Pedagogical materials development and implementation
Pedagogical materials development and implementation
In the second phase of the project, we work in partnership with three dedicated and brilliant students, funded by StudentShapers, to develop authentic and accessible pedagogical resources to promote inclusion, educational aspirations and student success for STEMM students. This StudentShapers project has built upon the rich interview data we have collected in phase 1 of the SIDUS project to inform our materials and resources design. Below are the three key areas of activity for pedagogical implementation:
- Support student transition between school and university through creating bookmarks, a student handbook, and posters with the students and a professional illustrator (Raquel Durán), including messages of support and advice from students of different backgrounds.
- Support underrepresented students and facilitate a stronger sense of belonging at Imperial through improving knowledge and representation of scientists from underrepresented groups via an exciting programme of Wikipedia editing events with Dr. Jess Wade (Physics, Imperial) and Dr. Alice White (Digital Editor, Wellcome Collection) in which we trained our student partners on how to improve open-access public knowledge of diverse scientists through creating and editing Wikipedia pages of scientists from underrepresented groups.
- Share the results of our research and facilitate the sharing of good practice across departments through working in collaboration with other College departments (e.g., EDI team, the Education Office, Student Union, other student services) to disseminate the SIDUS pedagogical materials that promote inclusion and diversity, especially amongst underrepresented groups.
Please feel free to download these materials and use/share it with your students
Our 21 bookmarks address some of the most common university challenges brought up by student interviewees including: sense of belonging, university drinking culture, mental health, ideal students, imposter syndrome etc. Our bookmarks stand out by their unique student voice (i.e., quotes from interview data from SIDUS research) and signposting to different support services.
Over 5,000 bookmarks were distributed through induction events, student clubs and societies (CSPs) and the central library.
Our eight posters address themes including microaggressions, imposter syndrome and promote diversity and inclusion. They also advertised the SIDUS project through interactive QR codes and were physically disseminated within the South Kensington campus: Sherfield walkway, departmental buildings, library etc. Feel free to download the SIDUS Posters and share them with your students. Feel free to also hang the posters around your departments.
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Staff Guide to Distributing SIDUS materials
The staff guide to distributing and using the SIDUS materials provides some background information on the SIDUS research as well as five suggested activities for induction events, workshops, personal tutoring sessions. These materials can be used to:
Prompt students to reflect and discuss what it means to be a university student; discuss on how to develop ideal student characteristics in your discipline; discuss social and emotional aspects of student life; facilitate activities on collecting the 21 bookmarks and a London bucket list; recognise and deal with the commonly experienced imposter syndrome; introduce microaggressions with an online crash course.
And many more!
Staff guide to using the Ideal Student Survey
- Facilitate discussion and manage student expectations across disciplines.
- Encourage greater transparency between staff and students on expectations.
We include step-by-step instructions for induction events and workshops to be carried out with students in this guide.
Read the impact of the SIDUS work, funded by the Advance HE’s Collaborative Development Fund 2022
Staff-student partnership: What is the key to success?
With an increasing number of students from underrepresented backgrounds in Science, Technology, Engineering, Mathematics and Medicine (STEMM) at Imperial, it is important that we support all students’ sense of belonging, participation and engagement in learning.
The project outputs are intended to showcase the impact of the SIDUS work and create a suite of evidence-based examples/case studies to support institutional culture change. The team has produced these outputs as part of our wider commitment to share, reflect and disseminate good practice that drives culture change at Imperial, Reading and beyond.
Our student partners
Marine Coispeau, Life Sciences
"I just graduated with a Biotechnology degree from Imperial College this year (2021). Some of my hobbies include running, drama and traveling! It has been an honour to work on this project during the summer and I can't wait to see how this may benefit the incoming students!"
Danai Bili, Physics
“Hello, I am Danai and I just graduated from the Department of Physics! In my natural habitat I enjoy reading about Medical Physics applications and going for long runs.”
Katarzyna Zukowska, Electrical and Electronic Engineering
“I am a third-year EEE student with a passion for film and education, currently working as an Outreach STEM Ambassador at Imperial.”
Martha, Electrical and Electric Engineering
“When I first read this section, just reading the first week was what drew me into it, because, like I said, you just get thrown into university and sometimes it's hard when you're so in shock. It's such a culture shock … and you can't keep up with everything. It's nice to have something else to tell you that this is what's going to happen.”
“I think just as a general comment, one thing I really enjoy about the resources… There are really positive themes but there's also quite serious themes as well. Like the stuff like I do deserve to be here which is really uplifting. There are some things that I find really difficult to read and things I relate to as well, which makes it feel very real. I guess it's different from all the Imperial stuff we get. It is really positive.”
Staff, Centre for Higher Education Research and Scholarship
“I recently used the imposter syndrome conversation starter with a group of students, and they fed back how useful it was to realise other people felt the same as they did and to share strategies for addressing it.”
“I find the handbook extremely useful, particularly as I am just starting my role as a Senior Tutor.”
Woodward Accommodation Halls
“The documents (…) look fantastic! I will make sure to present the idea at our wardening team meeting.”