Enhancing Engagement and Participation in Large, Diverse Cohorts
Objective:
To develop and implement strategies that promote student engagement and participation in a large cohort of 90 students within a 60-minute teaching session. While considering inclusive assessment practices focusing on disability and faith, with particular focus on UAL recording policies as an example.
Session Plan:
- Introduction
- Brief overview of session objectives.
- Importance of engagement and inclusivity in large, diverse cohorts, including considerations of faith and disability.
- Exploring Participation Methods
- Present and discuss various methods for increasing student participation:
- Interactive Polling (e.g., Slido, Kahoot, Mentimeter) with options for accessible formats.
- Small Group Discussions and Breakout Rooms with considerations for accessibility and comfort.
- Use of Online Discussion Boards and Forums, ensuring accessibility features and respectful of different time commitments due to faith practices.
- Provide a Case study: Successful engagement strategies in large classes.
- Highlight the role of respectful and inclusive language in developing participation.
- Inclusive Assessment Practices
- Overview of inclusive assessment principles, ensuring accommodations for disabilities and religious observances.
- Examples of varied forms of expression and knowledge demonstration:
- Portfolios, allowing flexibility for deadlines to accommodate faith-based needs.
- Peer assessments, considering accessibility needs.
- Creative projects (e.g., videos, podcasts), with guidelines for accessibility.
- Discussion on the benefits and challenges of these methods, emphasising faith and disability considerations.
- Brainstorming and Idea-Sharing
- Facilitate small group discussions to generate practical solutions for enhancing inclusivity in teaching practices.
- Groups present their ideas and strategies to the entire cohort, ensuring all voices, including those with disabilities and different faith backgrounds, are heard.
- Recording Policy Discussion
- Present the current recording policies across UAL colleges.
- Debate the pros and cons of recording live sessions vs. not recording (e.g., promoting attendance vs. accessibility).
- Develop a balanced approach that could be recommended for consistency across UAL, considering the needs of students with disabilities and those with faith-based commitments.
- Conclusion and Next Steps
- Summarise key points discussed.
- Provide resources for further reading and development.
- Outline next steps for participants to implement the strategies discussed.
Conclusion:
This intervention aims to equip the B&M teaching team with practical strategies to enhance student engagement and participation in large, diverse cohorts. By discussing inclusive assessment practices and debating recording policies, the session seeks to create a more inclusive and effective learning environment at UAL.
Key References:
- Advance HE (2023) The Professional Standards Framework. Available via: https://www.advance-he.ac.uk/teaching-and-learning/psf#psf2023 (Accessed: 25 July 2023).
- Bhagat, D. and O’Neill, P. (2011) Inclusive practices, inclusive pedagogies: learning from widening participation research in art and design higher education. Croydon: CHEAD.
- Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University. McGraw-Hill Education.
- Offers insights into designing and assessing learning activities that cater to a diverse student population.
- Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Reports.
- Discusses various active learning techniques that can enhance student engagement in large classes.
- Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
- Provides evidence supporting the effectiveness of active learning strategies.
- Gannon, K. (2018). Radical Hope: A Teaching Manifesto. West Virginia University Press.
- Discusses inclusive teaching practices and developing student engagement through hope and empowerment.
- Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education, (1), 3-31.
- Explores how varied assessment practices can support diverse learning needs.
- Hill, V. & Singh, G. (2018) Critical Pedagogy #4 ‘What does it look like in practice?’ [Online] Available at: https://www.youtube.com/watch?v=K6ghTlyBDNk [Accessed 19 Mar. 2024].
- Svinicki, M., & McKeachie, W. J. (2014). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers. Cengage Learning.
- Provides practical advice on engaging students and managing large classes effectively.