1. Encouraging student interaction in practical classes through tailored demonstrator training Alison Graham, Gordon Port and Heather Martin (and Samuel Logan) School of Biology

2. 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.

3. 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.

4. 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”.

5. 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

6. 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.

7. 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

8. 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.

9. “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

11. 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