Completely new programme
We started with a clean slate which was so refreshing. The History programme had developed around ensuring students had a breadth of knowledge both temporally and spatially, and around staff research interests. However changes in staffing had left a programme that was no longer as coherent as it could be. Removing the framework of modules and concentrating on the programme, ensured we designed something that would develop the student as a whole. This was student-centred, looking at the skills they needed to develop and placing more in their own hands on deciding what they wanted to learn. We wanted a fully rounded graduate who could take a full skills set to a wide range of employers, really re-enforcing History as an excellent subject to study at University and one with excellent future prospects. Being able to fully articulate these skills to parents at open days radically shifts their opinion of the value of history as a university course.
Choice through assessments
As we were reducing the modules overall, and we knew students selected Universities looking for their own key interest in history, we could not provide something for everyone in the module offer. So instead we did this by reframing our assessment. Across most modules students can select the focus of their assessments, so they can tap into their own interests. We allow them to form their own focus for a group project, and they create the content of the co-produced module in their final year.
More fun marking!
The variety of assessments on the new programme means that you are not marking the same types of assessment over and over. With lots of digital outputs, a range of written work and project work – the variety keeps you on your toes but also is a joy to mark (when did an academic last say that!). The students though as well push themselves and the groups forward. Our group project has produced excellent resources for schools, magazines on key topics (down to designing word searches and quizzes), outlines of exhibitions (including what should be in the gift shop) and podcasts on a range of topics. Students in the co-produced module, take charge of one week of the module, creating content, setting tasks and leading the workshops. They are giving us a run for our money!
Distinctively Hull
The new programme is leading the way in how history as a discipline is framed at University. It has broken out of the traditional mould of focusing on the acquisition of knowledge of detail, times and places. Instead it trains the students to be able to undertake historical enquiry on any time and place. They can take ownership of their own pathway through the programme, secure in the knowledge they know how to tackle any historical problem they may come across and are empowered to create their own research outcomes.
How did you use the student voice in the process?
For a number of reasons we undertook this in a very tight timeframe and did not have much time to consult widely with our student body. We did however have the opportunity to reach out to future students at some local sixth forms. This was a really valuable exercise in looking at what types of history students would be attracted to, but also the types of skills they would like to acquire. We also canvassed A-Level History teachers for their thoughts. This included questions around which types of assessments they felt their students would appreciate.
We also had a data set of the module choices from the previous 10 years which allowed to see what topics were popular in the past. These were used when we moved onto framing the content of our modules.
How did you use the employer/industry voice in the process?
The key input here was with the competencies. We reached out to a variety of contacts across the heritage industry as well as people who employed history graduates. We created a survey of key competencies that students could develop on a history programme. We grouped these into sections and then asked people to select their top five from each group. This really helped us home in on the key skills for future employment. Across the board, specific historical knowledge scored the lowest. This really helped us focus on the skills over knowledge acquisition.
What benefits has your subject area seen from the transforming programmes initiative?
Our first cohort on the new programme graduated in 2023. They had a rocky start as we were midst pandemic, but they excelled throughout their programme. 88% of the students graduating did so with a good degree result, and it was clear that the new assessments had allowed students to perform at a higher level earlier in their course than previous cohorts.
Students also fully understand how they are developing competencies – and can see the links between modules. We have lost the silo mentality of just focusing on one module and then parking all that learning and moving onto the next. They can see how the skills and knowledge from one module are then carried forward and expanded upon in the next – and this was recognised at the recent Development Engagement of Subject when the panel met the student group.
Students are also enthused by the breadth of history they are studying, with all areas of the globe covered and looking at all topics over a much wider time frame. NSS 2023 scores for the Teaching on my course and Learning Opportunities sections all scored well, and are all above the sector scores, the majority in the top quartile. These also reaffirmed the students understanding that the programme operates as a whole with the question ‘to what extent have you had the chance to bring together information and ideas from different topics’ scoring 100%.
Any other comments/tips/advice for colleagues undergoing TPs in 23/24?
Although it can be difficult – let go of your old modules. Try starting with a clean slate – design a programme first – what do students need to be able to do by the time they graduate. Your modules will probably fit back in there in some shape or form, but don’t shoehorn them in! And don’t be afraid to experiment with new forms of assessment – sometimes they may not go to plan – with others the students may surprise you with what they can achieve!
