Does any benchmarking already exist for study skills and/or EAP courses?
Vicky Schofield-Vollans,
M.Ed, B.A. (Joint Hons.), P.G.C.E.
Head of Academic Skills Centre
Galton Learning Centre
Library and Learning Resources
Birmingham City University
Tel 0121 331 6949
-----Original Message-----
From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of John Hilsdon
Sent: 19 June 2010 03:43
To: [log in to unmask]
Subject: Re: subject benchmark info for students?
Dear all
Thanks to Pauline, Kerry and Kim for helpful comments.
I'm really interested in this discussion. As a learning developer, I think a good deal of our work - which is about enabling participation in HE- needs to be in facilitating and encouraging demystification of the language and practices of academics, and of our institutions.
In terms of an underpinning value, this means 'students as partners' in learning, reasearch and knowledge-creation. I think I'd also say that was key to an LD pedagogy.
Helpfully, the rhetoric of consumprion and choice associated with the dominant ways of talking about and advertising HE (though there isuch to be critical of here) have contributed to a rise in students' expectations of having clear and reliable information, as well as examples of what is expected of them at the successive stages of their academic 'programmes'. In this context we certainly shouldn't blame students for their 'instrumentalism'! In fact I think it often has to be our starting point - and can be the impetus for deep learning and engagement in HE.
So be it! I take Pauline's excellent point about getting teaching staff to do this (in cases where they don't currently) with each new intake. But, given the views about the limitations of what is on the QAA site, perhaps a drive for something more useful and aimed at students could become a project for our community ... maybe the new LearnHigher ... ?
I wonder if we could start by selecting brief relevant extracts from the existing Subject Benchmark documents and 'offering them back' to academics for their comments and suggestions for improvements and examples .... hmmmm ..... need to sleep on this, but would appreciate further comment.
V best
John
On 18 Jun 2010, at 18:25, "Pauline Ridley" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
As one of the original authors of a SBM statement (for History of Art Architecture and design) I would endorse these comments. Although QAA initially said they wanted the statements to address a variety of stakeholders, in practice that turned out to be impossible. Some of the early statements were also very prescriptive but most subject panels resisted this approach, seeing them more as a starting point for discussion by course teams, and in some cases as offering lecturers some protection against managers trying to cut corners by eg cutting out field trips or running courses without adequate specialist staff.
They didn’t all follow the same format so its hard to generalise but sections such as introductory overview of the subject, knowledge and skills etc were written with an eye to wider audiences including potential employers, while the
bits that might be most useful to students (with some further editing) are the sections on ‘benchmark standards’ see eg <http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/HAAD08.asp#p9> http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/HAAD08.asp#p9
However, it would be more useful to persuade staff to have a proper discussion with each intake of students about what its all about and what is expected.....
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Pauline Ridley
Vice-Chair, Association for Learning Development in Higher Education (ALDinHE)
Visual Practices Co-ordinator, LearnHigher CETL
Centre for Learning and Teaching
Room 113, Mayfield House, Falmer Campus, University of Brighton Brighton BN1 9PH
Telephone 01273-643406 Email <mailto:[log in to unmask]> [log in to unmask]<mailto:[log in to unmask]>
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Visual Practices <http://staffcentral.brighton.ac.uk/learnhigher> http://www.brighton.ac.uk/visuallearning
ALDinHE <http://www.aldinhe.ac.uk/> http://www.aldinhe.ac.uk
From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Kerry Schutz
Sent: 18 June 2010 15:18
To: <mailto:[log in to unmask]> [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: subject benchmark info for students?
I note John Hilsdons email:
For all university courses there are documents or handbooks which set out the kinds of standards which are expected of you in your written work…….
My feeling is that a student new to higher education would interpret this introductory phrase as ‘examples’ of work, rather than ‘standards’ in the way we understand them in an academic framework.
I am not convinced the QAA version is fit for the reader in this instance. Better to be short, sharp and easily understood if it is to be read at all and carry meaning.
I hope this is useful comment.
Regards
Kerry
Kerry Schutz,
Sector Manager
Science, Technology, Engineering & Maths (STEM)
and the Heathrow Business Sector
West London Lifelong Learning Network
11th Floor Paragon House
Boston Manor Rd, Brentford TW8 9GA
OFFICE: 0208 2094248; MOBILE: 07810 853 531
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From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Kim Shahabudin
Sent: 18 June 2010 13:11
To: <mailto:[log in to unmask]> [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: subject benchmark info for students?
Interesting, as I've also recently been going over the benchmarks while writing resources on moving up from FE to HE.
I think the problem is that they don't really make that much sense unless you understand the context. So would be more inclined to produce a mediated version - use the table but add an example for each and compare it to the next level down.
Kim
________________________________
Dr Kim Shahabudin, FHEA, Study Adviser & LearnHigher Research Officer
Room 107, Carrington Building, Whiteknights, University of Reading, RG6 6UA| • 0118 378 4218|
• <http://www.reading.ac.uk/studyadvice> www.reading.ac.uk/studyadvice<http://www.reading.ac.uk/studyadvice> • <http://www.learnhigher.ac.uk> www.learnhigher.ac.uk<http://www.learnhigher.ac.uk>
________________________________
From: John Hilsdon
Sent: Fri 18/06/2010 13:01
To: <mailto:[log in to unmask]> [log in to unmask]<mailto:[log in to unmask]>
Subject: subject benchmark info for students?
Dear all
In re-drafting one of our study guides for students, I wanted to include something like the following para as part of the conclusion:
“For all university courses there are documents or handbooks which set out the kinds of standards which are expected of you in your written work. If you want to find out more about the level of work expected from students at different stages of study, and in different subject areas, it is useful to refer to the Quality Assurance Agency for Higher Education (QAA)’s Subject Benchmarks for your subject area … “
<http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/default.asp>http://www.qaa.ac.uk/academicinfrastructure/benchmark/honours/default.asp
I’m wondering if any of you do likewise … and how useful, in fact, you think it might be to encourage students to look at this material?
Any thoughts welcome
John
John Hilsdon
Head of Learning Development
Room 103, 21 Portland Villas
University of Plymouth
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Plymouth
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