Developing developers: using insights from international students’ experiences to enhance educational design, Richard de Blacquiere-Clarkson

Developing developers: using insights from international students’ experiences to enhance educational design, Richard de Blacquiere-Clarkson

1. Developing developers: using insights from international students’ experiences to enhance educational design Richard de Blacquiere-Clarkson, Manoj Ravi, Benjamin Chong University of Leeds

2. Context Significant percentage of UK HE sector – 24% in 2021/22 with over 500,000 non-EU students [1,2] Lack of detail in how inclusivity is being addressed in Russell Group policies [3] 75% report being affected by loneliness [4] Frequently treated as homogenous despite significant diversity and intersectionality [5] Treated as cash cows?

3. Designing inclusive curricula for International Students We need better understanding of the experiences, needs and preferences of international students Partnership with international students to build a “brave space” where they can share experiences freely at the edge of their comfort zones We need to incorporate insights from that enhanced understanding into curriculum design Design workshop(s) where international students and educational developers co-create resources

4. Partnership to build a “brave space” We recruited eight international student interns from five continents, studying in the Faculty of Engineering and Physical Sciences at University of Leeds. Paid internships for one semester. Dedicated the semester to building relationships and a sense of community first, combining playful and reflective activities. Then co-designed a research survey for International students across the University. Survey attracted 41 responses from three Faculties.

5. Sequence of activities

6. Life is a rollercoaster

7. Key survey findings: hot off the press International students are diverse (surprise!), both qualitative and quantitative responses show substantial variation in almost all cases. High consistency in experiences forming friends and social networks, support provided by lecturers, content of lectures promoting inclusion, how comfortable students are approaching lecturers with questions or concerns. Some correlations that deserve further investigation:

8. Correlation between lecturer support and positive social experiences

9. lecturers correlate with forming friendships and social networks

10. lecture content correlates with satisfaction regarding job advice

11. Student/educational designer workshop Five academic and professional services colleagues, three international students. Survey results as point of departure. Positioning of expertise. Playful design activities – Lego and pizza. Felt like the start of a longer conversation, funds permitting.

12. Expertise in the room

13. References