Monthly Archives: December 2024

ARP References

Reflective Posts, Unit 3

Reflecting on ARP Workshop Feedback Data

Reflective Posts, Unit 3

My student from workshop 1 left very positive feedback for my workshop and rated it 5/5 for exploring intersectionality and being inclusive. They said they enjoyed engaging with the objects most and confirmed they didn’t experience any barriers to learning. For the question relating to how I could improve this workshop for future students, they thoughtfully suggested I give students ideas for other objects they could explore in our collection related to intersectionality. This gave me the idea to create a public collection on our online catalogue to include in the post-workshop resources section of the Padlet.

The feedback from workshop 2 was also very encouraging. Out of all five responses so far, all students gave me 5/5 for exploring intersectionality and being inclusive and thought the workshop was timed just right. Learning about Intersectionality and Engaging with Museum objects scored as the top two most interesting aspects of the workshop, followed by having safe group discussions. The constructive feedback left for me was to include more pictures, which I agree with and to let students drink or eat in the section before objects come out.

Reflecting on ARP Workshop 2

Reflective Posts, Unit 3

I am so happy with how this workshop went. I had 4 students show up in total, which is 3 more than my first workshop on Monday. This better turnout immediately helped me run the session with more confidence and ease as I was able to do things I planned, like give students name badges, do a round of introductions, and initiate a group discussion about intersectionality before we began the OBL activity.

As my students were Asian and Eastern European, I assumed some of them would be shy and not feel comfortable to speak. However, I was pleasantly surprised to see how open, vulnerable, and confident they all were to share their lived experiences as women with intersecting and marginalised identities. This is likely the reason why the second workshop took 2 hours 15 mins compared to the first workshop, which took 1.5 hours. It was healthy and inspiring to create a safe space where students respected each person’s point of view and listened actively.

They asked thoughtful questions throughout the session and concentrated deeply on the OBL emotional reading activity. This group spent much more time working through the emotional reading questions compared to my student in the first workshop. I decided to go at their pace, so they don’t feel rushed. I feel lucky to have had this rich and diverse group of students, who also gelled well socially and are likely to leave with each others’ contacts.

I can see why Graham and Natasha suggested I offer two dates instead of one. It’s helped me spread the risk of no or poor turnout and given students more flexibility to choose a workshop that suited their schedule. Wednesday afternoon seems like an appropriate slot because students don’t have anything diarised in their timetables. going on.

The feedback students left was very encouraging. Out of all five responses so far, all students gave me 5/5 for exploring intersectionality and being inclusive and thought the workshop was timed just right. Learning about Intersectionality and Engaging with Museum objects scored as the top two most interesting aspects of the workshop, followed by having safe group discussions. The constructive feedback left for me was to include more pictures, which I agree with and to let students drink or eat in the section before objects come out.

Overall, I feel so proud and relieved to have accomplished my ARP goal of creating an inclusive workshop and managing to pull it off!

Reflecting on ARP Workshop 1

Reflective Posts, Unit 3

This workshop started out on a bad note because only 1 out of 10 students who signed up attended. I will admit this came as a shock to me because I expected a 30% attendance rate. However, it has taught me that Monday mornings are even more precarious than I anticipated for attendance, likely due to it being the start of the week.

Fortunately, the one student who did turn up on time was very keen to participate in this workshop, regardless of my attendance rate. This may be because she was an CSM MA student and had a higher level of maturity and discipline than some of my earlier stage students.

As I had to think on the spot, I decided to send out an email to my participants reminding them that the workshop was starting now, but only one student replied to confirm she could no longer attend. I started my workshop 15 minutes late to give some students time a grace period.

To my surprise, the one-to-one nature of the workshop was a blessing in disguise because I had the opportunity to deliver a very bespoke and meaningful workshop, tailored to the interests and needs of my student. In total, the workshop ran from 10.15am to 11.30pm with no comfort breaks in between as the student didn’t find it necessary to pause.

We had really thoughtful discussions throughout and I was able to follow my plan as I intended, except condensed to suit the one-to-one nature of my session. It helped that my student was exploring intersectionality for her own MA Applied Imagination Action Research Project since she had an advanced understanding of the subject.

For the OBL activity, my student chose to do an emotional reading of the prosthetic nipples. Her response intrigued me as she found the activity quite confronting and challenging at times, but also curious and interesting. It confirmed that the emotional reading was the right choice of methodology for my workshop.

During the session, I made notes on things I realised I forgot or could improve for my second session. For example, I forgot to print out the emotional reading worksheets because I hadn’t saved the file in the same folder as the rest of my resources. I also forgot to create and print a QR code for the feedback form, so I emailed the link to the student instead. As we discussed intersectionality in the first part of my workshop, I noted words I could add to my glossary, like multicultural, unconscious biases, universal design for learning, and taboo. Finally, I made a note-to-self to explain what the Graduate Award is before I dive into the OBL activity.

My student left very positive feedback for my workshop and rated it 5/5 for exploring intersectionality and being inclusive. They said they enjoyed engaging with the objects most and confirmed they didn’t experience any barriers to learning. For the question relating to how I could improve this workshop for future students, they thoughtfully suggested I give students ideas for other objects they could explore in our collection related to intersectionality. This gave me the idea to create a public collection on our online catalogue to include in the post-workshop resources section of the Padlet.

Overall, I am really proud of myself for handling a difficult situation and delivering a one-to-one session.

Creating my Participant-Facing Documents

Reflective Posts, Unit 3

In this blog post, I have copied the information sheet and consent form I created for my workshop participants. I emailed them in advance via the Academic Support ‘Email Registered Attendees’ option and printed them out for participants to complete at the start of my workshop. I have kept the copies in a secure drawer at the office and will destroy them when I complete my PgCert in January 2025.

Student Information Sheet

Project Title: Exploring Intersectionality through Object-based Learning

About this study

This project is part of my Action Research Unit on the PgCert Academic Practice in Art, Design, and Communication course at UAL.

The aim is to develop an object-based learning workshop designed to meet the diverse needs and lived experiences of neurodiverse students of colour. Using the Museum’s collection, the workshop will explore the intersections of race, neurodiversity, and gender through the practice of object-based learning.

Feedback will be gathered through a mixed-methods survey at the end of the workshop, with responses analysed thematically to inform improvements.

What does it mean to take part?

If you take part, you are consenting to taking part in a workshop and survey at the CSM Museum & Study Collection in CSM, Kings Cross. The data will be used as the basis for academic analysis.

If you choose to take part, you will be free to withdraw your participation at any point. You will not be obliged to give any reason for deciding not to take part.

Will my participation be kept confidential?

Your anonymity is very important. The information about you will be confidential to me, as the researcher. You will not be identified individually anywhere in the research. If I quote anything you have said in an interview, it will be anonymous. An example might be: ‘Tutor A said, ‘The project is…’.’

What will happen to the results of the research project?

Analysis from the survey – including quotations from you – will contribute to an academic presentation and blog. Your words may also be used in exhibitions, academic reports, papers, or conference presentations. These may appear online.

Thank you for your contribution and participation in this study.

Contact for further information:

Dayna Tohidi, Investigator

d.tohidi@arts.ac.uk

07538 952 179

Student Consent Form

Project Title: Exploring Intersectionality through Object-based Learning

You are being invited to take part in a research project.  Before you decide to take part, it is important for you to understand why the research is being done and what it will involve.  Please take time to read the attached information sheet carefully and discuss it with others if you wish.  Ask if anything is unclear or if you would like more information.

  • I understand that I have given my consent to take part in this workshop and give my feedback in a survey
  • I understand that I have given approval for my opinions to be included in the research outputs. Anything I say may be used in academic papers relating to the project, although these quotations will be anonymous.
  • I have read the information sheet about the research project, which I have been asked to take part in and have been given a copy of this information to keep. 
  • What is going to happen and why it is being done has been explained to me, and I have had the opportunity to discuss the details and ask questions. 
  • Having given this consent I understand that I have the right to withdraw from the research programme at any time without disadvantage to myself and without having to give any reason.
  • I hereby fully and freely consent to participation in the study, which has been fully explained to me.
Participant’s name
(BLOCK CAPITALS):		     
    Participant’s signature:     Date: 
  Investigator’s name
(BLOCK CAPITALS):		   
  Investigator’s signature:     Date: 

Contact

Investigator: Dayna Tohidi |Tel: 07538 952 179 | Email: d.tohidi@arts.ac.uk