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School of Art and Design

School of Art and Design. Student Engagement Project BA (Hons) Photography. a brief outline. An intervention set up in recognition of students trepidation on course entry and the need for a clear route to be mapped. By students on entry By subject tutors

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School of Art and Design

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  1. School of Art and Design Student Engagement Project BA (Hons) Photography

  2. a brief outline • An intervention set up in recognition of students trepidation on course entry and the need for a clear route to be mapped. • By students on entry • By subject tutors • By students on course -PASS leaders.

  3. timeline • Project set up in 2010 in welcome week in September. • Groupwork led by staff from ILE generating a set of data which in turn produced a set of course groundrules created and agreed by this student cohort.

  4. strategies • Groundrules were displayed in studios and resource areas which were student facing. • PASS Leaders -four students engaged in Level 5/6 and on our MA took on these roles.Their role was to offer additional support for students on course to enable confidence building within the subject discipline both technical and aesthetic.

  5. impact • Researchers from ILE interview a sample of students after the first five weeks at the first assessment point. • Positive feedback given regarding a sense of community on the course and a reflection on the course meeting their personal expectations.

  6. programme enrichment • Generating a student community : • Study and field trips-local,regional and national. • Workshops and events :alumni lectures and workshops • Collaborative projects: with industry partners, Hasselblad Studio Event,Focus on Imaging at the NEC.

  7. engagement in the wider student community • Square magazine - a student initiative working within the international online photographic community. • e publishing ventures and blended learning initiatives which offer visual arts students a wider audience and enhance graduate attributes.

  8. outcomes • Aspirational level four students: • Online magazine initiated. • Students collectives set up for external project development at level 4 and 5 exhibiting at the Public in West Bromwich and Fotofilia in Birmingham. • Course reps active and using social networking media on course - photography blog - external to course facebook collective.

  9. critical voices • The narrative within art and design: • the language of communication (workflow) the expenses involved in a materials and media course(budgets) university systems (e-vision, WOLF) assignment briefs and module guides (signposting).

  10. learning scaffold • Students need to feel that there is a place for their data,a focus or access point.Building a set of course community data may offer us the chance of slowing the research process and creating time for reflection and planning. • By laying out the economics of an engagement with the course and through this a focus asks them to opt in rather than out.

  11. summary • The diversity of learners means that learning is a fragile process.Critical literacy and visual and critical thinking requires the production of argument,interpretation,critique and analysis. • in essence ‘rich exchanges’ which contribute to ‘building a learning scaffold’ for student engagement within the course of study. Tara Brabazon,Transforming Learning:Building an Information Scaffold Networks Magazine,Features16/17,ADM.HEA 2009.

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