SAAW: Co-Creating with Underrepresented Students

  • Date:
  • Time: 1pm-2pm
  • Location: Parkinson SR (B.11) and via Teams

Our first Share, Adapt, Adopt workshop (SAAW) of the academic year will see presentations from two of our LITE Fellows Rachael O’Connor and Nadine Cavigioli and School Academic Lead for Inclusive Practice (SALIP) in the Management Division of LUBS, Shala Ghobadi. SAAWs are designed to be informal forums to present and discuss ongoing Scholarship of Teaching and Learning

This will be a hybrid event that you are welcome to attend either in person at the Parkinson Building Seminar Room B.11 or online via Teams. Sign up here to receive a calendar invitation. Full details on the presentations are listed below.

Rachael O’Connor- Authentic engagement of under-represented students in student-focused research: community, belonging and wellbeing

I will share my experiences of working with a research team of 15 students who self-identify as under-represented for a diverse range of reasons to co-design a staff/student reverse mentoring scheme aimed at improving under-represented student experiences of academic personal tutoring. In particular, I will use student reflections to consider the impact of engaging under-represented students in this way in terms of building sense of community and belonging and positive wellbeing outcomes.

 

Nadine Cavigioli- A Scarcity of Time: Importance of having realistic expectations when co-creating with under-represented students.

I will share my practitioner reflections from a recent UoL Footsteps Funded project which focused on the co-creation of a community of practice for mature and part-time Learning and Teaching undergraduates. The tension between various life-worlds such as being a student, an employee and a parent/carer will be explored.

Shahla Ghobadi- Challenging what under-represented means and how “diversity of choice in assessment” helps in achieving inclusive experiences

I will share my experiences working with a class of MSc students in Management, where the concept of being underrepresented is quite paradoxical, given its many facets. The case included co-designing assessment experiences for evaluating digital projects and defining practices for implementing a novel digital gaming platform. Co-designing the assessment allowed students with different “representations” to choose their preferences, take ownership of their work, and voice their ideas within their specific teams.