TILT Festival of Learning Academic Excellence and Impact on Business and Society

1. TILT Festival of LearningAcademic Excellence and Impact on Business and Society Workshop 9: Antenna S11, 16.05 – 16.35 Engaging students in aspects of Nottingham’s identity and development: Co-creating products and artefacts for the National Caribbean Heritage Museum at NTU Global Week 28th June, 2017 Ana Souto, Andrew Langley and Chris Lawton

2. Warm Up Activity When thinking of the Caribbean community and its impact on the identity and heritage of Nottingham, what springs to mind?

3. What comes to mind when you think of the Caribbean? (postcards from Global Week) • 100 responses: British (45), Canadian (1), Chinese (7), Congolese (1), Cypriot (2), English (9), Filipino (1), Finnish (1), German (1), Ghanaian (1), Greek (1), Indian (2), Iranian (1), Japanese (2), Korea (1), Latvian (3), Malawian (1) Malaysian (4), Nigerian (1), Puerto Rican (1), Qatari (1), Romanian (2), Scottish (1), South African (1), Vincentian (1), Sudanese (1), Trinbagonian (1), Vietnamese (2), Welsh (2). 1: natural aspects, hot weather, sandy beaches and bright sunshine. 2: cultural references regarding food, dance, colours and music, (mostly reggae and Soca, although there were some mentions of zouk music). 3: people, were happy, relaxed and easy going. 4: pop culture references, including Bob Marley, Rhianna, Pirates of the Caribbean and Johnny Depp.

4. When students talked to staff (about their research) and the Caribbean Heritage Museum…

5. What our students came up with….

6. Developing a Project-Based Learning Community Staff Research Stakeholders NTU & NBS mission to: “deliver education and research that combines academic excellence with impact upon business and society.” Ana: memory, identity and the built environment NTU Global Week – greater interactivity and association with the city of Nottingham Andrew: architecture in urban regen’, focussing on perceptions of heritage The National Caribbean Heritage Museum -MUSEUMAND NTU objective to increase experiential learning opportunities; increase student identification within a ‘learning community’ Chris: labour markets, skills, exclusion & inequality, urban development Student requirement for meaningful CPD & volunteering • Qualities of a ‘learning community’; “student engagement in educationally purposeful activities inside and outside of the classroom” (p. 3) • Inter-disciplinarity • Creating opportunities for peer-to-peer learning (incl’ between disciplines) • Integrating academic and social activities • Linking staff and student collaboration with wider societal outcomes • Intrinsically motivating – increases student engagement & satisfaction • Increases openness to diversity, social tolerance and personal development • (Zhao, C., and Kuh, G., 2004)

7. Enabling Students to Build Project & Learning Communities Across Disciplines Product Design Products People PlacePerceptions & Preferences Architecture and the Built Environment Economics Business Management, HRM and Marketing

8. Project Timeline

9. The Students’ Brief • Work with representatives of the Caribbean Heritage Museum • Design and make products that respond to your understanding and research on heritage and identity, in 2 design & make workshops • Business School students working with Product Designers and Architects on: recommending business strategies based on socio-economic research, branding and the products themselves • Organise and manage your teams, focussing on ‘good work’: how can you work in interdisciplinary teams AND ensure a high quality working experience (as future managers and leaders) • Record your work as artefacts to display on the stall – telling the story of your project • Demonstrate awareness of different cultures, their impact on Nottingham (including your experience as a student), and an understanding of the interplay between people and place across our different disciplines

10. The Design & Make Workshops

11. Still Warming Up Activity… • How would you design a spice box that represents the identity of Museumand? These thought-provoking suitcases typically include items such as ladies’ curling tongs and pre-1960s jewellery; men’s razor sets and a variety of hair products; and leisure items such as books, dominoes and harmonicas. http://www.museumand.org/?exhibition=home-to-home, 27/06/2017

12. The students’ concept drawings…

13. Prototype products…

14. Finished Artefacts & Products for Global Week

15. Learning and Reflections Benefits • Interdisciplinary learning styles: powerful for students to observe other cohorts’ learning styles and motivations (e.g. economics students very assessment-focussed; benefitted from observing intrinsic motivation of architect and product design students) • Expanded awareness of what economists, architects and product designers ‘can do’ in their roles in business and society • Created value for an external stakeholder (MUSEUMAND) with limited resources – who are civically important to Nottingham • Emphasis on ‘learning communities’ beneficial for ‘Success for All’ groups • Establishes partnerships for future projects: Carrington project this summer Challenges • Student engagement in ‘CPD’ and volunteering –promise of CV enhancement is not always enough (e.g. lower take-up from Business School students) • Problem/project-based learning at Undergraduate level can be highly ambitious - Undergraduate students can lack preparedness(e.g. Laurillard, 2004)

16. Q&A, Feedback and Ideas • How can we build on this project in the future? • Specific opportunities for projects? • Anything relevant to Curriculum Refresh • Broader examples of activities within NTU and with our stakeholders in the City- drawing on your practice and experiences • Suggestions of new stakeholders outside NTU and potential inter-disciplinary partnerships within NTU • How can we improve student engagement with volunteering and CPD opportunities more widely? • What other activities might be complementary in helping to produce and reproduce learning communities across NTU?