Case Studies

Jessica

Individual Context:

Jessica has worked in the creative industries for several years within the fashion buying sector. She was placed on the TW programme and felt she had various skills which were transferable skills which could be utilised in a teaching context. As part of her placement, Jessica was able to develop a teaching model of seminars which allowed her to develop and conduct a series of workshops within the higher education setting

Jessica was able to identify that some of the skills she had learnt within the industry setting were skills which weren’t taught as part of the higher education setting. She felt these were useful skills that could allow students to understand the positive attributes of transferable skills and have skills to add to their CV’S when applying to work in the industry.

Teaching Within Programme:

The course team was very supportive and allowed me to embark on testing out my ideas with support and trust. I was able to test out and adapt what I had learnt within the industry to the higher education setting. As a result, I was offered an additional hourly paid contract to continue working collaboratively with the course. I really enjoyed my placement and would recommend this opportunity to anyone wanting to get into teaching. Thank you for the opportunity!

"The programme is a great opportunity, not without its challenges. The largest one for me was the lack of support from the course leader although it didn’t seem like this in our first meeting where we talked about my knowledge. I was very surprised that the students did not have access to some materials or a commercial offer and was happy to try and fill this gap. However, this was not welcomed by the course leader and has meant that I do not feel valued and instead feel that some actions by this course leader have been obstructive.

I do however believe that with the formal teaching qualification, teaching experience and the networks I have gained through the programme will be invaluable to my future choices."

Marvin

Individual Context:

Marvin worked as part of UAL as a technician before commencing the TW programme. Marvin was placed on a course which he had no direct expertise in. At first, he was unsure how this would work out. This decision was one which allowed Marvin to try out new teaching methods and also learn a new skill set in the teaching context. He felt that the TW programme provided the scaffolding and extra support needed to succeed in the teaching space. Marvin was able to have to test to find out that he was dyslexic and dyspraxic and he was able to get the additional support via extra tutorials and the Teaching Within team.

Teaching Within Programme:

This was the best decision to apply for Teaching Within the programme. It has allowed me to learn new skills and adopt a teaching method which would be useful to all students. I have been able to use my experiences of being a student to improve and design a curriculum which incorporates disability at the forefront. This is a practical approach which definitely champions inclusive pedagogy.

"The PgCert unit Inclusive Teaching and Learning has changed the way I think and feel about research, teaching and my own experience in education. It has brought understanding and provided me with an inspired teaching style. The fact that I am now teaching on a course subject that is not my direct field doesn’t faze me. I see now that I have transferable skills and knowledge, that can be transcended by an inclusive pedagogical practice that is meaningful to a range of students. Through the Teaching Within programme I now know that I really can make a difference and irrespective of the institutions reasons for supporting this it has already made some impact for me personally and the students I teach. I can now confidently call myself an academic."

Lisa

Individual Context:

Lisa is a practising textile designer and her work relates to racism, social equality and inclusive pedagogies.

Lisa within her education experience has been subjected to racism and segregation. This has always been an area of interest and an area she is incredibly passionate about. Lisa has conducted a variety of research-led projects tailored around exploring practical ways to combat this existing problem. The programme allowed her to embark on the highest self-selected unit the inclusive practice unit. In this unit, she was able to expand her knowledge expertise and also obtain a high grade which would contribute to her overall grade as part of the PGcert. The unit explores critical race theories and inclusive pedagogies.

Teaching Within Programme:

The inclusive practice unit was the first place I was able to highlight and discuss the inequalities that so many diverse students and staff of colour feel within higher education. I was able to not only be honest but share my experience to help provide meaningful knowledge to my peers and expand my vocabulary which was suitable in a higher education setting.

"The integration into the course teaching team through this programme was quite straightforward and I felt valued for my contribution in both the delivery and my suggested additions to enhance to current courses activities. However the PgCert elective unit was very challenging in that both the teaching team and the predominantly mono-cultured cohort struggled to engage with my view, interpretations of the unit and context. Whilst this was upsetting, the Teaching Within programme’s additional support structure was useful, as it allowed a safe space for critical reflection and shared ideas."

Mark

Individual Context:

As a student Mark had a very bad experience and unfortunately decided to not complete his PhD at University due to experiencing racism. He went on to set up a successful graphic design business which is recognised worldwide and internationally. He has won multiple awards for his contribution to the creative arts sector. Mark always felt he could contribute significantly to students learning but had been put off by their own experiences of being a student.

Teaching Within Programme:

After a conversation with Aisha, Mark opted to apply for the programme. Determined to make a difference to student experiences. He was placed on a course which had some relevance to his area of expertise. He was able to engage the students with many of the students requesting him to continue teaching beyond the programme. The course where Mark was placed on, unfortunately, the course leader was very destructive and was not supportive. Through ongoing support provided by the Teaching Within team, Mark was employed by another department and is now a part-time hourly paid lecturer.

"It was great to be placed on a course that directly relates to my practice. However I have felt there has been some resistance from the course leader and others as to my presence through both actions and words. The students’ feedback on my teaching content and delivery has been extremely encouraging which they have recorded in written feedback. The students, Shades of Noir team and Deans have been so supportive and encouraging that I was not just able to stand up for myself with the course leader, who has now apologised for both themselves and colleagues but I have grown in confidence beyond what I thought possible and found out that I love teaching."

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