INCLUSIVE COURSE CULTURE THROUGH COMMUNICATION
CONTEXTUAL BACKGROUND:
In my role as Senior Lecturer on MA Fashion Artefact I am part of a teaching team and until now have been personal tutor to a proportion of the cohort. I have been asked to become Unit1 leader for 24/25 cohort. Most students on this course are from oversees, without English as a first language. They will have experienced a variation of learning styles, language challenges, from diverse social and economic backgrounds. Many working with learning difficulties.
EVALUATION:
Until now, I have worked with my tutor group, and limited interaction with the whole cohort. Tutor groups are randomly assigned at the start of the year, without knowing student indivuals. As Unit Lead I am there to support all learners. I see an opportunity to build a ‘holistic’ support network. Inspired by the ideas of Felton and lambert of maximising opportunities for relationship-rich education; I propose opportunity for staff student informal interaction, and peer mentorship (Felten, P, Lambert, L.M,2020). The Scavenger hunt Workshop I introduced, is a positive peer and tutor experience, building on this, communication and belonging will be my focus. To enhance student learning of studio practise, I believe the physical space needs some care, at present the studio is untidy, and unloved; students need to be inspired, to take ownership. To be responsive to individual needs I want to facilitate ‘safe’ channels of communication (hooks,b. Freedom Forum 2016).
MOVING FORWARD:
Finding Shared Values: – Visual MINDMAP Workshop: This is a playful approach for peer interaction to start to feel comfortable with each other. Group brainstorm: Shared interest, values, concern, fears; Invite students to offer ideas of how they would like to work, determining atmosphere, working patterns, ideal learning environment. Outline a course shared mindset pin board, with key words and visuals.
- Constructive Suggestion Box: – Students who find it difficult to communicate openly will have the opportunity to make constructive suggestions through an anonymous means – either sealed box or on-line portal.
- Weekly Intentions: – Each week two students will propose a weekly key word, and visual to add to our shared group pinboard.
Respectful Studio Etiquette: – Build on the brainstorming, to outline a ‘studio etiquette manifesto’ as an inclusive studio practise. Agree on quiet space and times, to accommodate learners with noise sensitivity. Discuss personal space and working practise, housekeeping, practical and safety concern to ensure all cohort feel at ease to spend time in studio.
Peer Mentorship: – We already foster interaction between 1st and 2nd year students to a degree, by asking 1st years to support in final project completion. However, peer mentorship for 1st years, as an active intention (Felten, P, Lambert, 2020) could be built upon to ensure all students are aligned to peer support/advice going forward. I will test this idea during group tutorial session I will ask 2nd years to participate in feedback and advisory support and encourage peer familiarity allowing students to build relationships organically.
Rotating Tutorials: – During the first half of term I propose small group tutorials session, that will be rotated through all 3 members of the teaching staff, students are allocated personal tutors after staff have spent meaningful time with the individuals, (presently random selection from register). In this way we will be able to assess and support the cohort with greater consideration to learner style and individual needs. I believe this support the learner.
Technology Support: – I would like to support language challenges during instructional studio sessions through immersive Ai (Wei, L, 2023) voice to text on studio monitor. This is possible through the technology in place, but not utilized, at present, we assume digital equality and usage of personal devices.
CONCLUSION:
To create a physical and emotional inclusive space for learning, it is critical to ‘know’ the individual, so communication and open dialogue opportunities are key. I believe through welcoming students, including them in decision making and co-created learning space I can better support ALL learners.
“How can institutions be strategic about maximizing opportunities for their students to experience meaningful relationships with faculty, staff, and influential peers?” (Felton, Lambert 2020).
Bamber, V., Jones, A. (2014) ‘A Handbook for Teaching and Learning in Higher Education’, 4th Edition, chap 11 Challenging students: enabling inclusive learning, page 17, Routledge
Belonging Through Compassion: UAL Resources, Available at: https://belongingthroughcompassion.myblog.arts.ac.uk/, (Accessed 24th March 2024).
hooks, b. (2016) Speaking Freeley, The Freedom Forum, (2016). Available at: https://www.youtube.com/watch?v=g2bmnwehlpA (Accessed 29th March 2024).
hooks, b., Powell, J. (2015) Belonging Through Connection, Othering and Belonging Conference, Available at: https://www.youtube.com/watch?v=0sX7fqIU4gQ (Accessed 29th March 2024).
Felten, P, Lambert, L.M, Relationship-Rich Education, (2020) Making Relationships a Cultural Priority, chap 3, John Hopkins University Press. Available at: https://www.centerforengagedlearning.org/books/relationship-rich-education/chapter-3/ (Accessed 2nd April 2024).
Felten, P., Lambert, L.M. (2021) Relationship Rich Education, Available at: https://www.youtube.com/watch?v=WOWoWnl2Rq4 (Accessed 29th March 2024).
Wei, L, (2023) ‘Artificial intelligence in language instruction: impact on English learning achievement’, L2 motivation, and self-regulated learning, (2023) Volume 14, Sec. Educational Psychology, Availably at: https://doi.org/10.3389/fpsyg.2023.1261955 (Accessed 3rd April 2024).