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Sabine Little, SAN co-facilitator …and the SAN

Steering the PartnerShip: Co-facilitation of staff-student partnerships (The CILASS Student Ambassador Network). Sabine Little, SAN co-facilitator …and the SAN. CILASS & the SAN. HEFCE-funded CETL working with 26 departments to enhance inquiry-based learning

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Sabine Little, SAN co-facilitator …and the SAN

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  1. Steering the PartnerShip: Co-facilitation of staff-student partnerships (The CILASS Student Ambassador Network) Sabine Little, SAN co-facilitator …and the SAN

  2. CILASS & the SAN • HEFCE-funded CETL working with 26 departments to enhance inquiry-based learning • Student representation from bid stage onwards • Network created in March 2006 • Student Ambassador Network – 28 SAs, 60 hours/year, 1 student co-ordinator, 135 hours/year, £7/hour • No sabbaticals

  3. Inquiry-based Learning involves • Students and/or tutors establishing question/problem etc • Students pursuing lines of inquiry (often in groups) • Drawing on existing knowledge • Identifying new learning and information needs • Seeking information, evidence, e.g. interacting with (digital) resources, datasets, archives • Discussing, receiving feedback, synthesising information, constructing knowledge • Analysing and communicating ideas and results • Working with staff as partners, participating in and contributing to a research community …basis for Student Ambassador Network

  4. Working in partnership at three different levels The Role of a Student Ambassador 1. Departmental Role Evaluation, module design 2. Working group Role -Dissemination, Journal, Film, Technology and Evaluation. 3. Network role - Staff Student Conference, IBL cafes and external events. Student Ambassadors feed into curriculum development via the departmental role

  5. In the beginning... • Still exploring the concept of IBL • Lots of discussion, brainstorming, ideas, energy • Working groups not established immediately, when they were we had to define their purpose and aims • Staff curious and surprised • BUT - Ambassadors struggled to get to grips with their role in departments...

  6. Evolving... • Despite turnover of ambassadors... • IBL – we each reached our own conclusions on what IBL was, or what it meant to us • STILL lots of brainstorming, discussion ideas and energy • Working groups at height of productivity • Most staff became open and receptive to ideas of partnerships, became natural for many to think of the SAN when instigating change, which led to... • ...the ambassadors becoming more active in their departments

  7. Film http://vimeo.com/12078623

  8. Why did it work…and what happened next? • We had funds, but were funds vital? • Spiral involvement, ever-increasing confidence and skills, changing status quo • We also had time, but with a long-term deadline • A turnover model that allowed for consistency as well as fresh blood • Real roles, student-defined and student-chosen • A lot of time spent facilitating partnership

  9. Discussion

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