Dear Angela,
A strategy that I have been using at Bath for a number of years for students
whose viva performance is likely to be negatively impacted by stress, is to de-
mistify the viva process.
This includes discussing power dynamics within the academic context, and
offering the students the opportunity of being filmed several times responding
to questions.
I then analyse the video and the performance of the student in terms of what is
already good, and what else can be improved. This process can be compared to a
series of short mock vivas that are filmed and where the student can see an
effective improvement in performance. Confidence levels usually shoot up.
I also use this technique to train our students (and staff) for interviews.
The feedback and the results have always been positive.
Regards,
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Margarida Dolan PhD Phone: 0044(0)1225 383241
Learning Support Tutor and Staff Developer Fax: 0044(0)1225 386709
Learning Support Service
University of Bath
Claverton Down, Bath BA2 7AY, UK
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Quoting Angela Fawcett <[log in to unmask]>:
> Does anyone have any information on whether there are any special
> needs provisions for vivas.
>
> The student in question is diabetic, and may possibly develop
> hyperglycaemia and arrhythmia under stress. He took early retirement
> from teaching because of his diabetic absences, which have been known
> to affect his processing speed.
>
> Angela
>
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