Plan for and support student learning
The B.Sc. and M.Sc. in Data Science and AI are new offerings under the Creative Computing Institute. These are essentially STEM courses offered within an Arts University. As a tutor handling units for both programs and serving as the course leader for the B.Sc. course, I encounter unique challenges and opportunities which I aim to discuss in this case study.
Although I oversee units for both courses, I would prefer to focus on the challenges, opportunities, actions, and outcomes for the undergraduate units. This is because these units present unique factors compared to the postgraduate ones. While there are common factors, I observed that the following aspects were particularly crucial and required customized handling among the students: 1. Young and naïve students 2. STEM in the ARTS context 3. Transition from School to University 4. Ensuring regularity in class attendance. In the following sections, I will address each of these factors, along with their challenges, mitigation approaches, and effects.
I would like to quote the words of a former UAL Vice Chancellor who once said, “Because our art students learn through experimentation and failure, they develop mental resilience, an ability to deal with adversity and uncertainty, which is precisely what society needs, and other countries can see that’s such a strength” (Phillips, 2019). This sentiment has struck a chord with me and resonates well. Although the units are primarily STEM-based, the delivery of classes has been carefully crafted to embody these principles. Students are encouraged to incorporate various forms of arts exploration into their projects, challenging them to go beyond the requirements of unit assessments. Learning is viewed as a lifelong process that extends beyond the classroom, thriving through networking and informal avenues. Embracing ambiguity and uncertainty becomes essential in exploring new learning terrains.
Many of the students are young and inexperienced, finding it challenging to cope with the significant freedom afforded to them in university. As first-year grades do not heavily influence their final grade, absenteeism was prevalent. However, through consistent support and encouragement, students have shown increased attendance and improved the quality of their work, as reflected in recent grades.
Providing special attention through preferred modes of communication has proven effective. For example, one student prefers communicating through WhatsApp, and this simple adaptability has significantly improved their performance. They feel more comfortable clearing doubts through text messages.
Although the benefits outweigh the limitations, it is essential to acknowledge the specific demands and needs of each student. With a large cohort size, providing personalized attention becomes time-consuming and challenging.
In conclusion, initiatives are underway to incorporate contemplative pedagogy into the classroom approach. Though still in its infancy, these efforts have already shown promising results, demonstrating educators’ willingness to empathize and evolve alongside their students.
These initiatives can be extended to other courses across UAL and to other postgraduate courses I will be teaching in the near future.
References:
Contemplative Pedagogy Network. (n.d.). What is Contemplative Pedagogy? [Online], 16 March 2024. https://contemplativepedagogynetwork.com/what-is-contemplative-pedagogy/
Phillips, S. (2019) Art under threat: the crisis in Britain’s higher education. Royal Academy [Online], 16 March 2024. https://www.royalacademy.org.uk/article/art-under-threat-crisis-britain-higher-education