Plagiarism and AI tools: an example of linking information- and digital liter...
Wood - Collaboration and partnership: developing the Academic Skills Centre at the University of Birmingham
1. Collaboration and partnership:
developing the Academic
Skills Centre at the University
of Birmingham
Rachel Wood, Academic Skills Centre
March 2013
2. Background
Benchmarking
– Internal
– External
What we did based on the benchmarking
How we collaborated
How we see the future
3. Background
Pro-Vice Chancellor for Education review of
academic support for UGs
University-wide project (team included librarian)
– Implemented in March 2012
Centre was introduced in September 2012
– Supports mathematics, general academic
skills and writing.
4. Benchmarking: key questions
What does an ASC
look like?
What are we already
doing at UoB?
Where is the best
practice elsewhere?
What do we need to
do?
5. Benchmarking – Internal
Questioned 2 groups:
– Academics
– Central support services including library
Subject Advisors
Key question: what academic skills do you
provide?
6. Benchmarking – Internal academics
Varied, depending on subject
Overall, very good
Challenges: large class sizes, physical and
time resources
Good practice: embedding study skills into
curriculum, use of peer feedback
7. Benchmarking – Internal central
services
Central provision varied
All use blended approach
Challenges: academic buy-in, embedding into
curriculum
Good practice: IL in Dentistry
9. Benchmarking - External
Survey of other UK universities:
– Focussed on good practice in a variety of
other institutions
– Sample comprised of 17 institutions
(Russell Group and non-Russell Group)
10. Benchmarking - External
Survey was piloted with two Russell Group
institutions (big thanks to Leeds and Oxford!)
Used Survey Monkey ® software
In April and May 2012 a tailored e-mail was
sent to library or academic skills contacts
11. Benchmarking - External
8 non-Russell Group universities and 6
Russell Group universities responded.
The survey was followed up with six semi
structured telephone interviews.
12. Benchmarking - External
Embedding skills is key
Located with library service
Good provision of skills through websites
Scalability
Ownership – central vs. academic
Providers – academics, librarians
Resources
Evaluation of skills support
13. What we did next: organisation
Used results to draw up organisation
Advisory boards
New division to work alongside librarians
Academic Skills Centre
Skills Development Manager
Rachel Wood
Academic Skills Team
Projects Officer (Skills)
Michael Stanford
Writing Skills Advisor
Helen Cooper
Learning Skills Advisors
Stephen Griffin (p/t)
Beverley Maynard (p/t)
Michael Shoolbred (p/t)
14. What we did: identity
ASC became part of
Library Services
Located in Main
Library
New website with
course bookings
and online
resources
15.
16. What we did
Developed curriculum based on
external/internal best practice
Introduced generic workshops for 1st years:
learning in HE, writing, note taking and critical
reading
Collaborate with library staff to run joint
activities
17. What we didn’t expect to do!
Supported lots of 2nd and 3rd years
Re-wrote our administrative systems
18. Collaboration
Developed joined-up approach with:
– Librarians and other library staff re
Transition Review
– Academics to run sessions on our behalf
(academic writing) and their behalf (group
work)
– Joint Librarian/ASC sessions
19. Collaboration
Promote via various networks embedding
Information Literacy and Academic Skills for
enhancement – ie support/ development for
all.
20. Future
Review first year
Joint development of teaching resources with
librarians
Work with students for peer to peer learning
Embed in the curriculum
Focus on online delivery
21. Further information
https://intranet.birmingham.ac.uk/as/libraryservices/asc
Rachel Wood r.wood@bham.ac.uk
Notes de l'éditeur
PVC recognised importance of locating ASC in library from first meeting .
Into curriculum is preferable (even though this approach is widely acknowledged to be more challenging) to an add-on service. More common for academics to include study skills in subject content in non-Russell Group institutions, with exception of Professional Skills Buy-in from academic departments was key in both Groups for pragmatic and financial reasons. Matching demand to central resources was problematic. No institution has successfully managed the gap between resources and demand; therefore provision continually reviewed. High quality web materials for self-directed learning have potential to be crucial mitigating factor.
Transition Review was a process by which ALL 1 st years met with their personal tutor to discuss how they have made the transition from 6 th form to HE.