Tag: SSH (page 1 of 2)

Academic Language and Literacy Group

Faculty of Social Sciences and Humanities (SSH)

Department of Education, Childhood and Inclusion (DECI)

Two seminar sessions were delivered by the Academic Language & Literacy Group (ALL) to all Level 4 BA Education Studies students. The sessions were based on priorities identified through consultation with course and module leaders and analysis of previous students’ assignments. These sessions were implemented through the ‘Language and Learning’ module with the aim of narrowing the degree awarding gap.

For further information contact the project lead Manny Madriaga, m.madriaga@shu.ac.uk

Status: completed

Supporting BAME student teachers through enhanced placement allocation and mentoring support

Faculty of Social Sciences and Humanities (SSH)

Department of Teacher Education (TEd)

Through a combination of mentoring and tailored placement allocation/advice, the project aimed to encourage reduce the time taken to complete placements and/or interrupt or withdraw from their placements. This was done through the implementation of two interventions: a mentoring scheme and a placement allocation and selection. The project outcomes have resulted in the department’s Placement Policy being updated. A number of changes have been made in order to better support BAME students whilst on placement, e.g. early visits, rapid evaluations. In addition to this, a BAME mentoring scheme for BA teacher educations routes has been implemented from September 2018.

Placement policy changes are replicable and compliant with the new general equality duty which was introduced in April 2011.

For further information contact the project lead David Owen, d.h.owen@shu.ac.uk

Status: ongoing

Decolonising the Curriculum: Modules

Faculty of Social Sciences and Humanities (SSH)

Department of Psychology, Sociology and Politics (PSP)

The attempt to address low attainment, achievement, recruitment and retention amongst students from “BAME” heritages and backgrounds has taken place at various levels in PSP with each department striving to address its curriculum, and approaches within teaching, syllabus and content. Within politics and sociology, some members of staff have undertaken informal reviews of their modules and curricula and subsequently changed/included new material that addresses race and ethnicity related inequalities at structural, policy and practice levels. Within these disciplines new modules have been created which focus on scholarship, theory and practice from the global south.
Psychology has begun a subject-group wide audit based on a recent textbook that focussed on diversity, and inclusivity in psychology teaching and learning.
There has been a Race and Ethnicity Reading group convened by Dr. Jon Dean for all members of staff, and research staff. While attendance has been small, these sessions have been wonderfully helpful in raising awareness and allowing for important discussions on race, ethnicity and institutional racism and the visible and invisible privileges of whiteness.
Those members of staff who have engaged with the project have been open, generous and critical of their practice, and have changed their material as well as begun the work of self-reflection and examination. Those involved recognise that it is important to engage all staff though and this is something they are trying to address.
The PSP department are committed to continuing their work on the curriculum and tackling student and staff recruitment.

For further information contact the project lead Dr Anjana Raghavan a.raghavan@shu.ac.uk

Status: ongoing

Addressing Inclusivity, Equality and Diversity in Curricular Practice

Faculty of Social Sciences and Humanities (SSH)

Department of Psychology, Sociology and Politics (PSP)

The project had four main strands:

1.cultural/diversity critical awareness and reflection for staff (delivered through pilot workshops);
2. decolonising pedagogical practice (through upcoming curriculum review of reading lists, teaching methods etc);
3.review of marketing materials and practices (to increase BAME recruitment; centre a commitment to equality;
4. inclusiveness and representation); placement experiences (review of practice guidelines and student feedback forms).

The project raised staff awareness of issues facing BAME students. It has highlighted how staff need to review and, where necessary, revise their approach to the curriculum in the interests of making it more inclusive and to capture diverse voices. The Department has made a commitment to a thorough critical review of practice over the medium to long term.

It is hoped that the approach to curriculum development work in PSP will be transferable. Although the content of the curricula differs across subject groups, it should still be possible to identify the process, approach and key questions raised in reviewing curricula.

For further information contact the project lead Dr Anjana Raghavan, a.raghavan@shu.ac.uk

Status: ongoing

Levelling the placement advantage

Faculty of Social Sciences and Humanities (SSH)

Department of the Natural and Built Environment (NBE)

The aim of this project was to increase BAME attainment and employability by supporting the uptake of the placement year. To do this the department aimed to identify: the barriers for BAME students going on placement; what support we can put in place to encourage BAME student uptake of placements; if we need to put in place any additional placement support for these students.  An infographic  was produced that highlights the benefits of placements, which students can share with family members and others. In addition, there were a number of support and access issues that were raised in our survey: accessibility to employer jobs; lack of confidence; lack of support; time constraints.

The infographic uses institutional level data and can therefore be used by any department. In addition to this, each department could also add their own student comments to make it more relevant to their courses.

For further information contact the project lead Dave Gubbins, d.gubbins@shu.ac.uk

Status: completed

Embedding student leaders in steering group to impact the BAME

Faculty of Social Sciences and Humanities (SSH)

Department of Law and Criminology (DLC)

This student led steering group completed a number of initiatives which gives students the opportunity to voice their experiences and to work collaboratively with stakeholders across the university in order to keep student experience at the centre of any work that was carried out. Some of the initiatives included; the interactive map; peer mentoring; an inspirational week; some decolonising the curriculum work. The students were paid as student leaders to network across their courses and discuss possibilities with their peers.

The faculty believe that it should be relatively straightforward for other departments to implement this project. All that is required is a steering group with students, and for student leaders to network and share ideas with their peers in order to establish projects.

For further information contact the project lead Tanya Miles-Berry, t.miles-berry@shu.ac.uk

Status: ongoing

Can Feedback Support Greater Attainment

Faculty of Social Sciences and Humanities (SSH)

Department of Law and Criminology (DLC)

This was an action research project that focused on improving grades through meaningful feedback. It originated out of a LEAD  projects that Amy Musgrove worked on 2017/18. Other staff members were working on similar projects and these fed back to each other in order to assess how the feedback supported improvements in students work. The aim was to see what characteristics of feedback supported students to have a greater increase in their mark between T1 and T2. This is to be researched in three ways:

1: Assess the different characteristics of the feedback given in an early assessment.

2: Categories of feedback developed to be tested further.

3: Analyse the GPA between T1 and T2 to see what patterns are identifiable.

A pilot was conducted and the team are committed to further testing their findings in 2019/20. The pilot found that certain types of feedback enhanced performance of the students.

For further information contact the project lead Amy Musgrove, a.musgrove@shu.ac.uk 

Status: ongoing

Developing and delivering mentoring and buddy systems for BAME students

Faculty of Social Sciences and Humanities (SSH)

Department of Law and Criminology (DLC)

This student-led project aims to encourage a sense of belonging and self-belief in BAME students. A range of BAME mentors who work within the social/criminal justice or law area to the university have agreed to mentor Level 5 and 6 students. Students receive up to five meetings per year, whether that be face-to-face or virtual. From this, Level 5 and 6 students were also asked to be ‘buddies’ (mentors) for Level 4 students. During the inspirational week the department held a buddy event that aimed to establish buddies for Level 4 students. The mentor event in June 2018 and led by Jordan Hall was very productive and resulted in a number of decisions being made for academic year 2018/19. Case studies are currently being developed.

If this approach is shown to work, there are good grounds to roll out the intervention more widely. It should be relatively straightforward for other subject groups, departments and faculties to roll out this initiative, subject to exploration of reasons for potentially low levels of student engagement and how to tackle this.

For further information contact Tanya Miles-Berry, t.miles-berry@shu.ac.uk

Status: completed

Decolonising reading lists

Faculty of Social Sciences and Humanities (SSH)

Department of Law and Criminology (DLC)

This action research project aimed to make reading lists in Law & Criminology more diverse and inclusive. All module leaders were asked to supply a reading list and module synopsis or enrol researchers onto Blackboard to access lists. The intended approach was to assess what percentage of titles on reading lists were authored by BAME scholars. The aim was to then recommend three additional readings from BAME scholars to module leaders who could then, assess these sources and, if approved, incorporate them into their module reading lists and lecture/seminar materials. If suggestions were deemed unsuitable (in relation to the course requirements) module leaders were encouraged to search for alternative readings authored by at least one BAME scholar.

The project is replicable. Once the method of measurement is defined then the initiative can be replicated across other departments.

For further information contact the project lead Larissa Povey, l.povey@shu.ac.uk

Status: completed

Summer school for students from low socio-economic backgrounds

Faculty of Social Sciences and Humanities

Department of Law and Criminology

The first stage of the project was to evaluate the feasibility of running a school based on the Third World Transition Programme (TWTP) at Browns university in the US and then run a summer school for sixth form pupils in June 2018 in partnership with HEPPSY+. Seven Law & Criminology students were employed as ambassadors for the duration. The perceived wisdom was that if we can show potential students what is on offer at university, more of them may apply (not necessarily to Hallam). The longer-term goals are to: build networks with local schools and colleges; establish regular taster events and possibly buddy system for sixth form pupils with UG students; establish potential for pre-induction orientation event; increase the social and ethnic diversity of our student population.

Informal observations highlighted that the summer school appeared to go very well, despite a major transport problem. However, it is suggested that it was a valuable experience for both sixth form students and student ambassadors.

Once the process established, it should be relatively straightforward to establish a range of summer schools with ongoing relationship development and events for sixth form pupils (with potential to include other groups).

For further information contact the project lead Tanya Miles-Berry, dstmb@exchange.shu.ac.uk

Status: completed

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