Encouraging student interaction in practical classes through tailored

demonstrator training

Alison Graham, Gordon Port and Heather Martin (and Samuel Logan)

School of Biology

Overview of project - aims• Problem:

• UG students often perceived a lack of consistency in the support they received in class and in the feedback they received on assessed work from demonstrators (EvaSys, SSC, NSS).

• demonstrators reported that they often feel inadequately supported for their role (PRES).

• → Aimed to develop a demonstrator training course that promoted good practice in marking and providing feedback and gave demonstrators the confidence to deal with UG students.

• Aims: • To make student-demonstrator dynamic as beneficial as

possible to both parties. To build a culture of professionalism and fairness with “buy-in” from all involved.

Overview of project - method

• Documents/materials produced by student intern and Research Associate:• University-wide report: “Postgraduates Who Teach: improving

and enhancing support”.• Demonstrating handbook incorporating the “Role Description”

and “Demonstrating Charter”.• “In-house” training workshop (half-day) and associated training

materials (complements ITLHE) – professional behaviour, marking and feedback.

• Materials for half-day “Meet your Demonstrator” event. • Skills profile.• Document outlining the process for demonstrator

allocation/Document describing how to become a demonstrator in the SoB (flow chart)/Appointment Letter.

Overview of project - outcomes

• Feedback (students):• 131 out of 132 students said “Meet your demonstrator”

should be run again next year.• Student-Staff Committee: “Demonstrators are good and

helpful in the practicals”.

Overview of project - outcomes

• Feedback (demonstrators):• “After attending this induction for demonstrators, I felt

fine. I know exactly what I should do.”• “The students, at least, had the role of the demonstrator

explained to them which I thought was quite good. It was a useful exercise, so they know who I am, quite how to class you…”

• Organisation of the system was commended.• All found practical briefing sessions useful. • Team marking “very useful”.

• Positive feedback from technical staff

Involving students and improving student experience

• Employed NWE student intern.• University-wide survey of PGwT including some focus

groups.

• Demonstrators: feedback after demonstrator training, Meet your Demonstrator and at the end of Semester 1.

• Students: feedback via SSC and EvaSys; anecdotally more confident to chat to demonstrators in practical classes, better understanding of “PhD”.

• Feedback largely positive so far plus additional points to work on.

Dissemination and impact• In School: lunchtime sessions• SAgE Faculty DELT Forum• So far dissemination has been largely informal but

discussions are in place for more formalised dissemination – other Schools have identified a need for similar resources

How Innovation Fund contributed to the project

• Money can buy time and resources (e.g. NWE interns).

• Linked two related projects together.

• Central units are available for consultation (potential for support?) – SDU, LTDS, etc.

“Using GradeMark to Improve Feedback and Involve Students in the Marking Process”

• 2013 Innovation Fund application• Sara Marsham (MAST), Christie Harner (LTDS/SAgE

Faculty), Jonathan Goss (EEE)

• Employed Research Assistant

Dissemination and impact• NU: Learning and Teaching Conference, Innovation Fund

Dissemination Event, SAgE Admin Forum• Obtained funding from HEA to host a workshop on

assessment and student dialogue• SAgE Faculty Innovator of the Year award in the Pedagogic

Research category• The Society for Experimental Biology’s conference on

“Teaching and Communicating Science in a Digital Age”• 15th Durham Blackboard Users’ Conference• Submitted abstracts for two more national conferences• Paper in preparation