EAIE 2019 in Helsinki: Summer as a Creative Space

In the coming week, members of King’s Summer Programmes team will be attending the EAIE Annual Conference in Helsinki. In a schedule packed with encounters with partners new and old, King’s Summer Education Programme will form a key part of the wider conference programme.

Dr Alexander Heinz, Associate Director (Research & Innovation), will be speaking on summer schools as a creative space for education; sharing a platform with Nita Kapoor, Director of the University of Oslo Summer School, and Jason Kinnear, Assistant Dean for Study Abroad at UNC Chapel Hill.

As Vice-Chair of the EAIE Summer Schools Expert Community, Dr Heinz will speak at and co-host a summer school health clinic, as well as a large reception for sector professionals.  He will also lead a campfire session for peers from around the world.Together with Lorraine Ishmael-Byers, King’s Associate Director for Disability Support and Inclusion, Dr Heinz endeavours to whet the appetite of other institutions to follow into the footsteps of Dialogues on Disability, a sector-leading programme by King’s, the University of Delhi, Humboldt-University, the Autonomous University of Mexico and others, and to encourage colleagues to think beyond national boundaries about mobility for and policy discussions among disabled students.

Fahema Ettoubi, Academic Services Manager, and Emma Carlile, Assistant Programme Development Manager, will attend EAIE for the first time and will be available to meet with partners and members of the wider international education community.  Both look forward to showcasing King’s Summer Programmes portfolio to current partners but also new institutions, enabling us to stand out from the crowd.

The way we learn on summer schools

Thais Russomano, MD, is a Senior Lecturer at the Centre of Human & Applied Physiological Sciences, part of the Faculty of Life Sciences & Medicine’s School of Basic & Medical Biosciences.
Thais teaches summer school students about body systems and how humans adapt when exposed to hostile environments.

 

If asked at the age of 16 what I wanted to be when I ‘grew up’, the answer university professor would never have crossed my mind. I knew what I wanted to be, it was simple – for as long as I could remember I dreamt of becoming an astronaut. This would be a difficult career path for anyone to follow, however, coming from a country (Brazil) that didn’t at that time even have a Space Agency made the task as difficult as climbing Mount Everest blindfolded! I wish at that stage of my life I’d had the opportunity to experience a course like the King’s Summer programme.

Exposure to material taught by an international professor in a ‘university-type’ form would certainly have given my confidence a boost and allayed many of the doubts I had about studying abroad and at a higher level. Nonetheless, I planned my journey, completing medicine in Brazil, then facing my fears and going oversees for a 2-year MSc in Aerospace Medicine in the US, and a PhD in Space Physiology at King’s College London, before working at the German Space Agency (DLR).

My academic career began at a university in Brazil, where I established the Microgravity Centre, a pioneering Space Life Sciences Research Centre, but my links with King’s always remained strong, and I eventually became the Deputy Course Director/Senior Lecturer of the Space Physiology & Health MSc course. Another constant in my life was dedicating spare time to teaching school-aged students about the life and works of astronauts during space missions.

Therefore, when asked to participate in teaching for the King’s College Summer Programmes, I was delighted to accept, as, from my own student experience, I knew the benefit this kind of interaction brings – I see it as a two-way win-win situation for both students and professors, both of whom encounter different learning styles and gain from an exchange of cultural values, which broadens perspectives and adds to personal and professional growth.

The design of the Summer Courses fosters this interaction of tutors/students and provides an enriching learning environment. Students gain a great insight into what life would be like studying at university level, and possibly experiencing for the first time a British way of delivering knowledge. This opportunity also gives a special experience to us as professors, entering a highly multicultural environment, bringing with it challenges as to how best to engage these young minds, but at the same time making the teaching-learning process more stimulating and special.

Given the short length of the courses, they can be no more than simply ‘taster’ experiences for both sides, however, the enthusiasm and curiosity of the students is evident from their willingness to participate in activities, and from their questions, which become more probing and frequent as the week progresses and confidence grows. And it is exactly this growth in confidence, this exposure to professors of a different culture, and this opportunity to mix with a different way of doings things that is the most invaluable lesson of the week for students, opening their eyes to potential new horizons.

Likewise, teaching pre-university students, and especially those from a culture for whom English is not their native-tongue, provides lecturers with a reminder that sometimes we must adapt our skills to better communicate the content of our classes, making the language we use more accessible, building on logical reasoning and employing good analogies that help in the understanding of more complex ideas. I am reminded that these skills are important within our practice at King’s, which is by its very nature, a very international university, with more than 40% of its student population drawn from 160 countries.

For me, the experience of teaching young students on King’s Summer Programmes is gratifying and enriching; something new to add to my lifelong learning portfolio. For the students, I hope they find their pre-university programmes inspiring and motivational experiences, bolstering their self-belief and turning the first page of their academic journey.

Personifying the King’s experience

The teacher’s role in summer business education

Dr Andrew McFaull is a Teaching Fellow in Accounting and Finance in the King’s Business School. In the Summer, Dr McFaull teaches Business Management, International  Business, Accounting and Finance in London and Hong Kong.

Over the past few years of delivering summer schools here at King’s, it has become clear to me that the role of the tutor is much more than just teaching and is about delivering a memorable learning experience. The challenge for us as tutors and those who support us as we seek to offer a great summer school is to be aware of what kind of learning experience we want to offer.

To answer this question, I believe we need to view it from our students’ perspective and ask ourselves why would someone be willing to travel great distances, often at considerable expense to enrol for only two to three weeks in one of our short summer courses? As a business tutor, I would put this in business speak and term it our value proposition. Yet, what is it? In essence, why do large numbers of students come from across the world to our summer schools each year? It seems to me the only way to deliver the best possible programme of summer learning is to exceed our students expectations and to do that, we must first understand why they enrol on a summer school course.

It’s clearly not us personally as tutors that attracts the students. Regardless of our doctorates and other various learned credentials, it is safe to assume that none of our students will have heard about our teaching and/or research prior to enrolling upon our courses. Instead, it is almost certainly the opportunity to gain an education from an esteemed institution with a global reputation that attracts students in their hundreds year upon year. Therefore, we can perhaps conclude that the role of a summer school tutor is to personify the anticipated experiences and related expectations that comes with receiving an education from somewhere like King’s College London.

“I notice how much more heterogeneous the expectations of our summer students are.”

What complicates this process further is that this personification of a King’s education is not the same for all students and this is something I have increasingly observed of as I have been delivering summer schools on behalf of the business school. When I contrast my summer school teaching with our conventional undergraduate and postgraduate degrees, which I also teach upon, I notice how much more heterogeneous the expectations of our students are and we only have two or three weeks to fulfil and
hopefully exceed these expectations.

“Helping achieve long-term personal and professional goals”

As a broad generalisation, some enrol on our summer school programmes to advance their CVs and ultimately their future careers. Others are visiting us to be challenged intellectually and want a scholarly experience from one of the world’s leading universities. Then there are those enrolled on our summer school programmes who might be termed educational tourists, who are attracted by studying in different city or country for a few weeks. All these expectations are perfectly reasonable. Yet, the predicament we face when seeking to meet students’ expectations and hopefully exceed them to deliver a good summer school, is how do you deliver one course which meets many expectations?

The answer hopefully lies in the fact that each of these expectations mentioned before are not directly in conflict with each other and therefore by delivering in one area, we are precluded from delivering in another. Ultimately, in my mind, our goal in the summer school is to build a programmes of learning which is intellectually challenging, but simultaneously brings in both the King ’s and wider London experience and allows students to achieve their long-term personal and professional goals.

This brings me back to my original point that the role of summer school tutor is much more than teaching, it’s about cultivating a memorable learning experience both inside and outside of the classroom and this needs to be co-produced with the student, because ultimately it’s their learning experience.

What distinguishes a Summer School student?

Dr Nicola Kirkby is a ‘Literature in the City’ tutor on King’s Undergraduate Summer School.
In SummerTimes she is sharing her observations as an academic who this year taught on a summer school for the first time.

 

It’s a habit among critical thinkers to look for comparisons and contrasts. Throughout the King’s Summer ‘Literature and the City’ module, I prompted my students to explore differences between urban and rural experience, between London and their home town, between Dublin in the 1900s and Paris in the 1920s. From a pedagogical perspective, I was also drawing my own comparisons. Having taught a similar module, ‘Writing London’ in the Department of English at King’s for several years now, I found leading this summer school course for the first time in 2018 a refreshing counterpoint.

How do summer school cohorts differ from their term-time counterparts?
While there is much overlap (these are high-achieving undergraduates and alumni from universities across the world), I found that our lectures, seminars, and site visits had their own distinct dynamic that has impacted my teaching practice all year round.

Curiosity

Because they are open to students from any academic discipline, one of the most significant unifying pre-requisites for King’s Summer Programmes participants is curiosity about the course itself. English Literature majors were working alongside scholars with backgrounds in psychology, policy, modern languages, health science, and physics. This was invaluable in a course that interrogated what it means for people from all walks of life to live intersecting, interconnected lives. Our discussions may have focused predominantly on London, but such diversity in approach and experience meant that we were always bringing this city into dialogue with other global capitals, other networks, and other ways of understanding and organising shared space.

Thanks to such curiosity, the Summer School provided an ideal environment for exploring experimental ideas. At first, I think that students coming from more didactic learning environments found opportunities to challenge established theoretical approaches a little disorientating. But this approach fits well, both with the primary aim of literary studies: to encourage independent critical thinking, and with summer school learners themselves, who, in their choice to up sticks and study overseas for three-to-six intense weeks are more than equal to taking initiative.

Commitment

There’s nothing quite like leaving your life behind to embark on a few weeks of focussed study in a new place. Attendance throughout the summer school was sky-high in a way that is unparalleled in full-year courses where students often juggle responsibilities to home and work throughout the teaching semester. What I had not anticipated, and what I was utterly delighted to find was the tireless motivation of this group in our daily seminars, lectures, and site visits to places have changed London’s literary landscape. ‘Literature and the City’ is a fast-paced and thought-provoking module, and this year’s cohort impressed me by exploring London, Paris, and even Dublin on their own alongside our Monday-Friday classes.

Togetherness

The final distinction is a simple yet important one. Working alongside one another in an intense, discussion-led course helps summer school students build collaborative closeness in a way that would take much longer in a regular undergraduate module. By the end of the programme my ‘Literature and the City’ cohort had expanded their network, forging lasting connections with peers from across the world.

Teaching International Relations for dynamic audiences

Dr Diana Bozhilova, Teaching Fellow Summer Programmes, brings her lively discussions on the theory and practice of International Relations to our London programmes through her annual contribution to the King’s Summer School Programmes. 

 

Political events “crowd” our lives with increasing dynamism. This leads to greater interest in the study of International Relations (IR) as a means to explaining ethical questions, consequentialist and deontological reasoning. As a result, normative IR is still very relevant but how do we teach it within short courses for highly mobile and technologically astute young audiences for whom time is of the essence?

Core concepts

My experience of teaching IR has been one of focusing on core concepts and methods. Short courses allow for selecting “relevant” blocks on which to scope attention in order to critically appraise a particularly impactful development in international relations. Take Brexit, Russia or China for example – separately, they challenge aspects of the liberal international order established during the “American” century and contribute to the sense that something rather big is afoot. For normative IR, this means a conceptual and methodological shift being under way.

Roadmaps

The learning outcomes for short courses in IR centre on developing critical thinking and analytical capacities that enable students to transform information flows into knowledge. I would never forget how on one of my travels to India and whilst occupied with thoughts about the impact of technology on the study of IR, a friend from Mumbai remarked: “Google cannot help find your slippers in the temple.” Technology is an information enabler but normative IR provides roadmaps that transform data flows into meaningful building blocks.

Application

Games and simulations increasingly infiltrate IR pedagogy. On the one hand, those opposed to such dynamic teaching models emphasise their inevitably reductionist approach to understanding normative IR through diminution of variables, thus confining discussions to basics at the expense of the vastness of paradigms and approaches that exist in the discipline. On the other hand, their great utility lies in adapting static theories to dynamic teaching models. This has a particular advantage for international audiences who would like to see how theories apply within different geographic and institutional settings. Simulations can involve structural constructs from diplomacy and negotiations, economic development and governance reforms, management of warfare and environmental crises. They are well suited to short courses, dedicated sessions, and blended learning models.

King’s Summer Programmes at EAIE 2018

King’s Summer Programmes will be participating at the 30th Annual EAIE Conference and Exhibition in Geneva, Switzerland which will take place from 11th to 14th September 2018.

Dr Sarah Williamson, Director Summer Programmes, will be speaking at a leadership and strategy workshop titled Summer school euros: costs, resources and business models, where she will discuss different business models for summer schools, including their relative advantages and disadvantages and how to determine which model fits best with your institution’s strategic objectives. Dr Williamson is also a speaker at the session titled All eyes on us: how established summer programmes overcome challenges which looks at challenges facing successful summer schools.

Joint summer schools: Win-win or double trouble? is the title of our poster presentation by Dr Alexander Heinz, Education Programme Lead Summer Programmes, showcasing a live London–Amsterdam case study. He will also be participating in a networking and learning event known as the Summer Schools health clinic as a summer school doctor. We are very proud to announce that Dr Heinz has been voted as the incoming Vice Chair of the Summer Schools expert community, an EAIE forum for all things related to running and establishing summer programmes.

Ian Fielding, Deputy Director Summer Programmes, will be meeting with partners to discuss feedback and provide updates and developments on the undergraduate summer school and summer exchange programme. Ian would also be delighted to hear from other universities interested in our partnership agreements or our Summer School and Education Abroad planning and design services. Make sure you drop by our Summer at King’s exhibition stand (G22).

If you are not physically attending the EAIE conference and exhibition but still want to stay updated with our news you can follow us on Twitter @KingSummer. Further information about EAIE can be found here.

NAFSA Annual Conference

King’s College Summer Programmes will be presenting at this year’s NAFSA: Association of International Educators conference on Thursday 31 May from 1:30 – 3:00pm. Dr Sarah Williamson, Director of Summer Programmes, and Dr Alexander Heinz, Lead – Summer Education Programme, will in an interactive poster presentation discuss ways in which new summer programming can transcend established notions of summer schools and enable universities to engage with non-traditional audiences. Click here to read more.

The NAFSA Annual Conference & Expo is the largest international education event in the world. Bringing in nearly 10,000 professionals from over 110 countries, NAFSA Expo Hall highlights the diverse and innovative programmes, products, and services advancing the future of international education and exchange.

If you are at NAFSA, pop by to speak one-on-one with our team.

Dr Sarah Williamson- Director of Summer Programmes, King’s College London

Dr Alexander Heinz- Lead Summer Education Programme, King’s College London

3D Printing in Summer Health Education

Kawal Rhode, Professor of Biomedical Engineering, and head of Education for Biomedical Engineering and Imaging Sciences, talks to us about 3D printing, as a new aspect on the Undergraduate Healthcare & Technology, as well as Human Anatomy & Physiology Summer School courses.

I carry out research and teaching at King’s and have been working in the exciting area of additive manufacturing or 3D printing, as it is commonly known. 3D printing is used at King’s for research, education and also for clinical work at our partner hospitals. The technology has progressed rapidly over the last years and it enables 3D computer models to be translated into real physical models. For example, we see below how a computer model of a decorative ring has been used to produce the actual ring:

We have recently created a 3D Printing Education Laboratory at our campus at Guy’s Hospital for use by our healthcare students:

A series of hands-on sessions about 3D printing will be included in both of my 2018 Summer School modules. We will learn how to create both anatomical models from medical images and engineering models from computer-aided design (CAD) software:

Here are examples of heart models that were created by our current undergraduate students from CT images:

I am really looking forward to teaching our Summer School students about this exciting technology and seeing the 3D models that will be created by them.

Play and Creative Leadership

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Michal Ben-David, Tutor –  London: Creativity, Innovation and Leadership for Beijing Normal University students –, explains the value of play in some of her workshops.

In general, people understand play as something that only kids do. The common view is that kids play, and adults do serious stuff, such as work and study. If adults play at work they may be accused of not behaving “professionally” enough, as they are supposed to produce results, and not spend their precious time on kids’ stuff, such as play. Nonetheless, I strongly believe in the power of play to unlock creative potential, and therefore I introduced the Lego Serious Play method, to my students from Beijing Normal University, during the King’s College London Summer Programme of 2017.

Lego Serious Play is a unique and innovative methodology, that utilises the same bricks that kids play with, in educational and organisational contexts, in order to unlock creative potential. While LEGO is mostly related to the world of kids, and while kids mostly build models of the tangible world, the Lego Serious Play is a method used by adults, to build models of the intangible world, hence of abstract ideas and concepts. In our workshop in August 2017, we addressed the topic of Creative Leadership. The students worked in teams and built models from the bricks, to represent their view of what creative leadership is. Each of their models was telling a different unique story, and at the end of the workshop, all the models and stories were connected together to create a shared narrative of leadership. I bring here this inspiring narrative, as it was told by the students:

“Our shared identity of creative leadership is based on values such as: bravery, kindness, communication and collaboration. We believe that a creative leader should encourage people’s exploration, freedom, and partnership. We value leadership that sees knowledge as important and helps people to be motivated, by fostering a family atmosphere, a great working environment and an amiable but strict authority. We believe that a good leader should have a clear vision and an ‘out of the box’ creative thinking. While freedom and democracy are important to us, law and order should be enforced by the leader. A good leader takes care and looks after the people’s needs in all aspects of life. While the leader has power, it is a controlled and checked power, which maintains an honest leadership.”

Although I have been a Lego Serious Play instructor for few years now, this particular workshop was special for me because of the sheer authenticity expressed through the stories of the students. While they were ‘playing’ the whole day, they were also unlocking their creative potential and discovering new things about themselves, as future creative leaders.

 

Learning Ancient Languages in London

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Dr Fiona Haarer, FSA

The Classics Department has a long tradition of running Summer Schools. For over forty years, we’ve hosted (in alternate years with UCL) the London Summer School in Classics and we usually get about 250 students of all ages. But though the students could study Greek or Latin at any level, the course lasts for only eight days, and UK students were forced to travel to Cork or the States if they wanted a comprehensive summer course which allowed them to go from complete Beginners to being able to read simple texts in the original. And so, with opportunities for studying Ancient Greek and Latin at school in decline (although happily the trend is now turning for Latin), we realised we should offer BA, Masters and Doctoral students and newly qualified teachers the opportunity to use their summer to make up some of this gap. So we organised a six-week course, which could be taken in two halves, Beginners and Intermediate, allowing students to take just the first period, or to join half way through.

We were delighted to offer Ancient Greek and Latin to just half a dozen students as part of the first cohort in 2010. This year nearly fifty students enrolled. As in previous years they came from a wide range of countries including Australia, Brazil, China, India, Japan, Norway Singapore, Sweden, Taiwan, the USA and many parts of Europe, with a wide range of educational backgrounds, and many with the additional challenge of learning an ancient language via a language which is not their first.  Last year saw the introduction of another initiative: the use of the Intermediate courses to allow Classics Department students who have no previous knowledge of Greek and Latin to achieve a Classics degree by using the summer school courses to accelerate their language learning. Several students have chosen this Access Pathway and it has allowed King’s to follow Oxford, Cambridge and other Russell group universities in widening access and making it possible for students with no A Level in Greek and Latin to graduate with a Classics degree.

Although the Undergraduate Summer School courses are intensive in name and by nature, there is still time for extras. We offer lectures on key skills such as epigraphy and papyrology from visiting experts, and arrange ‘behind the scenes’ visits to the British Museum, where the students enjoy guided tours by curators, and an introduction to the research activities of the Departments of Greece and Rome, and Coins and Medals. A variety of learning environments and instructors allows the students to put their new language skills into practice, puzzling over inscriptions, legends on coins, and papyri.

The Ancient Languages students are a little different from the standard profile of the Summer School student. Some are taking the course for credit, some hold offers from their own universities which depend on successful completion of the course, some know that they won’t be able to read the relevant texts for their PhDs if they can’t master the language: they all come to King’s to work seriously and are therefore less attracted to the general summer school experience. On the other hand, this encourages a close and supportive esprit de corps within the classes as they bond over the experience.

If you want to learn a language you need a lot of concentration and consolidation, diligence and determination. To cover the same material in six weeks that regular courses would cover in a year or two needs an even greater degree of dedicated hard work and, while some struggle, the numbers who achieve high marks are impressive. It is also a testament to expertise of the team of language tutors, some of whom have been teaching these courses since 2010.

Finally, we are very grateful to the Classical Association which offers a grant every year to allow us to provide bursaries to students with particular financial hardship. In the discipline of Classics and the study of the Ancient World, we must we offer students every opportunity to acquire language skills, and the King’s College London Undergraduate Summer School is a great way to do this.