Here is an example of an exciting outreach project in Louisville, Kentucky, where disused spaces are brought to life through festivals and events. There are some more details here – it’s an inspiring way to bring people together and make use of some derelict places.
I always like reading about PhD students’ experiences and like to contribute to the work of the staff who work in De Montfort University’s Centre for Learning and Study Support who have really helped me find my feet after returning to academic study after 20+ years… A lot has changed in that time, from advances in technology, to support for study. This week the centre asked me to answer three questions in order to create materials to help new research students due to start at the university in September. I thought I’d blog my answers (as it’s merely a copy and paste):
I. What three research-related words would you have liked to have defined for you when you first started your PhD?
1) Paradigm – heard this a lot. I’d much rather they’d said theories, patterns or concepts! Continue reading
There is an increasing interest in how universities engage with their communities and how they can work with partners, groups and individuals to undertake projects of mutual benefit. Despite this renewed focus on the role of Higher Education in society, engagement between university and local communities has a long history. In the UK, relationships between universities and communities have evolved along with the growth of student numbers and expectations on academics to share their learning. This article looks at what the motivation or drivers for universities to undertake such work are, or whether it is the role of higher education to deliver these activities at a time of great change in higher education. With increasing calls for university-community engagement that delivers mutual benefit, this article explores the idea of university-community engagement to consider which stakeholder, if any, is the beneficiary of such activity, arguing that too little is known about the outcomes for all parties to say if there is any benefit in university-community engagement at all. Continue reading
Earlier this week, the DMU Square Mile office received raw data showing the impact of the work of De Montfort University’s paired-reading mentors at New College, Leicester. It’s a spreadsheet of numbers showing reading ages in August 2014 and reading ages in June 2015 for around sixty 11-12 year-olds (year 7/8). Each child has attempted to improve his or her reading by working with a DMU undergraduate or community volunteer by meeting on a weekly basis and reading together. Move pupils have improved. It almost sounds too easy… But this requires the will of the pupil to attend and the volunteer to give up his or her spare time to attend. This is a big, yet rewarding, commitment for the student. Read some of the DMU Square Mile volunteering experiences by students Janvi Pala, Sarah Clark and Jonathan Boreland. Some of the colour-coded data on the spread sheet is black – where the child did not engage in the project, others are red, where insufficient progress was made, but thankfully this data shows that in many cases the spreadsheet glows green – indicating good progress.
The search for a research question for my future PhD thesis is a lot harder than I imagined. However, the more I speak to colleagues and fellow research students, the more reassured I am that I am heading in the right direction. My supervisor told me finding your research topic is a little like dating. He said you hold hands with a lot of ideas until you find one you want to marry. My good friend, another professor, said it was like creating a sculpture. He said it was like taking a block of marble and chiseling away until something significant was created. I wrote my initial PhD proposal twice, in which he remarked that I’d already passed through the marble twice. Continue reading
This weekend, a group of students and staff from De Montfort University head to Indore in Madya Pradesh, in India, to build washrooms and work with communities to learn about the challenges they face. I can’t deny that I’m a little jealous that I’m not on this trip but I do hold a sense of excitement that this project is actually happening. The students on the trip will be involved in the building of up to four washrooms in schools that have requested help. The work will be done in partnership with pupils from Daly College Indore who asked for DMU’s support having learned about the work of DMU Square Mile through our ongoing education partnership. Both DMU Square Mile and the student committee at Daly College share very similar values around working together with communities to seek solutions to problems. Continue reading
There’s nothing like a couple of beers to get the conversation going. Unfortunately I mixed a couple of bottles of Berliner Kindl with research and started searching twitter for Citizen Science references. I ended up “chatting”, tweeting or whatever, to @johnagallo about Citizen Science. During the conversation I foolishly agreed to add my Opinions and Perspectives to his wiki-page for the concept of Place-based Citizen Science. So here goes. All I can do at this stage is accept the opportunity and underline that my research into this area is in its early stages. I discovered Citizen Science searching for something else. I was actually looking for studies of communities as co-creators of knowledge. Citizen Science fits that idea effectively. I was also looking at ideas where communities engaged in research are not taken for granted. Continue reading
As I dig away at the ideas that my make my research, I do tend to come across ideas that fascinate me or put things in a context I hadn’t considered. This week’s reading was around the origins of university-community engagement. I had been aware of the public good, or benefit, of a university being borne out of the foundations of places like the University of Bologna or Humbolt, Berlin, but never actually considered what our oldest Higher Education institutions in the UK were up to. Continue reading
The great social commentator Paul Weller (cough) once said “the more I know, the less I understand” in his three minute masterpiece that was The Changingman. I always thought it was about him, and his experiences of going through divorce and becoming a new person. Just lately I have been thinking about the phrase as my attempts to settle in to life as a PhD student. In October I gave a talk at the University of Leicester, brimming with confidence that what I was saying, as a practitioner, was correct. Now I’m trying to study the theory about what I think makes my ideas correct. The result is that my confidence is suddenly not as wilful, and my ideas are changing. My knowledge is growing – so I should be even more confident surely? But that is not the case. The more views and opinions I read, the more my doubts grow. I saw a graphic of a PhD researcher’s journey earlier this week. Continue reading