Use of Resources and Courses for Students and Staff An Investigation

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Use of Resources and Courses for Students and
Staff An Investigation

• Peter Beaman BSc
• Social Sciences Department
• Loughborough University
• http//www-staff.lboro.ac.uk/sspeb/index.htm

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What do we mean by Resources?(internal)

• AV Equipment (AV Lab, Recorders, Camcorders,
  transcribers, etc)
• PC Labs (Three to choose from)
• CCTV/Obs Room, Interview Rooms, Media Archive
• Psychological Tests/Scales/Questionnaires
• Software (i.e. SPSS, AUDACITY, REFWORKS)
• However, I have found that problems do exist!

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What do we mean by Resources?(internal)
Social Sciences has 480 Undergraduates
AV Lab NO TV/DVDs then 5 come along at the same
time!
Obs Lab with one way mirror
4 undergraduate courses
Blue Lab - Watch this space the back wall is
about to move
CMS Lab with NEW Satellite installation and 6 PCs
3 Support Staff
Psy Test Library (on a good day)
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Problem 1

• Yes psychological Tests/scales (where are they?
  Locked away, invisible. Not the right test/scale
  available/in stock.
• Search required through test publishers (i.e.
  OPP) or
• http//www.unl.edu/buros/ or
• http//www.ets.org/testcoll/index.html
• I prefer ETS which covers 24,000 tests,
  whereas BUROS only covers 4,000. ETS has fuller
  content.If no luck then try then try to contact
  the author it can give results!! (i.e.
  Zuckermans SSS)Mention for educational
  purposes) then I update
• http//www-staff.lboro.ac.uk/sspeb/Psy-test-web1.
  htm
• (This is my own LU website but also on the LU
  Intranet at strategic courses (Dissertation/Practi
  cal Modules))

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Whats the Problem 2

• Not sufficient/adequate AV equipment. A booking
  system does allow me to manage though!
• Currently we have approx 150 standard Cassette
  Recorders and about 30 external microphones.
  Also we have about 10 VHS-C Camcorders, and we
  are just started to acquire some Sony digital
  IC-recorders to replace them. See
  www.electronics-online.co.uk (good price, quick
  delivery, choose Sony MX Series)
• Also AV now is shifting from the simple to the
  complex (multimedia facilities needed some do
  exist research Groups/special funding!). We
  run 3 PCs with video capture cards and Studio 8
  Software.

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Whats the Problem 3

• Limited number of PC and related Facilities in
  dept.
• Only 3 small geographically displaced PC labs (6
  B111, 12 in U122 and 16 in A101) that is 28 PCs
  for 480 students, not counting PGRs!
• Specialised CCTV/Obs Room not used much (lack of
  awareness and training? Interview Rooms (how do
  we book them/use them?). Student uptake low.
• NO access to Labs at weekends (other dept Labs
  do)
• Most PCs are used by the Soc Psy and CMS students
  (because they are lab based degrees), knowledge
  to other UG courses available on
  request/availability.

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Whats the Problem 4

• PC/Software Use
• Restrictions on using Software (MS Office on
  network PCs). Student licence possible through
  Computer Centre and CHEST agreement.
• Some incompatible Computers (old OS or Mac).
• SPSS can be complex to use for some course
  students (but good handouts helps especially
  those with special needs, i.e dyscalculics).
• Lots of students dont run updated anti-virus
  programmes or back-up their work!
• No induction on using network/Software, their
• UFS Drive, Athens for E-Databases, printing
  and whereabouts of other PC facilities.

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What do we mean by Resources?(some external
examples)

• Library (more than a coffee shop/stop!)
• Computer Centre (with labs/printers galore, 24hr)
• Careers Service (good advice early on)
• BPS for Soc Psy Students (13 well spent)
• Other Depts (Liaise with Human Sciences, or
  Sports Sciences for some psy tests/scales)
• Others with special needs Disability and
  Additional Needs Service (important for those
  with dyslexia, dyscalculia, mental health needs).
• Contact ATSIP List Server for help!!! Newsgroups?
• See http//atsip.herts.ac.uk/mail_list.html

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External Resources (expanded)

• Library - include obvious Catalogue of
  books/journals, but also Open Plan Area, Group
  Rooms with IT, helpful library staff, provides
  study skills workshops, training on software.
  E-Journals, electronic databases, some
  specialised IT PCs for students with special
  needs.
• BPS (useful on many levels, student members
  group, monthly Psychologist, careers advice job
  opportunities, ethics, forums, courses, monthly
  e-digest).
• Careers Service get help straight away with your
  CV, interview skills, reference books, examples
  of psychometric tests even!!

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On-Line Web Survey concerning Students views

• I used an online Survey which I constructed from
  SurveySolutions Express available from
  http//express.perseus.com/perseus/asp/login.aspx
  This was until recently free of charge to use and
  had unlimited numbers of questions and responses
  compared to other on-line survey websites (i.e.
  Survey Monkey). 30 day trial of similar product
  available at http//www.websurveyor.com/gateway.as
  p.
• A short demo on the features of Perseus was
  shown.
• The results of the survey will follow after the
  next part of the talk about courses for
  staff/students which I think can facilitate the
  use of some resources.

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Why attend Courses?

• Because I feel
• they are an important way to keep up to date with
  changes in teaching and learning methods,
• network with relevant staff around/off campus,
• can be beneficial from a continued professional
  development (CPD) standpoint,
• Good for your CV, if you change jobs, and,
• Perhaps enhance your chances for promotion too!

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Courses run by?

• Some are run by Professional Development (PD) and
  others by Library/Information Services at LU for
  different staff groups/good work practice.
• External courses aimed at specific staff groups
  (IT, Admin, Teaching), advertised through PDBUT
• I generally look for courses that assist my own
  CPD needs, that are interesting and good for
  various learning outcomes, focus on student needs
  and are informational for relevant staff.

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Recent Courses Attended

• I have attended 14 courses offered by the
  University or outside (through the M1/M69 Link)
  in the last year
• 6 courses follow a 2-year part time certificate
  (called the associate pathway) for staff
  undertaking teaching support and leads to being
  an associate member of the Higher Education
  Academy (HEA). Other HEIs are offering this and
  it could be a useful CPD for technicians involved
  with teaching or/and demonstrating in their work.
• See http//www.heacademy.ac.uk/ (which is
  promoting learning and teaching across curriculum
  in H.E)
• http//www.heacademy.ac.uk/accredited-associateshi
  p.asp (for accreditation programmes)
• http//www.psychology.heacademy.ac.uk/ for the
  psychology network (conferences, contacts,
  events, etc)

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Recent Courses Attended 2

• An external Course using online questionnaires at
  Leicester University in March 06.
• (See http//www.geog.le.ac.uk/ORM/)
• Also http//www.geog.le.ac.uk/ORM/background/trai
  ning.htm
• Which was a 3 hour presentation showing an
  interesting virtual learning environment (VLE).
  This could be useful as resource tool for staff
  and students alike. ESRC funded so it must be
  good! Note PDF Files are downloadable from the
  site

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Recent Courses Attended 3

• Library Workshop on support for students
• Quite a meaningful session as we were told
  that 1. students on average spend about
  15minutes looking for information (laziness
  factor)
• 2. Students desire the full text of what they
  are looking for (not always possible).
• 3. Unrealistic assessment of their own skills
  (I can search Google so I know how to find
  stuff).
• Conclusion many students have poor literacy
  skills in finding the correct information (why?
  No induction?)
• http//www.lboro.ac.uk/library/uncovered.pdf
  (demystify the library with this fact sheet)

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Recent Courses Attended 4

• Went on 3 courses looking at specific aspects of
  special needs students.
• (a) Design and delivery of curriculum for
  dyslexic students (appropriate handouts,
  WebPages, extra time).
• (b) Maths support for dyslexic and dyscalculic
  students (changing approaches to teaching, break
  down tasks).
• Meeting the needs of Neuro-diverse Students (i.e.
  Dyslexia, Dyscalculia, Dyspraxia and other
  syndromes like Attention Disorders, ASDs) focused
  on social not medical approach).
• Important area as we have at least 10 students in
  the dept classed as dyslexia or/and dyscalculic
  other issues may present themselves too (OCD,
  anxiety attacks).

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Summary of these Courses

• New learning (know Library resources, on-line
  surveys)
• Useful to signpost students/staff on areas of
  interest (neurodiverisity (ND) issues, URL links,
  e-databases).
• CPD (at the individual and dept level improve
  CV, points for consideration in promotion)
• Network with useful contacts within University
  (DANS, Library Services) and outside (Other HEIs)
  
• Web links http//ddig.lboro.ac.uk/ (Dys-DYc
  Group) who are developing an adult dyscalculic
  screening tool http//dart.lboro.ac.uk/
  (Resources Matrix tool for NDs)
• http//brainhe.com/ for ND examples with video
  clips.
• Gain insight into some problem areas (students
  learning patterns/strategies, staff on SENDA
  issues)

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Now those Results of the Students Survey using
http//express.perseus.com

• Students were invited to participate in this
  survey by email (all undergraduates contacted,
  asked on two occasions)

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Finally Results of Students Survey using
http//express.perseus.com

• There are 480 UG students in Social Sciences
  (2005-6)
• Survey had 28 (133) response rate for 2 weeks
  which I considered good (Mid May 2006)
• Sampling was similar across the years
  (first-second-third) between 27-28
• Higher of Soc Psy in sample than population
  (1.5 more)
• Lower of CMS in sample than population (0.65
  less)
• Gender differences not important but ratio was
  about 17/8
• The results were imported initially into EXCEL
  then SPSS13 using Export Data in web programme
  which was extremely easy to do although you can
  export directly to SPSS as well.
• Well check the questionnaire out its here
  http//express.perseus.com/perseus/surveys/17348
  48031/45931325.htm

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Results cont of Students Survey using
http//express.perseus.com


High Awareness
High awareness of software/spss encouraging
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Results cont of Students Survey using
http//express.perseus.com
Low Usage
Low use of Psy Tests and CCTV/Obs Rooms
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Results cont of Students Survey using
http//express.perseus.com
Confirmed high usefulness of SPSS
BUT Low usefulness of Psy Tests and Obs/Room
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Results cont of Students Survey using
http//express.perseus.com
Represents don't knows, no answers, missing data
CCTV/Obs Rooms not that useful
Psy Tests, PC and Labs also seen as poor
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Results cont of Students Survey using
http//express.perseus.com Students
Wish-List????
Does this mean Students Contented?
NO!!! Remember only a 28 Sample, but gives an
informed opinion of some UGs
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Results cont of Students Survey using
http//express.perseus.com
Several Students also contacted me to know more
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Results cont of Students Survey using
http//express.perseus.com

• Conclusions?
• The survey was an attempt to investigate the
  knowledge of students about the
  resources/facilities on offer in Dept.
• Certainly only reflects just over a ¼ of the
  student population so wary about its findings.
  Bias effect?
• Suggestions in the last question about what
  resource/s they would like to see more of
  available show that 2/5s of the sample have
  nothing to say or are satisfied with the current
  set up. PC Labs and AV are suggested which are
  always in demand. Psychology tests account a
  small but problematic to have every test/scale
  available.
• A few students asked for a dept mini-library,
  journals
• A few asked for resources available elsewhere
  24hr-lab
• Need now to evaluate how best to highlight
  resources in dept (like web pages, emails, inform
  relevant staff)

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Some examples of good Resources 1

• Audacity used by students and staff for producing
  digital work. Free, easy to use and has become
  very popular in dept. Can be used with a
  standard cassette recorder and a simple phono
  lead to transfer interviews on to PC. Can be
  saved as a WAV or MPEG (with converter
  programme). Word file handout available
• See http//audacity.sourceforge.net/
• Also capture audio through PC input socket or
  directly radio programmes on INTERNET.

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Some examples of good Resources 2

• Express Scribe which is FREE software that allows
  you to listen/transcribe your MPEGS or WAV files
  in a small text window.
• Note it has been updated and has more features
  available including accepting all types of
  digital media (like IC Recorders format)
• See http//www.nch.com.au/scribe/index.html

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Some examples of good Resources 3

• Mind Genius used with students with Dyslexia at
  LU with visual representation and planning for
  essays (can be saved as a word DOC or PPT too)
• http//www.mindgenius.com/Note some
  Universities have a licence for this software so
  check with the Computer Centre.

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Some examples of good Resources 4

• REFWORKS which allows creation of personal
  databases of bibliographic references by
  importing references from library databases.
• References can be automatically formatted for use
  in your bibliographies, accessed by web using
  Athens ID/Password.
• Refworks in conjunction with Write and Cite
  utility in word can be extremely useful too for
  adding references to essays. http//www.refworks.c
  om/Refworks/WNCDownload.asp
• http//www.refworks.com/content/path_manage/factsh
  eets/RefWorks_Factsheet_English.pdf For a fact
  sheet

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Some examples of good Resources 5

• Some time
• ago I was asked by a
• lecturer to find a better way
• pictorially to represent
• body image.
• Only item available was
• Stunkard et al which
• although a useful standard
• template doesnt allow a lot
• flexibility with weight ranges
• and has poor body features

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Some examples of good Resources 5

• Then a student from another degree course told me
  about http//www.myvirtualmodel.com/en/index.htm
  which allows you select your own weight
  measurements, height, body shape, build etc.
• By manipulating the model one can create a series
  of body sizes which act as a more realistic
  images. Note- Male Models are available too

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The use of Courses and Resources for Students and
Staff Conclusion

• Find appropriate Courses that are helpful for
  yourself and your work areas (Special Needs,
  Library Research/teaching, and on-line surveys).
• Then use Courses to educate/inform relevant staff
  (i.e. we are going to incorporate an on-line
  survey for one of the stats classes and also
  promote using it for third year dissertation
  work).
• Use results of Students Resources Survey to
  identify the areas of concern and facilitate
  change.
• And

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LASTLY SOME HOT LINKS
http//www.psyclick.org.uk/ excellent website for
those attempting a career in Clinical Psychology
with lots of advice about courses, application
strategies and online forums for supporting those
that are going down this route. I have used the
site and like what I see, recommended for any
naïve clinical student! http//bubl.ac.uk/LINK/p/p
sychologylinks.htm BUBL Information Service run
from Strathclyde University which provides good
links in all subject areas including
Psychology http//gateway.ovid.com/ International
Bibliography of Social Sciences indexes the
information contained in over 2,600 social
sciences journals and 6,000 books each year.
Coverage includes both core and specialised
material from over 100 countries in more than 90
languagessince 1951. Updated weekly over 2
Million.Approximately 70 of the records are in
English. Access using Athens Details.