Copy of LOST & FOUND: Pedagogies at UAL, 1975-2015

Introduction

The Lost & Found research team invite you to contribute to the first stage of research by completing this questionnaire. We hope that your answers will help us to identify and understand the types of pedagogy used across the diverse programmes and courses at UAL in an attempt to map the culture of the institution. In particular we want to identify dominant and emergent pedagogies while finding out whether others are residual, that is, on the wane or rooted in tradition in ways that question or oppose dominant forms.

The first stage necessarily throws the net wide and so we are inviting all teaching staff and staff who support learning, ideally in collaboration with their course teams, to contribute in order to establish a snapshot of what is going on. At the same time we have put out a call to alumni who have been staff, to capture other moments in the University’s prior history, going back to 1975, a forty-year span. The research therefore maps the trajectory from independent colleges on to the London Institute and then the University, trying to identify the forces that have produced pedagogic change.

The research team will follow up the questionnaire by inviting some of you to discuss your responses in focus groups or through semi-structured interviews. It may well be that we will discover parallel and/or convergent concerns so the research may also act as a locus for pedagogic reflection, co-research and action. Research findings will be published online.

Question Title

* 1. PARTICIPANT(S)

Course title:

College:

Role(s) of participant(s) and years teaching/supporting learning at UAL (and its constituent colleges):

Question Title

* 2. PEDAGOGIES

a) Do you think your approach(es) to learning and teaching can be identified with any particular pedagogic tradition or theories? e.g. apprenticeship, constructivism, dialogic, situated. If you do not wish to label, please characterise your teaching practices in some way (there is a later question about the types of activities that take place).

b) Please identify whether you believe these pedagogies are Dominant, Emergent or Residual (add D, E or R next to your answers).

Question Title

* 3. LEARNING ACTIVITIES/SPACES/TOOLS/ASSESSMENT

a) What types of learning activity do students engage with on your course/workshop? e.g. brief-led, discussion, object-based, technical. Please identify the spaces in which these activities take place, e.g. café, library, studio.

b) What range of tools do you enable students to use in support of learning? eg. materials, equipment, processes (conceptual and practical).

c) What kinds of formative assessment do you use? e.g. crit, draft feedback, tutorial. What effects does this have on learning?

d) What kinds of summative assessment do you use? e.g. exam, exhibition, written assignment. What effects does this have on learning?

e) UAL staff use an end-of-unit/course feedback system (OAT) focusing on how generic criteria relate to Learning Outcomes. What effects does this have on learning?

Question Title

* 4. STUDENTS

a) In your experience, what kinds of motivation do students have on joining the courses you teach/support? Has this changed over time and, if so, in what ways?

b) In what ways are these motivations/goals developed and/or transformed during their time at UAL?

c) What do you hope students' experiences at UAL will enable them to do after graduating?

d) Please give some indication of the range of things students go on to do after leaving.

Question Title

* 5. COMMUNITIES

Do any of the courses you teach/support have any significance for, or impact on, communities other than the University? e.g. galleries/museums, industry, local communities. Please identify them and characterise the nature of the impact.

Question Title

* 6. MOMENTS OF CHANGE

a) As you know this research is concerned with pedagogies from 1975 to 2015. The University has gone through a number of transformations from independent art colleges, to London Institute, to UAL. Can you identify other forces (constraining or enabling) that have transformed teaching/support practices in the University? e.g. the art market, digital technologies, philosophical debate, stating when and in what ways.

b) The previous question asks you about change in the institution. Here we would like to know more about you and the participants involved in answering the questionnaire. Have you experienced moments of personal transformation that have subsequently informed your pedagogy? If so, please tell us what and how for each person involved in answering the form.

c) Can you identify any individuals or groups who you believe were key players in producing change between 1975-2015? Please name them so that we can contact them to seek their participation.

Question Title

* 7. Please indicate whether you and/or members of the course team would be willing to contribute to focus groups and semi-structured interviews.

YES

If yes, please provide name and contact details.

Many thanks for your participation.