Understanding my service users is an essential part of my role for the Library – and continues to be a part of my role as a lecturer. In each case, understanding target learners includes students, university staff, and colleagues (when running professional development activities). This was particularly important when I worked for the Library as all university members are consumers of technology, and the Library provides a range of digital and physical services. At the time, I was an active learning development practitioner, I would speak with hundreds of students through appointments and workshops over the year, allowing me to engage with them and understand their needs. I apply these same principles in my tutorials as a lecturer, to get a feel for what is happening on the ground.
Across all my roles, I also regularly seek and receive feedback from students or academics on my services and resources. This page of my portfolio focuses of 3 case studies which look at understanding my target learners:
- Case Study A: Tailoring to students and student cohorts
- Case Study B: Widening Participation (WP) and data-led
- Case Study C: Doctoral research and customer engagement
I will collectively reflect on my practice in this area at the end of this page.
Case study A: Tailoring to students and student cohorts
Description
As an educator, I have focused on making sure my resources, my use of technology and my teaching is tailored to the students. This includes not just their discipline and level of study – but the demographic and cultural background of students. I work hard to know who I am working with, so I can work at the appropriate level and maximise the effectiveness of my communication. Instead of going into great detail here, I want to draw on four statements of support as examples of tailoring to students.
Evidence
The first example I want to draw on is my one-to-one work with a student called Barry. Barry was one of my volunteers, and I worked closely with him over a two-year period. Throughout that time, I supported Barry with the use of technology, introducing him to different software packages and services to make his studies easier. By understanding Barry’s needs, I was able to realise better what could help him move forward. While Barry had graduated a number of years ago, I was thrilled when he offered a statement of support for my CMALT and articulated how he still uses his learning in his working life:
Statement of support: Barry, University of Hull graduate
Lee is incredibly thoughtful, patient, and creative in his support with PASS. His ability with technology made life so much easier and there are still bits of his advice that I rely on years later!
Understanding students may be easier one-to-one as it allows deep contextualization to that individual – so long as you can relate and build a connection. For my next example, I want to draw upon how I have worked with Dr Paul Crampton to deliver taught sessions for his Medical Education modules at the Hull-York Medical School. This required me to understand medical students and work at their level. This required deep contextualization – medical students did not care about study skills; they cared about medicine. Additional complexities arose when working with this cohort through Covid. This required me to adapt and adjust the learning for an online context. The dynamic and problem-based approach we undertake in medicine required further contextualization to work in practice. Paul’s statement of support really articulates how I worked hard to know medical students and deliver appropriate content for them:
Statement of support: Dr Paul Crampton, Lecturer in Medical Education, Hull-York Medical School
The sessions Lee provided for the Gateway to medicine students enabled them to better understand time management, planning and how to conduct their professional identities during online learning. The sessions were delivered face-to-face in the first and then online in year 2 and 3 due to covid adjustments. I particularly enjoyed the ways in which you integrated literature into the sessions so that students could understand the evidence base for the approaches covered. Indeed many of the students referred to your sessions within their summative assignments and clearly embedded learning into their study habits. The ‘Cornel note taking’ approach which Lee introduced to students was frequently discussed and applied by students in their assessment, and I believe has played an important part in how they study moving forwards. Whilst the practical elements of how to undertake successful study approaches was valuable, the links to evidence also helps students to think critically about what they apply. I observed a number of the sessions and found Lee’s approach to be informative and well-articulated.
The next example I want to draw upon in this case study is my work to support Dr Jo Metcalf with an assessment for our new MA in Incarceration Studies. For this assignment, students had to write a report and utilise data to make their argument. This was a significant barrier for many students, as it required them to leverage software for data analysis and presentation. They also had to format documents in a professional format, and present them for a government audience. I ran four sessions on this module and used my first to gauge student experience in this area. I quickly realised they would need support to understand the technical aspects of the report. To develop this, I included technical demonstrations in all the following classes to demonstrate simple aspects of data retrieval, analysis and presentation. While we were not in a computer class so they could practice, I made a point of letting them know I did not expect them to remember everything. We recorded all the sessions, and I actively encouraged them to re-watch those aspects so they could apply it in their studies. From Jo’s statement of support, this was successful, and they are integrating it into the future programme.
Statement of support: Dr Jo Metcalf, Lecturer in American Studies, School of Social Sciences and Professional Policing:
Last year Lee delivered several sessions on an MA Module for which students had to gather and analyse quantitative and qualitative data in order to write a government report as an assignment. On both the module feedback, and the wider programme feedback, students cited these sessions and the report assignment as having been particularly stimulating and of interest. While this assignment was only supposed to be a temporary measure last year until new modules had been validated, Lee’s sessions were so successful that I am currently exploring ways to embed something similar as part of Transforming Programmes enhancement.
The final example I want to include is a more recent example (last few months) to reflect my continued application of these principles in my new roles. As you can see, I put great focus on ensuring I communicate clearly to students. Given the fact many of our students experienced their first two years of higher education in Covid lockdowns, this year represents their first full year on campus. For this reason, I make no assumptions about what they know, and put focus on working to their level:
Statement of support: Jane Reynolds, Lecturer in Education Studies, School of Education
I have worked with Lee delivering on two different research methods modules, one at level 6 and the other at Master’s level which includes a high number of EAL students. Within both cohorts Lee takes care to present material with great clarity, using images and icons to highlight key complex concepts. Readings are scaffolded to encourage engagement at every level and include challenging texts. It is often the case that we work to meet the needs of learners who need support – but forget to challenge the more capable; Lee manages to achieve both. Lee tunes into the student, by actively listening to their concerns or questions and reframing the answer at an appropriate level. By using group work and experiential tasks Lee supports learners understand tricky concepts in a relatable way.
Case study B: Widening participation (WP) and data-led
Description
As a first-generation scholar (the first in my family to go to University) and as a gay man ????, I understand the barriers many widening participation students face. As none of my family went to university, there was no common frame of reference for what I was experiencing. They had no idea where to send me if I needed help. For this reason, I have been particularly motivated to understand WP students better and help remove any barriers to their success. This is really important as the University of Hull, particularly the School of Education, have strong track records for supporting WP Students.
From working with WP students, it was particularly evident that technology and digital competency were significant areas of challenge for them. I was able to better understand this need through the procurement of the Jisc Digital Discovery tool, which I briefly mentioned in An understanding of the constraints and benefits of different technology. A lot of our local and mature students were nervous about technology, and as I rolled out the Jisc Digital Discovery Tool, it demonstrated a lack of confidence in many areas of digital competence. This portfolio well demonstrates many of the interventions I set up to support digital skills – especially my workshops and the Digital Student SkillsGuide. Instead of repeating evidence, I will draw upon aspects of understanding learners to facilitate support for WP students.
Evidence
By using the Digital Discovery Tool, I was able to demonstrate the majority of the University of Hull students had significant areas for digital competency development. I was able to use the data to understand what development needs there were, and then tailor new advice and services to meet them. For example, the lowest scoring area was ‘digital creation’ and ‘media literacy’. For this reason, I expanded guidance in The Digital Student and Microsoft 365 software to meet those needs.
This shows a data-led approach to understanding learners – and then leveraging that data to meet diverse student needs.
In recognition of my work, I was invited to collaborate with other academics on the following Advance HE book chapter: Addressing the hidden curriculum during transition to HE: the importance of empathy. I enjoyed authoring this with the collaborates, and I believe it shows an understanding of WP students and the awarding gaps in higher education.
Statement of support:
One student I have been supporting kindly offered a statement of support on how I have helped them get to grips with the module and with technology. They will readily admit they are not a fan of technology, so I was very pleased by their kind words here:
I am thrilled with my result, which in a large part is due to some very brilliant, clear, and engaging lectures that you led and took part in. I find your teaching method engaging, challenging, and yet easily digested and good to look back on.
Case study C: Doctoral research and customer engagement
Description
I have recently completed my doctorate in Education, which focused on the Library at the University of Hull, where I work. My research thesis engaged with students, academic staff, library volunteers and library staff to investigate how they understood the university library and its services. My research methods included:
- Over 40 hours of non-participant observation to understand how the Library was used in practice.
- 11 focus groups with 40 participants (inclusive of students, academics and library staff)
- Analysis of secondary data, including physical swipes into the building and the use of physical and digital library materials.
My research is an epic example of ‘understanding target learners’ as it represents a significant project aimed at understanding the Brynmor Jones Library as a space. Technology is inseparable from space and place. I’ve draw high-level findings form my abstract (emphasis added).
Analysis of the research data has led to the identification of five themes that represent the different facets of academic library space: physical spaces, imagined spaces, social spaces, engagement spaces and discovery spaces [N.B. most of these are inclusive of digital spaces]. These themes challenge traditional definitions of libraries and redefine them from the perspective of those who use and work within them.
Demonstrating that academic libraries are spaces valued for the creation of new knowledge; support of students and researchers; equality of access to technology and resources; and development of social opportunities for students, it emphasises the importance of academic libraries and is a rallying cry for their protection and continued development within the context of technological advancement, increased competition and reduced funding currently impacting many UK universities.
Technology and remove access were key themes in the thesis (see pp 173 – 183). My research got to grips with how students interface with technology in library spaces. Interestingly, the most significant data points came from observation. My research showed the technology to be so every day, it did not register in students’ interest. Computers, WiFi and websites were given. This has serious implications for how we procure, manage and introduce technology.
Evidence of impact
My research was well received by the Library. Following the presentation of my learning to Library Management, I was made responsible for the delivery of the University Library Customer Engagement Strategy, and plan. The plan is designed not just to help us understand Library users – but to deliver meaningful change and close the feedback loop to ensure they are aware of how we have improved Library services. I used my data-driven approach to radically reframe and adjust Skills Team services to meet student needs. This particularly focused upon foregrounding technology to help students recognise it as an area they need to develop.
Statement of support: Paul Chin, Head of Teaching & Learning, University of Bath (former manager)
I can say this genuinely, you have also transformed the core of the Skills Team’s operational and strategic development of learning support at Hull into something that is sector-leading and which the Learning Development community regularly use as a benchmark for excellent practice. You regularly inspire and influence the practice of colleagues and the UK sector, evidenced through the constant plaudits and stories of how you have helped develop excellent teaching and learning practice for others.
This had a significant impact on learners as the new initiatives, such as video workshops, had a significant impact on the Skills Team’s reach. Video workshops were transformational for WP students. As my research had shown, many students needed to interface with the Library remotely – using online services. This excluded them from many Skills Team workshops. When I made the case to offer videos, there was fear it would erode on-campus attendance. The reality could not be further from this. On-campus and online workshops continued to grow in demand, but the video content reached entire new groups – particularly mature commuter students. From their feedback, workshops were restrictive to parent/caring responsibilities, while videos allowed them to participate at their convenience.
Statement of support: Kerry Dodd, University of Hull
During his time in the Library, Lee adapted content typically taught in a classroom environment into self-paced video workshops. Not only did this enhance accessibility for a wider range of learners, but it also supported widening participation of students by offering alternatives that did not require commuting onto campus.
My research has had an impact beyond the Library. I was invited to deliver the keynote at the University’s Annual Teaching Symposium: Keynote: (Re)connection: The importance of space/place and interaction. This presentation had reached! The new Cheif Operating Officer of the University was impressed by my presentation and asked me to present to his team – which included HR, student services, ICTD, library, marketing, student recruitment, estates and commercial services. I re-articulated my findings to this group, providing an opportunity to further demonstrate the complicated interplay between physical and digital space, technology and belonging:
From this presentation, I was made a core member of the ‘Future of the University of Hull’ project, leading on student engagement, use of technology and workshop facilitation to determine how a £74 million investment could be used to improve the student experience. Initial outcomes include new signage to aid navigation, a new student kitchen to support commuter students and enhanced international student induction. Future outcomes include an integration of ICT (digital) and estates (physical) management – and the procurement of a new university-wide CRM. It’s been great to be a founding part of such significant impact, drawn from my EdD research, amongst other sources.
Combined reflection
As I reflected upon on a previous page, my career started in student unions. I was the Education, Research and Policy Coordinator for Hull University Union (now Hull University Student Union). I don’t think there is a better place to start your career if you work in higher education. Student Unions are all about putting students first. Over my time at the Union, I conducted numerous research projects and wrote numerous reports for the University. It was all about students. Often the focus is not just working for students but with them. This is an approach I have taken forward in my career. While working for the University Library, I have supported student volunteers, managed interns, led evaluations, driven surveys and conducted research. Now I am responsible for customer engagement as a whole. I do feel this enables me to understand students at the University of Hull. This goes beyond just ‘target’ learners but helps me know about all the different types of learners we have at Hull – helping me develop a respect for their needs. Now as a Lecturer in Education Studies, I can apply that learning in a new context. This has also brought new challenges given I am working with large cohorts of international students. This has, however, been incredibly exciting! I’ve learned so much from my students – and intend to keep that open mind so I can continue to learn from them in the future.
Given most of my examples come from my time at the library, the vast majority of Library and Skills services are accessed online – much thanks to my reframing of the service into this space (especially during the pandemic – but a trend which has since stuck). This places technology as central to everything they offer. I worked hard to build continuous and ongoing feedback and evaluation programmes into all of their services. This helps them know how things are going on a regular basis. Thanks to mechanisms I put in place, they still get in touch with students months after we’ve supported them to see if we have had an impact. While this can be hard to track, I think it is an important way of keeping the ‘finger on the pulse’ to ensure services always meet our high standards.
I firmly believe Learning development affords a useful perspective to understand learners too. I am in a weird place having just recently left the profession to become a lecturer, however, believe I still work hard to uphold the ALDinHE professional values:
- Working alongside students to help them make sense of and get the most out of HE learning
- Making HE inclusive through emancipatory practice, partnership working and collaboration
- Adopting and sharing effective LD practice with the HE community
- Commitment to scholarly approach and research related to LD
- Critical self-reflection, on-going learning and a commitment to professional development
This shows the importance of working with learners, focusing on inclusive practice and committing to a scholarly approach. These values can also be applied very much in my new role. I firmly believe these values support me in working with and understanding learners.
This page of my portfolio has demonstrated how I work at many levels – individually, modular-level, programme level and University-wide to understand our learners. I also believe the examples I have shown show the significant application of this in practice and its impact on the ground. Revisiting this page is a useful reminder to keep these values at my core.
Revisions for reassessment:
This page has been substantively re-written. I salvaged some pieces from the former version to make case study 3, but case study 1 and 2 are all new. The page is much more saturated with evidence, and I hope there is a greater focus on impact now. I’ve added statements of support from students and colleagues (I’ve anonymised the student comments or used pseudonyms). There are also a large number of structural, grammatical and style changes.