Mixed-Methods Survey Plan with Workshop Participants

Reflective Posts, Unit 3

Stage 2: Survey with Students

For my workshop, I would like to recruit between 5 and 10 neurodiverse female students of colour. The maximum capacity in the study room is 15, but my research suggests having too many participants in one workshop can be overwhelming and hinder its potential to achieve the intended outcome. I will deliver the workshop at the CSM Museum & Study collection for the action phase of my research. At the end of the workshop, I will ask participants to complete my survey to gather quantitative data.

Post-Workshop Survey

Thank you for attending the workshop! Your feedback will help us improve future sessions. Please take a few minutes to complete this survey.

1. Inclusivity

  • How inclusive did you feel the workshop was for participants with diverse learning needs?
    • Not inclusive
    • Somewhat inclusive
    • Neutral
    • Inclusive
    • Very inclusive
  • Optional: What specific aspects of the workshop made you feel included or excluded?

2. Engagement

  • How engaging were the activities involving museum objects?
    • Not engaging
    • Somewhat engaging
    • Neutral
    • Engaging
    • Very engaging
  • Optional: What part of the workshop did you find most engaging or inspiring?

3. Educational Value

  • How effective was the workshop in helping you understand intersectionality through museum objects?
    • Not effective
    • Somewhat effective
    • Neutral
    • Effective
    • Very effective
  • Optional: What key ideas or insights did you take away from the workshop?

4. Enjoyment

  • How enjoyable did you find the workshop overall?
    • Not enjoyable
    • Somewhat enjoyable
    • Neutral
    • Enjoyable
    • Very enjoyable
  • Optional: What did you enjoy the most and why?

5. Suggestions for Improvement

  • What changes would make the workshop more effective or enjoyable for future participants?

Semi-Structured Interview Plan with Critical Colleagues

Reflective Posts, Unit 3

Stage 1: Semi-Structured Interviews with Colleagues

Following the success of my semi-structured interviews with expert colleagues for the IP Unit, I will use this qualitative data collection method again to request their valuable feedback on key elements of my developed workshop plan. I will use their feedback to improve the content, delivery, inclusivity, and relevance to neurodiverse students of colour.

The colleagues I will contact are:

  1. Judy Willcocks
  2. Sarah Campbell
  3. Carys Kennedy
  4. Graham Barton
  5. Jhinuk Sarkar
  6. Chris Kelly
  7. Anabelle Crowley

As my colleagues will be very busy during Autumn term and have conflicting schedules, I will most likely organise a joint interview with Sarah and Judy, Graham and Natasha, and individual interviews with Carys, Jhinuk, Chris, and Anabelle.

Semi-Structured Interview Questions

  1. Can you explain what your experience of neurodiversity is as an individual and/or academic practitioner?
  2. Based on your experience, what is your top tip for teaching neurodiverse students?
  3. How well do you think the workshop plan addresses the needs of neurodiverse students of colour?
  4. Are there any aspects of the workshop content or delivery that you think could be challenging or not inclusive enough for this group?
  5. What suggestions do you have to make the workshop more engaging for students with different learning styles and disabilities?
  6. Are there any questions I should remove or add in my post-workshop student questionnaire?
  7. Is there anything specific you think should be added, removed, or modified to make the workshop more effective for this audience?
  8. How do you think this workshop could be adapted for broader, long-term implementation across other UAL programs

Action Outcome

Fortunately, all of the colleagues I emailed agreed to meet me within the week before my ARP workshop, which means I will be able to gain insightful feedback from 7 semi-structured interviews in total.

Before the interviews:

  • Send a copy of my participant consent form for interviewees to sign in advance
  • Send a copy of my workshop plan for interviewees to read in advance

During the interviews:

  • Confirm permission to record the meeting
  • Take notes of key points, nonverbal cues, or specific moments of emphasis

After the interviews:

  • Transcribe interviews using a software, like Otter
  • Organise interview responses into a table where each row represents a participant and each column corresponds to one of your questions
  • Use thematic analysis to synthesise qualitative data into meaningful themes

Planning my Object-based Learning Workshop

Reflective Posts, Unit 3

Workshop Description

Exploring Intersectionality through Object-based Learning

This workshop will use the CSM Museum’s historic collection and hands-on practice of object-based learning to spark inspiring thoughts and important conversations about the intersections between race, neurodiversity, and gender. From learning about the CSM Museum’s services and field of object-based learning, to exploring diverse objects from the Graduate Award collection with peers, you will meet students from other courses, gain transferable skills, and knowledge that will enrich your coursework and inspire your creative thinking.

The workshop will be led by Curriculum Development Curator, Dayna Tohidi, and is part of her PgCert Action Research Project. As a neurodiverse woman of colour and recent Central Saint Martins alumna, Dayna understands the importance of embracing your identity and navigating your place within this creative institution. Your feedback will play a vital role in shaping future workshops and fostering a more inclusive and supportive academic environment.

While specifically designed for neurodiverse women of colour, all students are welcome to join and share their valuable feedback. The workshop will be based at the CSM Museum in Kings Cross and take approximately 3 hours, with breaks included to ensure a comfortable and engaging experience.

Workshop Outline

Learning objective:

  • Explore the three intersecting identities of neurodiverse women of colour through museum objects

OBL activity:

  • Emotional reading to encourage meaningful reflection and group discussion about the objects

Object selection:

  • Reimagined in Pink artwork by Elektra Moga
  • Framing Fragility embroidery samples by Angelica Ellis
  • Worth 100 Women prints by Farida Eltigi
  • 30 Questions parody video by Maria Mahfooz
  • National Coming Out Day prints by Ashton Attz
  • Eso Extension fibre bundles by Funmi Olawuyi

Workshop structure:

  • Welcome and Introduction:
  • Introductions, workshop goals, and agenda overview
  • Icebreaker: What Does Intersectionality Mean to You?
  • Participant sharing and facilitator explanation
  •  Object-Based Learning (OBL) Activity:
  • Introduction to OBL.
  • Handling instructions.
  • Exploration and discussion (observation, analysis, reflection)
  • Comfort Break
  • Group Reflection and Discussion:
  • Reflecting on the theme of intersectionality and workshop learnings
  • Closing and Evaluation:
  • Summary of key points.
  • Participant feedback (survey/questionnaire)

Resource list:

  • Participant consent and ethics forms (email in advance and provide printed handouts)
  • CSM Museum presentation (display on screen and provide printed handouts)
  • Workshop agendas (display on screen and provide printed handouts)
  • Emotional reading worksheets (display on screen and provide printed handouts)
  • Object handling instructions (display on screen and provide printed handouts)
  • Object descriptions (provide printed handouts for each object)
  • Post-workshop survey (display QR code on screen and provide printed handouts)

Neurodiversity accommodations:

  • Coordinate with the Lethaby Gallery team to ensure minimal background noise
  • Coordinate with the Estates team to ensure a comfortable room temperature.
  • Encourage participants to have a protein-rich snack to maintain focus
  • Use simple, visual presentations with minimal text and clear visuals
  • Limit sensory engagement by keeping audio at a low volume
  • Pause periodically to ask if participants have questions or need clarification
  • Keep instructions concise, breaking them into small, clear steps
  • Demonstrate handling techniques with one object to model the process
  • Give participants time to rest, recharge, and process their thoughts
  • Reassure participants that they are free to contribute in any form
  • Use printed prompts as conversation starters to encourage engagement

Choosing my Data Collection and Analysis Methods

Reflective Posts, Unit 3

For my project, Exploring Intersectionality through Object-based Learning, I aim to gather valuable feedback on my workshop from both colleagues and students. To ensure the research is comprehensive and inclusive, I have chosen a combination of semi-structured interviews, mixed-methods surveys, and thematic analysis.

Semi-Structured Interviews with Colleagues

For gathering feedback from colleagues, I opted for semi-structured interviews. This method offers flexibility while ensuring I can gather specific insights about the workshop’s design, effectiveness, and potential improvements.

  • Semi-structured interviews are an effective way to allow participants to share their views in their own words while also focusing on key topics relevant to my research. This balance between structure and openness is ideal for exploring colleagues’ perspectives and gaining rich, detailed feedback
  • The semi-structured format allows me to ask follow-up questions and adapt the interview based on the conversation, providing deeper insights into specific aspects of the workshop

Mixed-Methods Surveys with Students

To collect feedback from students, I have chosen a mixed-methods survey. This approach combines both quantitative and qualitative methods, allowing me to capture a broad range of data and provide a well-rounded analysis.

  • The quantitative portion of the survey uses closed-ended questions, which are easy to analyse and allow for clear comparisons. This helps to identify trends, such as which aspects of the workshop were most beneficial or effective
  • The qualitative portion allows students to provide open-ended responses, sharing personal experiences and insights. This adds depth and nuance to the data, enabling me to understand the “why” behind the trends

The combination of both approaches ensures that I can both measure the impact of the workshop and understand the reasons behind students’ reactions.

Thematic Analysis for Data Analysis

For analysing the feedback from both colleagues and students, I’ve chosen thematic analysis. This method is particularly suited to identifying patterns in qualitative data, which will help me understand how the workshop was received and how it can be improved.

  • Thematic analysis allows for the identification and interpretation of patterns or themes within the data. By analysing the responses thematically, I can pinpoint key issues that emerged in both interviews and surveys, such as recurring concerns or successful elements of the workshop
  • Thematic analysis helps in organising large volumes of qualitative data in a manageable way, making it easier to interpret and draw meaningful conclusions

This analysis tool is ideal for my research because it allows me to stay focused on the core themes related to intersectionality, inclusivity, and effectiveness, ensuring the data is meaningful and can be used to improve the workshop.

Conclusion

The combination of semi-structured interviews, mixed-methods surveys, and thematic analysis ensures that I am gathering both rich qualitative insights and clear quantitative data. By triangulating these methods, I will gain a deeper understanding of how the workshop works and how it can be improved to meet the diverse needs of neurodiverse students of colour.

Summarising my Topic Research

Unit 3

Neurodiversity refers to the natural variations in how brains function, influencing how individuals learn, communicate, and process information. Designing inclusive learning environments for neurodiverse learners, especially female students of colour, requires a nuanced understanding of their unique needs. This blog synthesises key research findings and pedagogical approaches to inform the development of object-based learning (OBL) workshops that are inclusive, culturally relevant, and empowering.

Understanding Neurodiversity

  • The Neurodiversity Paradigm
    Coined by Judy Singer in the late 1990s, the neurodiversity paradigm views neurological differences as part of human diversity rather than deficits. This perspective challenges traditional medical models of disability by emphasising strengths and individual potential.
  • Intersectionality and Neurodiversity
    Kimberlé Crenshaw’s theory of intersectionality underscores how overlapping identities—such as race, gender, and disability—compound discrimination. For neurodiverse female students of colour, cultural stigmas surrounding both neurodiversity and gender create additional barriers to participation and inclusion.
  • Social Model of Disability
    Aligning with the neurodiversity paradigm, the social model of disability frames challenges as arising from societal and environmental barriers rather than individual impairments. This perspective is key to designing OBL workshops that remove obstacles to access.

Challenges in Neurodiverse Learning

  • Structural and Systemic Exclusion
    Mainstream education often prioritises neurotypical norms, leading to sensory overload, inaccessible communication styles, and rigid pedagogical frameworks that exclude neurodivergent learners.
  • Cultural and Gender Expectations
    Neurodiverse women of colour often face heightened scrutiny in educational spaces due to cultural expectations that discourage self-expression or vulnerability, further marginalising their voices.
  • Late or Misdiagnoses
    Many neurodiverse women are under-diagnosed or misdiagnosed, resulting in a lack of tailored support. This is particularly prevalent in communities of colour due to systemic biases in healthcare and education.

Strengths of Neurodivergent Learners

  • Unique Learning Profiles
    Learners excel in different domains such as spatial, kinaesthetic, or interpersonal intelligence. Neurodivergent individuals often display heightened abilities in specific areas, including creativity, pattern recognition, and empathy.
  • Resilience and Innovation
    The lived experiences of navigating systems not designed for them foster resilience and innovative thinking among neurodivergent learners—skills that are assets in collaborative and creative fields.

The Role of Object-Based Learning (OBL)

Object-Based Learning (OBL) involves engaging with physical objects to stimulate inquiry, critical thinking, and multi-sensory learning. This approach is particularly effective for neurodivergent learners because it:

  • Encourages active, hands-on engagement, aligning with experiential learning theories like Kolb’s Learning Cycle, which emphasises learning through experience and reflection.
  • Reduces reliance on abstract or text-heavy instruction, which can be challenging for learners with ADHD or dyslexia.
  • Supports multi-sensory learning, a core principle of Universal Design for Learning (UDL), by offering tactile, visual, and auditory stimuli to accommodate diverse learning preferences.

Best Practices for Inclusive OBL Workshops

Apply Universal Design for Learning Principles

  • Provide multiple means of engagement, representation, and expression.
  • Design workshops with flexible goals that allow learners to choose their path based on their interests and strengths.
  • Provide guided exploration with objects to bridge the gap between what learners can do independently and what they can achieve with support.

Use Culturally Relevant Objects

  • Use objects and examples that reflect the cultural backgrounds and lived experiences of students to foster a sense of belonging.
  • Acknowledge and celebrate cultural and neurodiverse identities through workshops that incorporate diverse narratives, histories, and voices.

Minimise Sensory Overload

  • Use quiet zones, natural lighting, and limited auditory stimuli to create environments that feel safe and manageable for neurodivergent learners.
  • Fidget objects, noise-cancelling headphones, and weighted items can help learners self-regulate during workshops.

Offer Flexible Delivery

  • Offer varied ways to interact with objects, including group collaboration, individual exploration, and creative interpretation.
  • Use accessible communication methods such as visual aids, plain language, and closed captions.

Build Confidence

  • Encourage learners to share their perspectives on the objects, validating their unique insights and interpretations.
  • Foster collaborative learning by creating opportunities for peer support and teamwork, drawing on constructivist theories that emphasise knowledge-building through social interaction.

Key Takeaways

  1. Prioritise Strengths-Based Approaches
    Celebrate neurodivergent learners’ creativity, focus, and problem-solving abilities rather than focusing on deficits.
  2. Design for Intersectionality
    Address the compounded challenges faced by neurodiverse female students of colour by creating culturally sensitive and accessible spaces.
  3. Leverage Object-Based Learning’s Flexibility
    Use OBL’s multi-sensory and experiential focus to accommodate diverse needs and reduce barriers to engagement.
  4. Adopt Inclusive Frameworks
    Implement UDL and CRP to create workshops that are accessible, relevant, and empowering.
  5. Cultivate Safe, Empowering Environments
    Foster spaces where students feel seen, valued, and supported to express themselves authentically.

Reflecting on my Second Group Tutorial

Reflective Posts, Unit 3

During the second workshop at LCC, my colleagues and I discussed and shared feedback on our data collection methods. This was more helpful than I anticipated because I received valuable feedback on modifications I hadn’t already considered.

My original semi-structured interview questions were:

  1. Can you explain what your experience of neurodiversity is as an individual and/or academic practitioner?
  2. Based on your experience, what is your top tip for teaching neurodiverse students?
  3. How well do you think the workshop plan addresses the needs of neurodiverse students of colour?
  4. Are there any aspects of the workshop content or delivery that you think could be challenging or not inclusive enough for this group?
  5. What suggestions do you have to make the workshop more engaging for students with different learning styles and disabilities?
  6. Is there anything specific you think should be added, removed, or modified to make the workshop more effective for this audience?

My colleagues advised me to write an introductory paragraph to introduce the key subjects my study entails and give context to my workshop plan and research aims. They also recommended I send my material in advance and schedule a 30 minute meeting to not put colleagues off from participating. Finally, they advised me to conduct the interviews on Teams so I can share my material and easily record the sessions, once their consent is given. Lastly, they recommended I add a question about their feedback on my post-workshop questionnaire to ensure it achieves my research aims.

My original post-workshop questionnaire questions were:

  1. How do you feel after attending this object-based learning workshop?
  2. In what ways did the object-based learning approach help or hinder your understanding of the material?
  3. Did you feel supported and understood in the learning environment?
  4. What elements of the workshop resonated most with you, given your learning needs?
  5. Were there any moments during the workshop where you felt unable to participate fully?
  6. What improvements do you think could make the workshop more effective for students with neurodiverse conditions?

My colleagues advised me to remove terms, such as ‘disability’ and ‘exclusion’ from my questions to prevent ostracising and making my students feel self-conscious or bad about themselves. Moreover, my colleagues helped me edit my questions to make them more concise by removing two-part questions and superflous words.

Reflecting on my First Group Tutorial

Reflective Posts, Unit 3

This session was useful because it helped me draw parallels between my ARP and that of my colleagues. We were able to bounce ideas off each other and practice communicating our proposals to a larger audience.

Key Feedback and Insights

  • Use Times Higher as an educational resource – Judy has recommended a useful article for me about neurodiversity within higher education
  • Use my network to market my pilot workshop to my target audience of neurodiverse women of colour. Lindsay suggested I post my workshop in the PgCert Q&A – Misc forum and ask colleagues to share it with their students to encourage sign ups
  • My group thinks I should use my positionality and experience as a former neurodiverse woman of colour studying at CSM to strengthen my pilot workshop call-out and inspire current students to participate
  • It would be great if I can complete two action research cycles by piloting my workshop with colleagues first, but as long as I complete one cycle, I will be on track for the unit
  • The main thing I need to consider is how I will meaningfully document and evaluate my workshop. This is something to trial with colleagues first and seek their critical advice before I approach students
  • Lindsay said I could borrow her copy of ‘Rethinking Disability’, which she recommended for my research
  • Andrea’s project inspired me to contact Academic Support to get an insight into how neurodiverse students are using workshops to support their learning needs

Next steps

  • I should reflect on the 250+ student responses I have collected after my object-based learning workshops through my Google feedback form and see what suggestions would be beneficial to implement in my pilot workshop
  • I should spend some time researching the Universal Design Principles and various research methods so I can figure out how to improve my pilot workshop draft structure and collect meaningful feedback from colleagues and students
  • I should make an Excel spreadsheet of all the courses I have already delivered OBL workshops for and list the email addresses of the course leaders to send my pilot workshop open-call
  • I should get some provisional dates in the diary to run the pilot workshop with my colleagues and also to run it for students

Planning my Action Research Project Timeline

Reflective Posts, Unit 3

Project Focus

Promote inclusivity in arts education by developing an object-based learning blueprint and workshop that benefits all students, with a particular focus on addressing the learning needs and lived experiences of neurodiverse women of colour.

October 2024

  1. Do a literature review on key subjects and theories
    • Intersectionality theory
    • Critical Race theory
    • Learning Styles Theory
    • Universal Design Principles
    • Inclusive Pedagogies
    • Neurodiversity
  2. Complete ethics approval documentation
    • Write my ethical action plan
    • Write my participant information form
    • Write my participant consent form
    • Receive feedback on above from tutor
  3. Explore research methods and data collection tools
    • Semi-structured interviews
    • Questionnaires
    • Thematic analysis

November 2024

  1. Develop my pilot workshop plan:
    • Implement feedback from IP Unit
    • Apply knowledge from literature review
    • Shortlist objects to use during workshop
    • Evaluate workshop with museum team
  2. Plan semi-structured interviews with colleagues:
    • Plan my interview questions
    • Schedule interviews with my colleagues
    • Record their responses and insights
    • Summarise findings and key themes
    • Use insights to refine the workshop design
  3. Recruit students for object-based learning Workshop:
    • Create a Participant Information Sheet
    • Distribute my Participant Information Sheet

December 2024

  1. Deliver workshop to students
    • Conduct the workshop at the CSM Museum
    • Collect data through a student questionnaire
  2. Analyse data from questionnaire:
    • Identify major findings and themes
    • Begin compiling insights for the report

January 2025

  1. Prepare for final submission:
    • Edit and write more blog posts
    • Create my 10-minute presentation
    • Submit coursework by 17 January 2025

Writing my Ethics Approval Form

Reflective Posts, Unit 3

Name of practitioner-researcher: Dayna Tohidi

What is your project focus?   My project aims to promote inclusivity in arts education by developing an object-based learning workshop that supports all students, with a particular focus on addressing the learning needs of neurodiverse women of colour.  
What are you going to read about?

I will read about neurodiversity, inclusive pedagogies, intersectionality, participatory action research, critical race theory, Universal Design Principles, Learning Styles Theory, Synaesthesia, Bera’s Principles, trauma-informed research, cultural safety, and various research methods  
What action are you going to take in your teaching practice? I will complete two action research cycles in my teaching practice. For the first cycle, I will use my research findings to plan a new object-based learning workshop that will better support the learning needs of neurodiverse women of colour. Then, I will act by trialling the workshop with my colleagues, observing their learning experiences, and reflecting on their critical feedback. For the second cycle, I will plan modifications to my workshop and act by running it with Academic Support, so all CSM students are invited to attend, observe their learning experiences, and reflect on their critical feedback to finalise my workshop. With regard to collecting feedback, I will research the Universal Design Principles to find an inclusive and meaningful way to collect feedback that goes beyond my current post-workshop online feedback form.  
Who will be involved and how?   I will ask colleagues who I work with at the Museum and who have expressed interest in my project, such as Judy Willcocks, Sarah Campbell, Silke Lange, Jhinuk Sarkar, Richie Manu, Carys Kennedy, and Annabel Crowley, to participate in a trial workshop before I run it for students. If it is not possible to get all my colleagues together, I will ask them for individual feedback.   I will ask my colleague, Natasha Sabatini, to facilitate my workshop by running it with Academic Support as an open-call event for all students, but particularly encouraging neurodiverse women of colour to attend.   N.B. If any of your participants/co-researchers will be under 18, please seek advice from your tutor.  
What are the health & safety concerns, and how will you prepare for them?   To protect my workshop participants from potential hazards, I will cap each workshop to 15 participants, so the study room does not become overcrowded.   With regard to emotional safety, I will encourage participants to share their lived experiences and engage in meaning-making with objects, but also assure them that they do not have to share sensitive information during the group discussion. I will be conscious to reflect on power dynamics and ensure students from marginalised backgrounds feel empowered rather than vulnerable during the workshop.   To protect our museum objects, I will show a limited number of objects, carefully explain handling instructions, and monitor individual handling.  
How will you protect the data of those involved?   I will give every participant the right to withdraw and save data in a private digital folder for the duration of my action research project.  
How will you work with your participants in an ethical way?   I will research concepts, such as cultural safety and trauma-informed work, and take my findings into consideration when working with my participants.  

Feedback from Lindsay Jordan

This is looking great Dayna — I love that the first cycle is a pilot and that you have such knowledgeable & expert colleagues signed up to take part. It’s a real strength of your project design and will help you to revise and refine the workshop.

It will be great to see how the workshop design evolves and what changes you decide on that will better meet the needs of your ‘target audience’. I also look forward to seeing what you come up with in terms of how to document and evaluate what takes place; make sure you work this process into your first cycle with colleagues; I’m sure they will have lots of ideas. 

Understanding Action Research

Reflective Posts, Unit 3

Overview

  • Step 1: Identify – define the problem and frame research questions
  • Step 2: Plan – collect data and decide how teaching could be changed
  • Step 3: Act – implement the selected changes to teaching
  • Step 4: Observe – monitor and evaluate the changes made
  • Step 5: Reflect – review and reflect upon the changes. Repeat cycle if necessary

Key Points

  • Action research is a term that refers to a practical way of looking at your own work to check that it is as you would like it to be
  • People do action research as a way of helping them understand how they can influence social change
  • In traditional research, researchers do research on other people, but in action research, researchers do research on themselves
  • Action research is open-ended. It does not begin with a fixed hypothesis. It begins with an idea that you develop
  • In an action research report, you should aim to show not only the actions of your research, but also the learning involved in order for it to be authentic
  • As a self-reflective practitioner, you need to be aware of what drives your life and work, so you can be clear about what you are doing and why you are doing it
  • Critique is essential for helping us evaluate the quality of the research
  • A validation group is a group of 4-10 people you invite to look at your research from time to time to offer critical feedback
  • By showing other people what you are doing, you can establish a systematic evaluation procedure

Reflections

  • I can improve my Ethical Action Plan by explaining that my colleagues will be part of my validation group and that I intend to include them as part of my systematic evaluation procedure
  • I can also improve my plan by explaining that my project focus is driven by my personal values and my desire to make arts learning more inclusive and accessible for neurodiverse women of colour like myself. It is strongly influenced by my positionality as a practitioner-researcher and former learning needs as a CSM student
  • Another modification I can make to my plan is explaining that my idea was inspired by the issue I identified, which is the attainment gap between White and BAME students at CSM and knowing that supporting neurodiverse learning needs better can help to close this gap