Partners:

working with student partners to blend a large first year course

Student-Staff Partnerships at UQ:

The university-wide implementation

Victor Hasa, Madelaine-Marie Judd & Jessica Morgan

Introduction: Why at UQ?

24CRICOS code 00025B@uqITaLI #UQSSP #studentsaspartners

SSP Project Steams


Key Performance Indicators for SSP


Process: Project Application & Selection


Project proposal submitted

Project Lead notified of outcome

Successful submissions

are advertised

Students apply to

partner on projects

Student applications are sent to

Project Lead for

shortlisting

Successfulstudents are

contacted

Project Team are

invited for an Induction


Process: Project Creation to Completion


Project: BIOM3200 redesign:

➢Course has previously been a single “Research proposal” stream.

➢Intentions were now to give the students the choice of 3x streams, including

Research, Clinical Professions, and Industry and Communication

Personal background:

➢Bachelor of Science (Honours), teaching and innovation

➢Elected to be involved in redesign of the Research stream materials, primarily

criteria sheet formation

Background to Project & Personal involvement


➢Opportunity for collaboration and skill development: Students and Staff

➢Ability to contribute with academics to lead to better institutional outcomes

➢Increased employability through skill development and differentiation

➢Continued employment as a BIOM3200 Tutor

Development and opportunities for student partners:


Thank you Questions?Victor Hasa | Student PartnerB Sciences (Honours)

linkedin.com/in/victorhasa

facebook.com/uniofqld

Instagram.com/uniofqld

Madelaine-Marie Judd | Student Partners AdvisorStudent Employability Centre | The University of Queensland

@MadelaineMarieJ

Jessica Morgan | Student Partners Project Officer

Student Employability Centre | The University of Queensland

linkedin.com/in/jessicajmorgan/

HASS HUSTLE

A reflection on student-staff partnership

Alynna Wong, Inari Saltau and Jackie Fuller

HASS Student Futures Team, [email protected]

33

BelongingHASS students feel they

belong, are supported,

and have a connection to

others at UQ.

PartnershipStudents, staff and industry

build collaborative, mutually

beneficial partnerships that

improve the HASS student

experience.

EmployabilityHASS students know how

to enhance their

employability and articulate

their abilities and skills to

others.


Thank you

Student Futures Team

Humanities and Social Sciences Faculty

The University of Queensland

E: [email protected]

T: 07 3343 2497

W: https://hass.uq.edu.au/get-involved

F: @ExperienceHASS

BIOM3200: Biomedical Science Re-designStudent-Staff Partnership

Presenters: Victor Hasa & Charlotte Young

Acknowledgements: Izaak, Isaac, Christian, Owen, Jo, Kay, Madelaine & ITaLI

BIOM3200 SAP| 31st Nov 2018 36

B Biomed Sci & Biomed

Major of B Sci

CRICOS code 00025B

~450 students 60% assignment

BIOM3200 Context - 2017

Capstone

course

Research

focused

Large &

diverse

cohort

Where do our

students go?

~11%

Research

What did we

do?

Alternative streams aimed to:

• Better alignment with professional identity

• Student autonomy and choice

• Mix of individual and group work

What did this mean logistically?

• Designing 14 new pieces of assessment with

supporting guides, templates, lecture material

and activities – we need help!

37BIOM3200 SAP| 31st Nov 2018 CRICOS code 00025B

BIOM3200 Context - 2018

Scientific Research

Clinical Professions

Biomedical Industry &

Communications

17% 14%

69%


We aimed to:

• Improve the learning experience for future cohorts

• Draw on the novel knowledge and experiences of our student partners

• Foster the development of student partner skills and abilities in relationship to teaching and learning

We collaborated with five student partners in the re-design of the capstone course:

• 3 x Biomedical Science Honours students who had previously completed BIOM3200

• 1 x Biotechnology Honours student

• 1 x Fourth year Bachelor of Medicine, Bachelor of Surgery student

Student partners

CRICOS code 00025BBIOM3200 SAP| 31st Nov 2018 38@uqITaLI #UQSSP #studentsaspartners

• Bachelor of Science (Honours) teaching and innovation in Biomedical Science

• Approached around early April 2018 regarding intent to be apart of project, having previously completed

BIOM3200

• Interested in learning design, assessment for learning, and how to construct information to lead to the

best institutional outcomes via small changes

• Elected to be involved, primarily, in redesign of the Research stream materials

• Communication via email chains and some face-to-face meetings

• Tasks completed via Dropbox

• Collaborative delegation where needed

Personal Background


Personal Contribution - Example:


Academic Staff

• Collaborate with amazing student

partners

• Novel perspectives for both

content and teaching & learning

• Active involvement of students in

the development

• Felt more motivated & inspired

BIOM3200 SAP| 31st Nov 2018 42CRICOS code 00025B

Outcomes/Learnings:

Current Cohort

• 3 streams - more autonomy &

choice

• 36 resources designed with

student partners

• More engaged & have greater

support to achieve learning

outcomes

Student Partners

• “Being a student partner was an

invaluable experience”

• Break down of power dynamics

• Contributed to the learning

experience of UQ students

• Employability skills – experience

• Employment – as tutors & beyond

Reflections: • Being flexible with collaboration – not all students want the same thing at the same time!

• Better communication of the project as a whole – progress meeting/updates & Trello

• Google docs over dropbox – no cost

Thank youMr Victor Hasa | Biomedical Science Honours Students

School of Biomedical Science

[email protected]

@uqITaLI

UQ Institute for Teaching and Learning Innovation (ITaLI)

Dr Charlotte Young | Learning Designer

School of Biomedical Science I Institute for Teaching and Learning Innovation (ITaLI)

itali.uq.edu.au

[email protected]

+61 7 3365 8337

1445 – 1515: Afternoon Tea

1515 – 1600: Partnership Project Scoping

welcome to the - university of queenslandl-week-2018-cocreating with students.pdfevans, bira,...

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