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How to work with students from different programmes

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How to work with students from different programmes

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First challenge that came up was not only that the students came from different programmes, but also that many of them were at the early stages of their UG studies and had no immediate necessity to take the module.
One course of action here could be encouraging the level 4/5 students to continue coming, or to cherry pick the lessons they'd like to attend as per the scheme of work.

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Quite low turnout – 6/12 for my class and only 1/17 for Luis.  Only two of my Ss were final year UG and had actual project. The others were 1st year economics, 2nd year politics, English and physics.  Luis had a 1st year Spanish UG.  The Ss completed my week 1 questionnaire. (see below)

·        Need to look at the messaging and restrict classes to only allow level 6?

Messaging seemed to be OK – all Ss had received email from SLLF or had found the course on MySIS

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I had three students – two from last week.  One new – a 2nd year History/English student who had a particular project in mind.   In this workshop session, I worked with one final year biomedical student looking at her project so far – structure and questions for her supervisor.  I asked her to explain her particular project structure to the other students who I had asked during the class to pull up examples of final dissertations in their disciplines.  We compared the different structures. This was helpful and I drew on ppt slides from week 1 where the contents of each section was explained.  While the biomedical student worked on questions for her supervisor, I worked with the new student to try to choose a research question from a list provided by her School.  She was unable to open a database and this gave me the opportunity to direct her to library services who could help.  We also discussed how difficult she thought the question might be and where her interests lay.  I hope she will return next week to continue the discussion.

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4 students - 3 repeat students and one who had just signed up last week - Alex, 2nd year biomedical science student. He doesn't have a project in mind but was just curious. Literature review formal session useful I think. Even though 2 students were at dissertation writing stage, a reminder about the structure, purpose and features was helpful. I found time to sit with the two final year students to catch up on their progress and set goals for next week's tutorial.

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One one student turned up - he is in year one and attended as he wants to improve his essay writing skills. I taught the session as planned, but had to adapt it to connect the aspects of a dissertation that are relevant for essay writing. For example, the section of the material about the audience, became an interesting conversation about tutor expectations in general.

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Tutorial session - 5 repeat students in different fields - 1st year economics to final year biomedical students. I explained that students can bring what they like to discuss in a plenary. Each was able to identify a project. They emailed me what they wanted to discuss and they presented in front of the class. The group was able to come up with suggestions for future submissions and we could question various aspects of work that had already been submitted (research proposal drafts). One student piloted her 10 minute presentation and we gave feedback. This was "just in time" as she was about to visit her supervisor.

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No students showed this week. One emailed to say she was ill. The other arrived 30 mins late and I had left the classroom. The topic was Methodology which would have been appropriate for students just embarking on this stage. However, I know that the two final year students are already downstream of this task. Other 1st/2nd year students do not have a specific project to work on so this topic is perhaps not yet appropriate for them.

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2 students turned up.
Each of the students had attended but on separate sessions, they hadn't met until now.
The students are not directly involved in research or project writing but I adapted the material to draw the attention to how methods are presented in the literature they use. So, I reoriented the lesson goals from focusing on writing, to focusing on reading research sections of articles they read.
I also draw the attention how the ways of writing a methodology section could be transferable to writing shorter reports or essays, such as use of passive/active voice, first person, etc.

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Only one student attended the session.
We reviewed the material and reoriented it to transfer skills and concepts that are used to write a literature reivew, to writing an essay.
For example, how to reference, how to cite, etc.

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I prepared a lesson on Methodology but the two repeat students (history/English and bio-chemistry) preferred to look at current project work.  I sat with each and reviewed the following - 1) History/English - review of the readiness of Janet's forthcoming assessments. We worked on creating her research questions and how she was going to tackle these assignments. 2) Bio-chemistry - I reviewed Zainab's introduction to her final year dissertation and we made some changes. Both students appear willing to come next week to show me what they've done. Zainab can rehearse her presentation.

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No students =(

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I had the methodology lesson prepared again but this class would have been scheduled as a tutorial session. Three students turned up. All repeats. Alex (1st year economics student), Dave (final year biomedical) - had useful one-to-one discussion about the structure and content of her 8000 word dissertation draft which was to be submitted this coming Friday. Janet (history/English 2nd year) - discussed an essay title for forthcoming assignment - suggested modifications to her title. I alternated time between each of the students and ensured that they were working constructively while I was speaking to the other students.

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Initially there was no show. But two repeat students emailed me after 1.5 hours wondering if the class was still on! I went on TEAMS to offer them the 30 mins left as I had returned to my office. We role-played a 3 minute presentation which the student was to deliver the next day. I made some comments about it. The other student joined in making comments. I only had 5 minutes to spend with the other history/English student but gave advice about the focus of her research question which we had discussed last week. I hope the advice was useful in separating the main research question into two parts in order to facilitate her reading. I reminded both students that they need to be punctual in future even if its a rainy day!

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Two repeat students - supported biochem student in revising her draft dissertation. She needed quite a lot of linguistic support and her academic text was rather verbose and not always accurate. Helped Hist/English student (2nd year) in scoping out an essay about nazi propaganda. We decided what we would do for next week's final class: review biochem dissertation in light of supervisor feedback and discuss outlines for two essays on Faustus and Nazi propaganda. With both students I did a review of all their remaining assignments and we looked at their plans to time manage submissions and the support they were likely to get in preparing for those submissions. Unfortunately, next semester is the most important one where they are not going to have so much structured support through classroom attendance and presence on campus.

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No show in final week. One student wrote to thank me for my support for her dissertation and would have come to this session but it coincided with her supervisor meeting.