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Teesside University Paul Denison Principal Lecturer Design

Teesside University Paul Denison Principal Lecturer Design. Background to the Advice Need to standardise advice since practices are so diverse Applicants need reassurance that they are doing what is expected Applicants need to understand the context of the portfolio and interview

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Teesside University Paul Denison Principal Lecturer Design

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  1. Teesside UniversityPaul DenisonPrincipal LecturerDesign Background to the Advice Need to standardise advice since practices are so diverse Applicants need reassurance that they are doing what is expected Applicants need to understand the context of the portfolio and interview The advice establishes professional practice at an early stage Helps students for all universities not just Teesside Teesside achieved the highest total score for Design in the UK’s latest National Student Survey (2009)

  2. FAQS What needs to be in a portfolio? Should I bring GSCE work? Does work need to be mounted? Shall I bring sketch work? I’m doing Art but want to do design, will my Art work be OK? Should I bring 3-d models? What shouldn’t I put in the portfolio? What are THEY looking for?

  3. Preparing the Portfolio Having the real thing is a useful organisational tool but you are not disadvantaged by not having one. You will need one eventually if you are serious!

  4. In brief… The portfolio speaks volumes about the type of person you are Organised/ disorganised? Creative/Problem solver? Lateral/Convergent thinker? Last minuter/Preparer? Sequential/ Random? Often interviewers ask the applicant to choose a piece of work to talk about. This could be at the front of the portfolio. Know where everything is..time is precious.

  5. More in brief…. ‘Include the brief’ …important for the interviewer as this gives a context for the work in the portfolio…and prompts further questions How did you make this? What would you do in a real life context? What did your tutor say about this piece of work? How would you do it again if you had the chance? Definitely, definitely, definitely include development work!!! The inclusion of this work allows tutors to evaluate the progression of a student, the type of learner they are and their potential

  6. Checklist It speaks for itself… Most often not included….. …Written work which tells interviewers about communication, cognitive and intellectual skills ( and can be diagnostic) ….Experimental work which is sometimes ‘unsuccessful’ in the applicant’s eyes but which reveals ambition and creative potential …CAD work…not always essential for all courses , but again which reveals breadth of learning, technical ability and potential for certain pathways

  7. Organisation of the Portfolio An disorganised portfolio reveals much about the applicant.. Their maturity Their potential to manage to the transition form FE to HE Their desire and ambition. Are they going through the motions? Is their effort directed towards the expectations of the interviewing institution?

  8. Interviews The interview is a two way process. It helps the interviewer to think about ….suitability …potential to progress. It helps the applicant to decide ...is this the course for me? ...are these the people I want to teach me? Do I like the place? Things to consider Clothing/ attire for interviews Knowing which course has been applied for. How formal is it? Be yourself?

  9. Virtual Interviews These are beneficial to students who, for whatever reason, cannot attend areal interview. However there is no substitute to viewing the facilities and meeting the staff in situ. The research required to ‘replicate’ the value of the interview will be time consuming and not necessarily a true reflection of the institution or its staff. If in doubt applicants should ask to be put in touch with other students to discover as much about the place as possible. Portfolios sent by CD or uploaded to websites should be extremely well organised and equally comprehensive.

  10. Other functions of the Interview The interview/ tour process is extremely important and can often help an applicant to consolidate a point of view or to dispel a fear. Many students who visit Teesside are surprised about the investment in buildings and resources. They are taken by the friendliness of the place and often feel more incentive to ask questions because of the relaxed feel of the day. In a competitive context for HE, the visibility of an applicant at interview may have a bearing on the perception of their application and portfolio.

  11. Thank you. Please feel free to ask questions or to email me at p.denison@tees.ac.uk

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