Learning, Teaching and CSM, Friday 31 January 2014

Learning, Teaching and CSM …towards a new UAL Learning and Teaching Enhancement Strategy Friday 31 January 2014 KX D119 introduced and facilitated by:

Professor Susan Orr, Dean of Learning, Teaching and Enhancement, UAL Alex Lumley, Associate Dean of Learning, Teaching and Enhancement, CSM

supported by:

Chris Kiely, Learning and Teaching Administrator, CSM

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1. LTE Strategy context

The purpose of the discussion was to gather a sense of CSM's learning and teaching identity and core values, in order to contribute to the construction of a new strategy for UAL that really captures what and who we are – our DNA – and reflects the Colleges’ collective qualities and aspirations.

CSM prides itself on ‘excellent’ teaching evidenced by high student achievement, lots of research-informed and industry-sponsored projects, and much positive feedback. However, in contrast to our massive global reputation and the success of our alumni, we have a less well-developed reputation for the quality of our teachers.

What do we say to this? What makes teaching at CSM catalytic in the realisation of all students’ potential? What’s distinctive? Can we identify the key ingredients of inspirational teaching and/or the conditions that construct effective learning, and how do we demonstrate these? Can we articulate the qualities of our teaching practices? Answering these questions will help make it possible to separate the practices and experiences of teaching and learning from the contextual phenomenon that is CSM!

Colleagues from across CSM, including a Dean, Associate Dean, two Programme Directors, tutors from course teams, technicians and the Head of Museum took part. There was no expectation of definitive conclusions, as this is an ongoing dialogue, but we hope that some important characteristics of our ‘best practice’ – or things we care about – have been surfaced.

Participants Professor Susan Orr, Dean of Learning, Teaching and Enhancement Alex Lumley, Associate Dean of Learning, Teaching and Enhancement Mark Dunhill, Dean of Academic Programmes Cath Caldwell, Stage Leader, BA Graphic Design Sarah Gresty, Pathway Leader, BA Fashion: Knitwear Chris Kiely, Learning and Teaching Administrator Andrea Lioy, Contextual Studies Tutor, MA Communication Design Tim Meara, Curriculum Leader, Foundation Graphic & Communication Design Tyrone Messiah, Technical Coordinator, 4D Pete Smithson, Technical Coordinator, 3D large Dominic Stone, Programme Director, Culture & Enterprise Willie Walters, Programme Director, Fashion Judy Willcocks, Head of CSM Museum

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Cath Caldwell, Stage Leader, BA Graphic Design Collaborations with internal and external partners

Cath provided some examples of how our teaching and learning can take place in collaboration with a host of industry partners and how this demonstrates the quality of our teaching and learning to the outside world:

• When Hewlett Packard wanted to showcase the benefits of their new Designjet T520 printer they approached CSM’s Graphic Communication Design Programme looking for creative innovators to put it through its paces. An open brief was set to the BA and MA students to use the HP printer to show how the outputting process was an integrated part of the creative thinking. A real life example of 'thinking through making'……

http://blogs.arts.ac.uk/csm/2013/11/15/student-project-hp/ • With Tod’s_No Code footwear a more traditional live brief was set. Graphics students

were asked to create visual interpretations of the Tod’s range which could be featured on their website. The outcomes used moving image and illustration, giving the students an industry sponsored showcase for the variety of work within GCD……

http://blogs.arts.ac.uk/csm/2013/12/02/tods-no-code/

• At the Modern Magazine conference, fifty Graphic Communication Design students helped set-up and participate in the event. It was not about a physical outcome but was a learning experience for the students and a chance to network with visitors from industry, helping them to develop personal and professional development skills right here at college……

http://blogs.arts.ac.uk/csm/2013/10/22/graphics-magazines-conference/

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Transcription of the post-it notes

Art school is cool. Being happy is the coolest

Teaching as meaning making students drive it - we give a range of maps and signs and roundabouts.

Spontaneity.

Virtuous circle.

Teaching legacy building on CSM’s history.

Legacy.

Everyone brings something to the teaching and learning table (e.g. discovery of Portolan chart map).

Safetynet beneath your high wire.

No rules.

Not saying no.

Going the extra mile.

Object enriched teaching.

Personal.

Journey.

Deadlines.

High expectation.

Challenge: yourself and the paradigm.

Passion.

Enjoyment.

Symbiosis.

Mutual respect.

Care/respect.

Sensitivity to many cultures & expectations

Teaching is listening – it can be a quiet artful practice.

Disposition of teaching-skills & attitudes of generosity of teaching: importance of demonstration. Actually showing how. Knowhow, but as student needs.

Have more fun.

EMPATHY - sensitivity to different learning styles and expectations

- not expecting from students what we wouldn’t do ourselves

- listening and encouraging, not instructing

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Joining up half ideas – “collective intelligence”.

Respecting the student – dialogue and exchange, learning emerges.

Staff learn with students.

To recognise the students personal struggle and facilitate their approach to curricular learning outcomes for them to engage in a process that will transcend the professional learning outcomes and reconnect them with what they think they’ve lost or are losing [i.e. preconceived ideas] in their lives.

Valuing and nurturing uncommon sense.

Learning how to look, and how to concentrate on the whole and the part at the same time – its difficult (how the part relates to the whole)!

A good teacher has to learn what not to say.

How to impart knowledge on one’s own experience is tricky in a teaching context.

Looking at the thing in unexpected ways – making connections for the student (not just facilitating).

Thinking through making.

CRITICALITY - what do we want to want?

- what is the role of a university in society?

- ditto innovation and creativity

AMBITION - ask better questions

- deal with fear of failure

- big questions, no sacred cows

The Justification Issues – students think that we want them to justify their work when what we want is for them to discuss it.

Aspiration? Enabling students to feel they can make a difference, not necessarily a product (students as agents of change).

Educating the whole body (thinking about the impact of creativity).

Drawing from CSM family (in it for life).

CSM past, CSM present, CSM future in forms

people

it’s one big mind-set