This case study will focus on knowing and responding to the diverse needs of the students involved in The Writers’ Collective (TWC). This is an extra-curricular collaborative creative writing group with students from a range of disciplines across UAL with sessions taking place after the core hours of teaching. Students may face barriers in fully participating in TWC sessions due to other commitments (such as university assessments, jobs, caring responsibilities or childcare).
This case study will focus on one aspect of my involvement in TWC:
- Setting an exhibition project where students are shown a selection of material from the Chelsea Special Collections and are invited to ‘respond’ to the items by creating their own artwork. This work is displayed alongside the Special Collections. (See Appendix 1.)
An impetus behind TWC is “to deliver a student-centred immersive learning experience which builds and maintains student belonging and cohesion.” (QAA, 2024). This is based on the concept of ‘sticky teaching’ which illustrates areas which can support diverse student needs (see Appendix 2. and Fig. 1.).
- Preparedness for study and managing assessment load via curriculum design
I currently ensure that key dates and deadlines are communicated as early as possible so students can have time to plan their participation and workload:
Students have multiple opportunities to attend sessions as well as to prioritise the sessions they want to attend. I will introduce ‘check-ins’ with students so they are able to discuss their work with me or their peers before submitting it to the exhibition.
- Promoting peer communities online
Students have access to a TWC Padlet where they can collaborate and share online. This is also a space where students can catch-up on important information if they miss any sessions. For example, if students are unable to attend the ‘Special Collections Workshop 1/2’, this information is available to catch-up with a PDF (Appendix 3). I will take this further by recording handling of the objects to ensure that students have a good understanding of the objects they may want to ‘respond’ to.
- Enquiry Based Learning (EBL) pedagogy to support retention
EBL places students at the heart of their learning experience through questioning and enquiry (Blundell, L., 2019). This acknowledges and responds to diverse student needs by providing autonomy over their learning experience.
This is evidenced in the TWC exhibition project in multiple ways:
- The material selected from the Chelsea Special Collections has been informed by the results of a survey of interests from the TWC group.
- Students are in complete control over their enquiries in responding to the selected material. They are encouraged to respond in any medium; the only stipulation is that it fits within the confines of the library exhibition space.
Creating a project with these areas in mind can support students’ diverse needs by giving them flexibility and autonomy in how they can demonstrate their learning and enquiry.
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Appendices
Appendix 1.
Appendix 2.
The Quality Assurance Agency for Higher Education (QAA) addresses the challenge of enhancing student engagement, retention, and equity in Higher Education through the idea of the ‘sticky’ course. In an effort to tackle the barriers that affect students from struggling to participate in extracurricular activities (such as personal, work, and commuting commitments).
QAA defines “‘sticky’ as something which supports attraction and attachment. Building on existing research around the ‘sticky campus’ and the ‘sticky curriculum’, our view is that a ‘sticky course’ is designed to inspire student engagement, where students ‘stick to’ and ‘stick with’ their course.” (QAA, 2024)
Sticky’ approaches are methods that foster attraction and attachment (managing assessment, online peer communities and enquiry-based learning and focuses on interventions that support student transitions, help them find a sense of belonging, and develop meaningful connections with their course and peers.
Appendix 3.
References
Blundell, L. (2019) Enquiry Based Learning. Available at: https://www.liverpool.ac.uk/media/livacuk/centre-for-innovation-in-education/staff-guides/enquiry-based-learning/enquiry-based-learning.pdf (Accessed: 5th March 2025)
Quality Assurance Agency for Higher Education (QAA). (2024). Improving retention and attainment: The promotion of the ‘sticky course’. Available at: https://www.qaa.ac.uk/membership/collaborative-enhancement-projects/student-experience/improving-retention-and-attainment-the-promotion-of-the-sticky-course (Accessed: 4th March 2025)
Image references
Figure 1. Orwin, C. (2024) ‘Sticky’ courses model. [Diagram] Available at: https://www.qaa.ac.uk/news-events/blog/what-is-a-sticky-course-and-how-we-hope-to-explore-this (Accessed: 4th March 2025)
Figure 2. Love, R. (2025) Table of TWC dates. [Table]. Author’s own image.
Figure 3. King, C. (2025) Areas of writing interests results survey [Diagram]. Internal UAL document.