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Encouraging student interaction in practical classes through tailored
demonstrator training
Alison Graham, Gordon Port and Heather Martin (and Samuel Logan)
School of Biology
Overview of project - aims• Problem:
• UG students often perceived a lack of consistency in the support they received in class and in the feedback they received on assessed work from demonstrators (EvaSys, SSC, NSS).
• demonstrators reported that they often feel inadequately supported for their role (PRES).
• → Aimed to develop a demonstrator training course that promoted good practice in marking and providing feedback and gave demonstrators the confidence to deal with UG students.
• Aims: • To make student-demonstrator dynamic as beneficial as
possible to both parties. To build a culture of professionalism and fairness with “buy-in” from all involved.
Overview of project - method
• Documents/materials produced by student intern and Research Associate:• University-wide report: “Postgraduates Who Teach: improving
and enhancing support”.• Demonstrating handbook incorporating the “Role Description”
and “Demonstrating Charter”.• “In-house” training workshop (half-day) and associated training
materials (complements ITLHE) – professional behaviour, marking and feedback.
• Materials for half-day “Meet your Demonstrator” event. • Skills profile.• Document outlining the process for demonstrator
allocation/Document describing how to become a demonstrator in the SoB (flow chart)/Appointment Letter.
Overview of project - outcomes
• Feedback (students):• 131 out of 132 students said “Meet your demonstrator”
should be run again next year.• Student-Staff Committee: “Demonstrators are good and
helpful in the practicals”.
Overview of project - outcomes
• Feedback (demonstrators):• “After attending this induction for demonstrators, I felt
fine. I know exactly what I should do.”• “The students, at least, had the role of the demonstrator
explained to them which I thought was quite good. It was a useful exercise, so they know who I am, quite how to class you…”
• Organisation of the system was commended.• All found practical briefing sessions useful. • Team marking “very useful”.
• Positive feedback from technical staff
Involving students and improving student experience
• Employed NWE student intern.• University-wide survey of PGwT including some focus
groups.
• Demonstrators: feedback after demonstrator training, Meet your Demonstrator and at the end of Semester 1.
• Students: feedback via SSC and EvaSys; anecdotally more confident to chat to demonstrators in practical classes, better understanding of “PhD”.
• Feedback largely positive so far plus additional points to work on.
Dissemination and impact• In School: lunchtime sessions• SAgE Faculty DELT Forum• So far dissemination has been largely informal but
discussions are in place for more formalised dissemination – other Schools have identified a need for similar resources
How Innovation Fund contributed to the project
• Money can buy time and resources (e.g. NWE interns).
• Linked two related projects together.
• Central units are available for consultation (potential for support?) – SDU, LTDS, etc.
“Using GradeMark to Improve Feedback and Involve Students in the Marking Process”
• 2013 Innovation Fund application• Sara Marsham (MAST), Christie Harner (LTDS/SAgE
Faculty), Jonathan Goss (EEE)
• Employed Research Assistant
Dissemination and impact• NU: Learning and Teaching Conference, Innovation Fund
Dissemination Event, SAgE Admin Forum• Obtained funding from HEA to host a workshop on
assessment and student dialogue• SAgE Faculty Innovator of the Year award in the Pedagogic
Research category• The Society for Experimental Biology’s conference on
“Teaching and Communicating Science in a Digital Age”• 15th Durham Blackboard Users’ Conference• Submitted abstracts for two more national conferences• Paper in preparation
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