Jacqui Rudd-Marie

Introduction and Background

When I joined UAL as an employability educator, I initially identified more as a coach than a teacher, despite having experience as a visiting lecturer and teaching on employability programmes. However, as I progressed, I found myself naturally incorporating teaching theories and techniques into my sessions. Recently I have found myself questioning how I can ensure the flexibility and transferability of sessions across more than 100 course disciplines without compromising teaching quality.

Evaluation 

I firmly believe that learning objectives should be adjustable not only to how learners grasp information but also to what they aspire to learn. Working with students from all disciplines across UAL, spanning over 100 different courses, within my role I uniquely feel the importance of flexibility and ease in adapting sessions to individual needs and perspectives.

Reactions and questions in sessions that could be avoided with effective information or slide design that adapts to different careers and contexts:

“How does this apply to my field or discipline?”

“Is this applicable to different courses?”

“Does this apply to all types of projects?”

“How can I use this in different situations?”

Moving forward

• Set Adaptable Learning Objectives: Clearly define learning objectives and how they are adaptable and relevant to various contexts, ensuring they align with the overall goals of the session.
• Use Interactive Elements: Integrate interactive elements like quizzes, polls, whiteboard exercises and discussions to engage learners actively and help them see the content in their context.
• Implement Experiential Learning: Create opportunities for hands-on experiences, case studies, or simulations that allow participants to apply concepts in different scenarios.
• Flipped Classroom Approach: Encourage pre-session exploration by providing resources or materials in advance, allowing participants to familiarise themselves with the content. Use the session for discussion, clarification, and application to own context.
• Visualise Concepts: Utilise visual aids, infographics, objects, and diagrams to represent complex concepts in a visually appealing and easily understandable manner.
• Provide Varied Examples: Offer examples from a range of industries, disciplines, or real-world situations to illustrate the applicability and versatility of the content.
• Encourage Self-Paced Learning: Allow participants to progress at their own pace, providing additional resources or challenges for those who advance quickly or need more support.
• Create Modular Content: Design content in modular formats, allowing learners to navigate and revisit specific topics easily based on their needs.

In summary, I believe the pursuit of effective teaching in diverse contexts involves a strategic blend of adaptive learning techniques and enhanced visualisation. By incorporating principles from various pedagogical approaches, such as flipped classrooms, online collaboration, and personalised learning, I can create dynamic and flexible sessions to enhance students understanding of concepts. Additionally, I believe regular feedback and a commitment to understanding the unique needs of learners are essential for refining and optimising these strategies. The ultimate aim is to cultivate a learning environment that empowers individuals to apply acquired knowledge across a spectrum of disciplines and real-world scenarios and enhance their adaptability.

Introduction and Contextual Background

As an Employability Educator at University of the Arts London (UAL), I manage the Creative Innovator programme, an extracurricular offering designed to empower students to explore career paths beyond the barriers of employment or self-employment. This case study explores the programme’s evolution for 2024, aiming to enhance student experience and develop valuable employability skills.

Evaluation

The 2023 Creative Innovator programme was hybrid and utilised a flipped classroom format. A Padlet housed recordings and materials, hand this proved popular with students and staff. The programme ran during Tuesday evenings in the Spring term and although students made up a high majority of bookings, attendance was primarily graduates, and in-person was very low compared with online. Overall feedback was positive, but attracting current students proved challenging due to scheduling across diverse courses and colleges. The programme’s content successfully navigated four key areas: identifying skills and ideas, prototyping and testing, pitching and promotion, and intellectual property protection.

Moving Forward

To address scheduling limitations and better cater to current students, the 2024 iteration will be offered as a single full-day event in August, aiming to capture students before studies resume and minimise disruption to holiday schedules. Recognising the benefits of flexibility, a hybrid format will be maintained, with additional incentives for in-person attendance.  Considering this, options like canteen/cafe vouchers for a free lunch are being explored.  Additionally, the programme could offer an exclusive in-person benefit such as one-on-one consultations with careers staff members.

Adapting the programme to a one-day format demands a more experiential approach.  Interactive exercises will be central, encouraging creative thinking and fostering practical plans of action with clear next steps for ongoing support. A element of flipped classroom will continue with potential inclusion of a quiz element to gauge student engagement. Furthermore, the existing 2023 Padlet will be revamped to support the 2024 programme while remaining accessible throughout the academic year, regardless of programme participation, so this enhanced resource can be actively shared across UAL.

By implementing these changes, the Creative Innovator programme aims to demonstrate a strong foundation in meeting diverse learner needs.  Through a dynamic, hands-on approach, the programme will hopefully foster learning and encourage students to embrace their full potential.  Finally, ongoing program evaluation through feedback and engagement metrics will ensure continuous improvement.

Introduction and Contextual Background:

As an employability educator at University of Arts London (UAL), my goal is to enhance students’ employability skills through our extra-curricular careers service. Over 2023/24 student engagement and attendance has been lower than previous years and this is partly due to so many students being unaware of our service. I believe that by encouraging tutors to promote our services, we can increase student participation and improve their employability prospects.

Evaluation:

Our in-curricular Employability Practitioners currently promote our services to students during course sessions when invited by course leaders. Additionally, we share information about upcoming sessions through the exchange newsletter and careers and employability newsletter, which is accessible to tutors. However, due to restrictions, we no longer display posters on campuses. We have no college presence so are exploring alternative college signage options to increase visibility and awareness.

Moving Forward:

To address these challenges, several proactive steps can be taken. Firstly, I propose creating an article on Canvas, UAL’s virtual learning environment, detailing the Careers & Employability support available to students. This resource will educate tutors on the services offered and how they can share this information with students effectively.

Secondly, hosting staff development sessions aimed at tutors could be beneficial. These sessions will provide insights into our sessions’ value for students’ career development and offer opportunities for tutors to share their personal experiences with students. This peer-to-peer approach can enhance engagement and trust in our services.

Furthermore, hosting a session at the UAL Education Conference in July will further promote our service among staff members. By showcasing the benefits of our sessions and how we support students, we can garner support and collaboration from a wider audience of educators.

Additionally, I plan to engage directly with tutors across UAL to understand how they currently discuss employability with students. By identifying opportune moments and weaving our services into these conversations, we can seamlessly integrate career development into the academic experience.

In conclusion, by leveraging various channels to promote our services, including Canvas articles, staff development sessions, conference presentations, and direct engagement with tutors, we can effectively increase student engagement and improve their employability outcomes. Through ongoing assessment and feedback, we will ensure that our initiatives are meeting the diverse needs of our student population and continually evolving to support their career aspirations.

I embarked on my exploration of object-based learning (OBL) as a complete novice, I knew nothing about OBL and I found myself intrigued by its potential applications in my teaching practice. This blog serves as a narrative of my journey, from initial curiosity to practical experimentation, offering insights and reflections along the way.

Reading: The potential of online object-based learning activities to support the teaching of intersectional environmentalism in art and design higher education – Judy Willcocks and Kieran Mahon Central Saint Martins, University of the Arts London 

The case study highlights the effectiveness of online object-based learning (OBL) in deepening student understanding of environmental issues. This aligns with my goal to enhance adaptability in teaching especially in a digital landscape since finding teaching space is increasingly difficult. The idea that OBL can be replicated online is promising, but it’s crucial to address the digital divide impact. This exploration underscores the potential of OBL in teaching environmentalism and developing skills crucial for student employability, prompting me to consider its incorporation into my teaching practice.

Video: Museum & Study Collection: Judy Willcocks Copenhagen Presentation Central Saint Martins, University of the Arts London 

I enjoyed the journey of exploration Judy Willcocks’ video offers, alongside insights for an educator exploring object-based learning models. The presentation covers the history of the Museum & Study Collection, detailing the object cataloguing process and emphasizing how the museum actively supports teaching and learning at the College and beyond. Practical examples illustrate the effective integration of objects while fostering interdisciplinary connections which relates to my goal of creating adaptable sessions suitable for multiple disciplines. The video provides a glimpse into challenges and solutions, emphasizes student involvement, and hints at future developments, offering an insightful guide for educators looking to explore and enhance their teaching practice through object-based learning approaches.

Lecture: Object-Based Learning Cross Programme Lecture

It was interesting to have a live follow-up lecture by Judy Willcocks and understand more about the process they utilise in their work at the Museum & Study Collection. I found the discussion around creating a formula for students engaging with object-based learning helpful, this made the concept more approachable. This session also provided live examples of object-based learning in an online session context which was helpful to observe and take part in. The challenges of online object-based learning were made more clear and I appreciated the openness of this discussion. I left with a better understanding of how I might be able to approach this practically for the micro-teach.

Object-based lesson plan: 

“Nurturing Creative Adaptability: A Micro-Exploration.” This session delves into the concept of adaptability using an object as our focal point. The objective is to foster discussions around the symbolic meaning of the object and its direct connection to employability skills. As we explore the features of an umbrella, as our selected object, we’ll draw parallels to the crucial skill of adaptability. Through individual reflections, small group discussions, and whole-group sharing, we aim to uncover personal insights and stories related to creative adaptability. By the end, participants will be encouraged to apply the gained insights to consciously cultivate and showcase creative adaptability in their academic and professional pursuits.

Micro-teaching: Object-based learning in action

The micro-teaching session on utilizing object-based learning was an intriguing experience. Witnessing the diverse approaches of fellow educators and their chosen objects was insightful, showcasing the versatility of this pedagogical method. However, when it came to implementing my own object-based micro-teach using an umbrella as the focal point, I found myself grappling with its applicability to my context of extra-curricular employability education.

While the session encouraged personal reflection and stimulated discussions around adaptability and professional experiences of utilising adaptability skills, I struggled to envision how this approach could effectively translate to my role. As an educator catering to attendees from various courses and career levels, every session has to be translatable to multiple people’s career goals and contexts this poses many challenges.

Conclusion:

Object-based learning undoubtedly has its merits, fostering engagement, and facilitating deeper reflections and understanding of learning objectives among participants. However, in the context of extra-curricular employability education, where the focus lies on providing tangible skills and resources to enhance career prospects, I am still unsure of its applicability. While personal reflection is hugely valuable and something I apply to all my sessions, the challenge lies in bridging the gap between abstract concepts explored through objects and the practical skills development required in multiple professional settings.

Moving forward, I remain uncertain about the integration of object-based learning into my teaching practice. Perhaps a hybrid approach, combining elements of object-based learning with more targeted skill-building activities, could offer a possible solution to explore. As I continue to refine my teaching practice, I will explore diverse pedagogical approaches to best serve the needs of my diverse cohort of learners.

In my role as an employability educator, online teaching has posed unique challenges, particularly in measuring engagement and fostering interaction. I related quite a lot to the article “Embracing the Silence: Introverted Learning and the Online Classroom” as my approach to teaching career topics in higher education has always included lots of reflective influences due to my coaching background. Although I was trained to sit in silence in 121 coaching to support reflective contemplation, teaching a group online session filled with silence can feel uncomfortable and sometimes lead to a lack of motivation.

Summary of “Embracing the Silence: Introverted Learning and the Online Classroom”

The article delves into the shift to online learning and challenges the traditional emphasis on active participation. It suggests that online teaching provides a unique opportunity to cater to the needs of introverted learners, fostering a more reflective and less pressured pedagogy. The author proposes three thought-provoking ideas, encouraging educators to reconsider the pressure for constant participation, recalibrate the notion of “active participation,” and embrace the advantages of online classrooms in nurturing transformative silence.

Rethinking Active Participation: A Breath of Relief for Introverted Career Explorers 

In the realm of higher education, the pressure for constant active participation can be overwhelming for introverted students. The idea of offering moments of silent reflection, allowing students to absorb career-related content without immediate pressure to contribute, sparks my interest. Could this shift alleviate stress and lead to more meaningful explorations of their career journeys? As a career-focused educator, I am eager to test this technique, creating an environment that acknowledges the value of thoughtful contemplation and processing.

Leveraging Online Advantages: Nurturing Transformative Silence for Career Growth 

The online classroom, with its unique features like mute/unmute and camera-on/camera-off options, holds promise for creating a transformative silence. Encouraging the use of the chat box as a tool for formulating thoughts without immediate pressure is an intriguing approach. I also utilise the whiteboard function on Blackboard Collaborate for sessions to encourage anonymous engagement with activities and exercises. These adjustments could increase student comfort and facilitate richer discussions during virtual career sessions. 

Measuring Engagement in Silent Sessions: Navigating the Feedback Void

In silent online teaching sessions, measuring engagement becomes a daunting task, especially when traditional feedback forms yield minimal responses. As an extra-curricular educator, I’m interested in exploring alternative methods to gauge student engagement to support the development of my teaching practice.

1. Pre-session engagement: Embracing a flipped classroom approach would empower me to assess engagement with pre-recorded materials before live workshops commence. By analyzing viewership metrics and tracking unique viewers, I can gain valuable insights into student engagement levels. Additionally, incorporating a quiz question at the end of the recording could further enhance engagement tracking and ensure students are actively interacting with the content.
2. Exercise engagement: Employing a proactive approach, I can capture screenshots of whiteboard exercises at the conclusion of each session. This method allows me to gauge student engagement by comparing their interaction levels with these exercises to other activities and sessions. By assessing their involvement, I can tailor future sessions to better meet their needs and interests.
3. Live feedback: Utilizing a whiteboard tool, I can conduct an anonymous roundup of questions at the session’s end to solicit real-time feedback from students. Questions like, “Which strategy from today’s session do you plan to implement first?” or “Would you recommend this session to a friend?” provide valuable insights into student perceptions and areas for improvement. This interactive approach fosters student engagement and ensures their voices are heard.
4. Attendance tracking: While analyzing attendance rates and duration of attendance is crucial, it can be challenging to measure accurately within a blackboard room without additional support. Despite its limitations, tracking attendance remains a valuable method for assessing overall engagement with the teaching sessions, albeit with some caution due to extraneous factors influencing attendance rates.
5. Promotion: Increasing student awareness of the importance of feedback forms and how they contribute to enhancing our service can help boost response rates. By actively promoting the significance of providing feedback and highlighting its impact on improving the learning experience, students are more likely to participate in providing valuable insights for ongoing improvement.

In conclusion, the journey of embracing silence in online teaching has been both challenging and enlightening. As an employability educator with a coaching background, I’ve found resonance with the concepts presented in “Embracing the Silence: Introverted Learning and the Online Classroom.” While navigating the shift to online learning, I’ve explored techniques to foster a reflective pedagogy. However, measuring engagement in silent sessions remains a daunting task, especially in the absence of substantial feedback. Nevertheless, I’m eager to experiment with the strategies I had laid out and enhance student participation to enrich the online learning experience.

Today I am exploring An a/r/tographic métissage: Storying the self as pedagogic practice, this article showcases four arts educators navigating the complexities of self-discovery, using art as a medium to explore their identities. This article might not be at first interpreted as a typical career guidance piece, but trust me, it’s a goldmine. Here’s how I can as an employability educator weave these art educators’ insights into my teaching practice:

1. Crafting Career Narratives:

I’ve always believed in the power of storytelling, and this article reinforces that. It suggests encouraging our students to view their career journeys as narratives – stories of growth, challenges, and achievements. Encouraging them to reflect on their professional experiences as stories can add depth and insight to their self-discovery process. I also believe this develops key employability skills by supporting them to articulate and communicate their knowledge and skills.

2. Juggling Multiple Hats:

The narratives dive deep into the art educators’ lives, showcasing how they seamlessly switch between roles as artists, researchers, and teachers. I have always discussed multi-hyphenate careers because our students are not one-dimensional beings either and are often juggling wearing multiple hats. When teaching employability it’s important to embrace and prepare students for the dynamic, ever-evolving nature of modern careers and not shy away from the complexities of being a multi-hyphenate.

3. Embracing the Messiness:

Who said careers are linear? This article celebrates the messiness of career journeys and encourages continuous learning and that resonates strongly with me. Our students often feel pressured to have everything figured out but this article champions embracing the uncertainty. This also makes me think about the power of happenstance and how having a flexible mindset going into networking and work experiences can create unforeseen opportunities. 

4. Collaborative Learning and Networking:

The collaborative exchange of narratives in this piece perfectly underscores the importance of networking. It’s a beautiful reminder to infuse collaborative learning into my teaching practice because successful careers often thrive on collaboration and shared experiences. I hope to inspire my students to engage with others in their field and foster a supportive professional community. 

5. Literary Métissage for Career Development:

The concept of literary métissage was completely new to me and I found it fascinating, it also reminded me of coaching theories around journey mapping. It’s a brilliant tool for students because it’s not just about telling a story; it’s about interpreting and critiquing experiences which will ultimately support their development and future choices. It also practically helps them craft comprehensive narratives that articulate skills, achievements, and the unique contexts that shape their professional journey in a more nuanced way.

6. Broadening Horizons:

Finally, the call to broaden educational discourse struck a chord. I know that encouraging our students to explore diverse educational and professional experiences could open them up to new perspectives and opportunities. This is why I am forever convincing students to explore alternative work experiences to develop evidence of their skills and knowledge in professional contexts. Unfortunately, too many students still feel pressure to do unpaid work or feel restricted to internships rather than exploring alternative development opportunities.  So a question I am left with is, how can I open their minds to a wide range of opportunities and break away from the traditional moulds of entry-level work experiences?

There you go, career guidance insights inspired by the self-discovery of art educators’ narratives. The art of crafting a career is multifaceted, and by adopting these insights as an employability educator I can hopefully guide our students towards more holistic and empowering professional journeys.

Here I go again, diving headfirst into being a student once more. This time my student journey is about taking my role as an employability educator at UAL to the next level. 

I come to the world of employability support at UAL wearing a couple of well-worn hats. My MA in Culture Industry from Goldsmiths gave me a deep understanding of the creative landscape, while my PgCert in Coaching equipped me with powerful tools for guiding students towards their career goals. But I craved an even stronger grounding in the art of teaching itself, so when the opportunity to develop my teaching practice arose I couldn’t say no.

That’s where the PgCert in Academic Practice from UAL comes in, a step towards becoming a more nuanced and impactful educator. Here’s what I’m hoping to achieve:

1. Supercharge my teaching practice: Let’s face it, employability skills aren’t always the easiest concepts to teach. We’re navigating complex personal identities, tangled career paths, and a constantly evolving job market. This course promises to equip me with the latest pedagogical approaches, learning design models, and strategies specifically tailored to arts and design students’ unique needs.

2. Deepen my understanding of learning: It’s not enough to simply know the subject matter – I need to become a master facilitator of learning itself. The PgCert delves into the psychology of learning, the power of feedback, and the importance of inclusivity. By understanding how our students learn best, I can tailor my approach to unlock their full potential.

3. Build a community of practice: Being an employability educator in an extra-curricular setting can sometimes feel like flying solo. This course throws me into a network of passionate colleagues all grappling with the same joys and challenges. I can’t wait to share experiences, swap ideas, and learn from each other’s diverse perspectives.

4. Enhance student support: Ultimately, every step I take in my professional development has one goal – to better support my students. With a more robust teaching toolkit and a deeper understanding of the learning process, I can provide them with even more effective guidance, resources, and support as they navigate their journeys into the creative economy.

This PgCert won’t magically transform me into the world’s leading employability educator. But it’s a step in the right direction, a commitment to continual improvement, and a chance to develop my work.