Learning by Design

Interview with Michelle McGuirk Joe Landsberger

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his column begins a series of three interviews with individuals at the University of Wolverhampton; a support staff professional, an administrator, and a faculty member. The series is intended to explore the British approach to the scholarship of teaching and learning in higher education. I met Michelle McGuirk at a conference at the University of Wolverhampton (www.wlv. ac.uk), Wolverhampton, England. She helped facilitate my keynote and copresented at my workshop on using digital resources in support of learners. Michelle is the University’s Student Development Coordinator, and is in the process of consolidating its program of learning resources. [Note: British spelling retained throughout.]

Joe: “Welcome to (virtual) America,” Michelle. Can you set the stage for us by telling us about Wolverhampton? Michelle: The city of Wolverhampton is a metropolitan borough and major university town in the English West Midlands. In 2005 the area had a population of approximately 251,400, 13th largest in England. The ethnic mix is 77.8% White, 14.3% S. Asian, 4.6% Afro-Caribbean.1 Many buildings are named after its founder, the Lady Wulfruna, who donated land for a monastery in 994. J.R.R. Tolkien’s Mordor (dark or black land) in the Lord of the Rings trilogy referenced this area of England. Wolverhampton is often abbreviated “W’ton” or “Wolves” and the city council’s motto is “Out of darkness, cometh light.” Volume 50, Number 6

Michelle McGuirk

Joe: What type of university is Wolverhampton? Michelle: Most U.K. universities can be classified into 5 main categories: • Ancient universities founded before the 19th century • Red Brick universities founded in the 19th and early 20th centuries • New Universities: • Created in the 1960s, referred to as Plate Glass Universities but known as “New Universities” when first created • Those created in or after 1992, often called Post-1992 universities, and commonly referred to as “New Universities” today • The Open University, founded in 1968 is Britain’s sole distancelearning only university The University of Wolverhampton began with the Mechanics Institutes. TechTrends • November/December 2006

These included the Free Library (1870) with technical, scientific, commercial and general classes, and a School of Art (1851) that developed into the Municipal School of Art (1885). Engineering and science laboratories opened in 1926. The foundation stone of the major new buildings in Wulfruna Street (at City campus) was laid in 1931. The 1950s and 1960s saw extensions for the Wolverhampton and Staffordshire College of Technology. In 1969, the College of Technology and the College of Art were combined to form one of the first of the new polytechnics. Teacher training colleges in Wolverhampton and Dudley merged in the 1970s, and Walsall in 1989. It was granted university status in 1992 with construction of a new campus in Telford.2 Joe: Are there many campuses? Michelle: The University of Wolverhampton has three main campuses based at City (Wolverhampton), Telford and Walsall. However, there is also a sister campus to City, the Compton Campus, making four, plus smaller outposts across the region. Joe: What are the facts and figures about the University of Wolverhampton? Michelle: The total number of students is 23,908, with the following disciplines: Applied Sciences (8%), Art and Design (7.9), Business (11.4%), Computing and Information Technology (7.3%), Education (16%), Engineering and the Built Environment (7.7%), Health (15.3%), Humanities, Languages and Social Sciences 

(10.7%), Legal Studies (10.4%), Sport, Performing Arts and Leisure (5.3%). Joe: What is the student body like? Michelle: Students from around the West Midlands make up the biggest percentage of our students with 67.4%, with the second biggest from overseas at 15.7% and the third biggest from the Midlands area as a whole at 6.5%. The remaining 10.4% of students attending the University come from around the rest of the U.K. Male students are 41.1% compared to females at 58.9%. Under 25 years is our biggest age group at 55.4%, 2640 years is 30.2% and over 40 years is 14.4% Joe: What are your duties as Student Development Coordinator? Michelle: My job role consists of various responsibilities, including management of training and development opportunities for students through a programme called Sharpen Up Your Skills, student media, student societies, R.A.G. (raise and give for charities), volunteering, student activities such as trips and events, plus internal staff training and development. Due to restructuring and focus on the student experience, I will continue development of these areas in the near future. Joe: What is the administrative structure of the position? Michelle: I report directly to the General Manager of the Students’ Union, who in turn is directed by the elected student Executive. Although I am based within the Students’ Union, my role is based on collaborative working with the University. This way of functioning has been the key factor to the successful projects and initiatives that we, as an organisation, have moved forward. Joe: How would you describe the Sharpen Up Your Skills Program? Michelle: Sharpen Up Your Skills is a University-wide project that incorporates all the student development opportunities from across the institution. It is coordinated to bring together opportunities such as workshops, online information, tip sheets, one-to-one advice, peer-to-peer support through e-learning coaches 

and student trainers, embedding PDP initiatives within modules — the list goes on. All of this information can then be accessed via the emerging Sharpen Up Your Skills website (www.wlv.ac.uk/ skills), which will give students the chance to get to know about the vast number of opportunities to enhance and develop their skills, not only to help with their academic studying, but also to set them up for employment and life beyond. Information includes: • Helping you learn — academic skills, such as accessing IT, study information, referencing, plagiarism and research. • Writing and assignment skills, such as writing skills, academic language, punctuation and grammar. • Exam techniques, such as revision, anxiety and organisational skills • Enhancing your study — professional skills, such as communication, numeracy, literacy and working with others. • Personal Development Planning (PDP) such as reflection, profile of skills, using PebblePAD (or eportfolio). • Life skills, such as self awareness, assertiveness and managing money. • Making choices for your future, such as CV building, application forms, career opportunities, taking the right modules and extra curricular activities. • Study support for all — international, part-time, mature, postgraduate, which includes those extra bits information which affect the under represented groups within the University (such as networking, coping with life in Britain, cultural differences, returning to study after a long time, organising visas around study, and so on). • What’s on — a full timetable of workshops, student development opportunities, useful resources, such as the Study Guides and Strategies website (www.studygs. net) and contact details. TechTrends • November/December 2006

Joe: What was the impetus for starting such a program? Michelle: In 2002 I was elected as the Academic Affairs Officer (or Vice President Education as many people know it), through which position I initiated a small website called Help Is at Hand. The reason for this project was that from personal experience and feedback from students, we felt that no one really knew what resources and support were available at university. After leaving the Students’ Union for a year, I returned as a full-time member of staff and had the opportunity to make some changes. During 2005/6 I piloted Sharpen Up Your Skills on a small scale, which included some workshops, e-learning coaches and some support from University departments. The evaluation fed back as positive, and so I submitted a successful bid to the Centre for Excellence in Learning and Teaching (CELT). The project is being launched for the start of this new academic term, 20062007. Joe: Does it cover all campuses and e-learning initiatives? Michelle: The website is available to all students and the workshops, elearning coaches and one-to-one support are available at the three principal campuses as well as Compton. If resources were needed elsewhere, I am always looking to develop (cheesy expression, I know!) Joe: Who are the major players in the program? Michelle: As I mentioned earlier, the programme incorporates all the student development opportunities from across the institution, including input from the Schools, Counselling, Careers, Learning Centres, active volunteers, CELT, IT Services and the Students’ Union. Joe: Is there a coordinator for teaching and learning at Wolverhampton? Michelle: CELT coordinates the teaching and learning at the University of Wolverhampton. Within this department, there is the Dean, plus various members of staff including the Associate Dean, Student Support Coordinator, Learning and Teaching Coordinator, Technology SupportedVolume 50, Number 6

Learning Coordinator, Learning and Teaching Research Coordinator and the e-portfolio Coordinator. I work very closely with CELT and they have contributed enormously to Sharpen Up Your Skills. Joe: How would you compare the initiatives and programs at the University of Wolverhampton with other colleges and universities in England? Michelle: It would be very difficult to comment on all initiatives and programmes; however, I do feel that the University of Wolverhampton are at the forefront of many new schemes. For example, you only have to look at the e-portfolio initiative — PebblePAD — which is one of the most successful types of e-portfolio to be used in the U.K. The University is determined to provide a learning environment and effective learning support truly fit for the 21st century. Joe: Are you responsible for the elearning coaches? Michelle: Yes, I am responsible for them. I recruit, train and manage around 20 e-learning coaches. Joe: What do they do? Michelle: Initially, in the first four weeks of the new academic year, they deliver one-to-one training across all University main campuses. Subsequently, they deliver both drop-in sessions and one-to-one training on a regular basis, as directed by myself. These training sessions require the e-learning coaches to be proactive in seeking out and assisting students who are experiencing technological difficulties with e-vision (Online enrolment system), IT Services registration, OPAC (learning resources), email accounts, National Union of Students registration, access to eportfolio and any other computer/ technology related queries. They also promote all aspects of the Sharpen Up Your Skills programme, encourage uptake and input into the evaluation of the scheme. Joe: What is the StartRight Program? Michelle: StartRight is a University Executive sponsored project designed to investigate, develop and enhance Welcome Week enrollment Volume 50, Number 6

processes and student induction. For the first time, the University and Students’ Union established a combined programme of activities during Welcome Week. Programme details, along with other useful information, are included in a Welcome Week booklet and on a Welcome Week website; this is promoted and distributed to all students during August/September. Project representatives come from all academic schools and most service departments, and specialist staff are brought in as appropriate. Joe: Do these programs serve students with special needs, such as physical disabilities? Michelle: All students with physical disabilities are supported through the Universities Enabling Centre, where they are assessed on an individual basis and support is organised as appropriate. All trainers, through the Sharpen Up Your Skills programme, are trained to be able to be flexible in their sessions to incorporate equal opportunities and disability awareness, as well as going the extra step to provide resources as required. Activities for the StartRight programme all adhere to the equal opportunities policies and any disabilities that have been notified by the Enabling Centre. Joe: How about learning disabilities? Michelle: Again, all Sharpen Up Your Skills trainers are aware of learning disabilities such as dyslexia, and the programme will accommodate needs as much as practicable. If further support is required as well as for other programmes such as the StartRight programme, then advice can be sought from the University’s enabling centre. Joe: And English language programs? Michelle: The University offers a number of English as a foreign language programmes Joe: What was your educational path like? Michelle: I started at the University of Wolverhampton in 1997, studying Biomedical Sciences. Once completed, I then went on to study for my Masters degree in Human Resource Development, focusing on training TechTrends • November/December 2006

and development. I am currently taking a break from my Masters, due to the workload around Sharpen Up Your Skills, but I hope to return to it as soon as possible, as well as also completing my Postgraduate Certificate in Learning and Teaching. Joe: What interested you in this work? Michelle: My first passion was science and it was the reason that I came to University. However, I did come across a few problems whilst studying — not the subject, more my lack of skills to deliver to the standard that I expected from myself. Fortunately, I had a supportive personal tutor who encouraged me to seek help, particularly with my huge fear of speaking in public and giving presentations. In doing so I came across the Students’ Union and their election process — seeing my peers up on stage convincing people to vote for them, me in the crowd just shivering at the thought of ever doing that. In the end I realised that if I didn’t do something about my lack of skills, it would be a detriment to my future career. I therefore pushed myself into standing in the student Executive elections (and won), which subsequently opened up the floodgates for personal development. In particular, I had the opportunity to attend the National Student Learning Programme, which trains people on how to become trainers. I now volunteer all over the U.K. and have recently been acknowledged as one of their leading trainers. Given that I had a huge phobia about speaking in public when I started university, and now having the qualifications, experience and confidence to deliver training sessions to people, I just know that I am being fulfilled even though it has been a complete career change. My interest in student development has continued from the point when I first stood up on stage, to now wanting all students to be aware of the opportunities around them, helping them realise their potential, as well as encouraging further development in projects that will support achievements and their careers ahead, not just their degrees. 

Joe: Is there a community of learning support professionals in England? In the British Isles? Beyond? Michelle: Many! More often than not, most learning support professionals are at least signed up to a JISCMAIL group, where members email the group with questions and suggestions. Some of the groups I am signed up include PDP (personal development planning), Trainers, STADIA (student activities and development in action), WISCV (workers in student community volunteering) … the list goes on. Learning Support is a hot topic in the U.K. and the potential growth in this area is huge. More and more employers are seeing students come out of university with the degree, but with not enough transferable skills. Universities across the country are being encouraged to focus upon at least six key skills,

those being communication, working with others, information and communications technology, application of number, improving own learning and performance and problem solving, as well as supporting opportunities for lifelong learning. As you can imagine, the community involved with this is immense. Joe: What professional organizations do you find most helpful in your work? Michelle: We could be here for a while, so here are a few I use: Chartered Institute of Personnel Development (CIPD) — reaching certain levels of professional standards allows membership to this institute, Centre for Recording Achievement, Quality Assurance Agency, Higher Education Academy, Higher Education Funding Council for England (HEFCE) and National Union of Students.

Joe: What interests do you have outside of work? Michelle: To be honest, Joe, at the moment, I am just work work work; however, when I do get a break, I love watching/listening to live music, walking (particularly in the Lake District), house hunting (but that’s another story), anything to do with DIY (Do It Yourself), camping and eating out with friends. I also have a bit of an obsession with strategy computer games (but don’t tell anyone!).

Footnotes 1.Wikipedia. Retrieved August 28, 2006, from http://en.wikipedia.org/wiki/Wolverhampton 2.Higher Education & Research Opportunities in England (HERO). Retrieved August 28, 2006, from http://www.hero.ac.uk

ECT Foundation

Qualitative Inquiry Award 2007 Award: The ECT Foundation will award $2,000 for qualitative inquiry on educational communications and technology in 2007. The recipient may present at the annual AECT convention and has the opportunity to publish in the Educational Media and Technology Yearbook. Qualitative theories and methods should be applied from disciplines such as anthropology, art criticism, communications, cultural studies, history, literary theory, philosophy, and sociology. For more information on the ECT Foundation and this award, follow the links at aect.org. Eligibility: This award recognizes individual scholarship. Co-authored submissions are not accepted. Membership in AECT is required: See aect.org. Requirements: Applications must include each of four items: 1) a cover letter requesting recognition of a completed study; 2) a two page resume; 3) a one page abstract; and 4) a descriptive narrative of 15-20 pages of double spaced text including references and all other material. Narrative: This may be a final report or a synopsis of a final report. The qualitative foundation should be clearly identified. Describe the study’s theoretical base, the inquiry issue, and the inquiry strategy. Include a description of the findings and an interpretation of the findings. Emphasize the social or cultural context. Entries must be received by Friday, February 23, 2007. Submit 6 collated sets of all 4 items to: Dr. Andrew Yeaman, Chair Qualitative Inquiry Award 630 Merrick St., Apt. 702 Detroit, MI 48202-3950 or submit all 4 items in pdf format to: [email protected] 

TechTrends • November/December 2006

Volume 50, Number 6