Tag: Student experience

Placement Practitioner Conference

Faculty of Health and Wellbeing (HWB)

Within the Health and Social Care departments, a Placement Practitioner conference was held in October 2018 to explore a number of issues relating to BAME students’ experience in practice placements and the relationship to their fitness to practice. The purpose of this conference was to educate practice educators and academic staff on the challenges faced by BAME students in placement. It is intended that the conference will lead to better-informed practice educators and academic staff on issues surrounding fitness to practise and placement experience. To date, the structure for the Placements Practitioners Conference has been agreed and internal and external speakers secured. Student involvement helped to develop several workshops whilst three case studies (from the fitness to practice data) was used to inform these workshops.

The HWB faculty aim to prepare an article for publication which will be of interest to other Higher Education Institutions’ faculties delivering healthcare education.

For further information contact the project lead Jackie Parkin, j.parkin@shu.ac.uk and Julie Nightingale, j.nightingale@shu.ac.uk

Status: completed

Mentoring BAME students

Sheffield Business School (SBS)

Department of Service Sector Management

This Hallam Guild project aims to facilitate regular student group meetings to discuss and explore issues such as culture, faith, academic, social, physical and emotional wellbeing. This project created a supportive forum where both students and staff are able to talk about ongoing issues and barriers of lower number of Higher Education applications and completion which contribute to the attainment gap. The estimated completion date for this project is 31st July 2019.

For further information contact the project lead Jacqui McKoy-Lewens, j.mckoy-lewens@shu.ac.uk and Jaffer Idris, j.idris@shu.ac.uk

Status: completed

Case studies from APA discussion

Sheffield Business School (SBS)

Department of Management

As a pilot in 2017/18, for Business Studies and other courses in the Languages with International Business or TESOL suite, the department repurposed and developed their APA (personal tutor) approach. This included the development of joint APA/student case studies (of a cross-section of students) to tell the story of the student experience and to engender a greater degree of trust and buy-in to the APA process, particularly by BME students. More specifically, these case studies demonstrate how we have overcome barriers to BAME attainment and help to develop role models from BAME students and alumni (ambassadors).

For further information contact the project lead Michelle Blackburn, m.blackburn@shu.ac.uk

Status: completed

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

Placement uptake by BAME Law and Criminology students

Faculty of Social Sciences and Humanities

Department of Law and Criminology

The aim was to establish a baseline as to whether students who identify as BAME take part in placement opportunities across the department. The project initially highlighted that participants were not asked to provide demographic information as part of the placement application process. Therefore, the first step for the project was to establish a robust baseline from which to identify whether there is a gap between BAME students and their white peers in applying for and/or being successful with placement opportunities. The main outcome was the recognition that demographic information had previously not been included within the placement application process. In future, demographic information will enable us to see how many students who have expressed an interest in applying for a placement do in fact go on to:
a) Apply
b) Are shortlisted
c) Are successful at interview.
This requirement for demographic information will be embedded into the application process from 2018/19 onwards

If the placement application process includes demographic information, this project could be replicated across the university for placements which are full-time across one semester. A standard application template including the minimum data requirements that could be accessed centrally would enable this to be transferable across the university thus allowing for analysis across various cohorts of students.

For further information contact the project leads Nichola Cadet (Criminology) n.cadet@shu.ac.uk & Chris Riley (Law) n.cadet@shu.ac.uk

Status: ongoing

Graduate Interns – Student Voice

Faculty of Social Sciences and Humanities (SSH)

Department of Education, Childhood and Inclusion (DECI)

The department of Education, Childhood and Inclusion employs three graduate interns. Part of their role is to undertake Listening Room projects with BAME students to understand their perspective on the attainment gap and what they believe would help to close the gap. This work will continue in the next academic year.

For further information contact the project lead Iain Garner

i.garner@shu.ac.uk

Status: completed

Road map to Change Event

Faculty of Social Sciences and Humanities (SSH)

Department of Education, Childhood and Inclusion (DECI)

On Stephen Lawrence day (22nd April), the department held the Road map to Change Event. All undergraduate courses across the department reflected on their current attainment gap and the impact of projects and work on closing the gap. This was done with staff across the department. The aim was to keep the issue of the performance gap under close scrutiny and hold us all to account for closing the gap, while building racial literacy across the staffing group.

The event was successfully delivered on 22 April 2019, and Sehrish Tahir (Graduate Intern) has completed a guidance document for staff in the department using the materials from the day and further research which will support the development of racial literacy of staff going forward. The document can be found here.

For further information contact the project lead Iain Garner i.garner@shu.ac.uk

Status: completed

Supporting International Students

Faculty of Health and Wellbeing (HWB)

Department of Allied Health Professions (AHP)

This Hallam Guild project aims to develop support resources for both international healthcare students on placements and the staff that support them. Through collaboration with staff and students, support resources will be developed in order to overcome cultural and communication barriers. The project has three main intentions:

-increase retention: by providing more targeted preparation for practice and addressing some of the cultural/language barriers and providing strategies for students pre-placement would give them the best opportunity and time to meet the practice standards required to pass their practice placements and hence increase retention.

-increase highly skilled employment or further study- passing practice placements successfully is essential to gaining a qualification in occupational therapy and physiotherapy which are both deemed to be highly skilled employment.

– increase student satisfaction: students will feel more supported in their practice placements and in the preparation for these and feel that their specific issues are being acknowledged and addressed by both university and practice placement staff. Lack of understanding of some of the cultural issues by practice staff can affect the quality of support perceived by students that they are receiving.

For further information contact the project lead Shirley Masterson, s.s.masterson@shu.ac.uk

Status: ongoing

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