During the academic year 2011-12 the Alumni Fund supported 21 projects designed to enhance the student experience.
These projects include the Literary Festival for Young People, Marine Fieldwork in Tobago and Overseas placements for our nursing students.
|PROJECT TITLE||AMOUNT AWARDED|
|FLY: FESTIVAL OF LITERATURE FOR YOUNG PEOPLE||£ 7,860.00|
|COMMUNITY ENGAGEMENT PROJECTS||£ 1,154.97|
|BLACK HISTORY MONTH 2012||£ 350.00|
|SPATIAL DISTRIBUTION OF BATS AROUND NORWICH||£ 1,650.00|
|MOLECULAR EXPLORATION LAB FOR LIFE SCIENCES STUDENTS||£ 3,250.00|
|BEYOND THE DEGREE: ENHANCING EMPLOYABILITY IN BIOLOGY||£ 1,800.00|
|NORWICH IGEM TEAM||£ 5,000.00|
|ART AND BIODIVERSITY FORUM||£ 9,600.00|
|FLIPPING THE LECTURE||£ 9,448.80|
|STRAIGHT FROM THE HORSE'S MOUTH||£ 2,084.19|
|MARINE FIELDWORK IN TOBAGO||£ 1,500.00|
|GEOSCIENCE FIELD COURSE FOR UNDERGRADUATE STUDENTS||£ 6,000.00|
|WORLD CAFE EVENTS||£ 1,350.00|
|MEMORIES OF UEA: 1964-73||£ 5,976.00|
|POETRY IN TRANSLATION MINI-SERIES||£ 1,500.00|
|NURSING ELECTIVES OVERSEAS||£ 8,400.00|
|'FITNESS TO PRACTICE' DRAMA||£ 1,000.00|
|UEA WITTGENSTEIN WORKSHOP||£ 1,210.00|
|UUEAS CULTURAL FUND||£ 1,500.00|
|UUEAS AND COMMUNITY DRAGON'S APPRENTICE||£ 1,000.00|
|PITCH-UP PROJECT||£ 1,782.00|
The first Fly Festival for Young People took place from the 8th-12th July 2013 for those aged 11 to 17. The event included readings from Cathy Cassidy, Charlie Higson and Benjamin Zephaniah as highlights. The festival also offered talks from graphic novelist Tony Lee and graphic artist Dan Boultwood about their field of work, and a workshop delivered by Rapid Gambit Theatre Company, which encouraged participants to create a character from scratch using an array of props and costumes. The festival was a huge success and the grant from the Annual Fund went towards providing 20 student ambassadors to supervise events, 10 undergraduate students to run a Gifted and Talented book group in local outreach schools, and for five PhD students to design and deliver creative writing workshops to schools, locally. This allowed those students involved to gain experience in creating programmes aimed at young people, or in supervising and running a major event. The workshops were well received, as was the festival as a whole, which has since become an annual event at the University.
The Community Engagement Projects are a course requirement for MSc students on Occupational Therapy and Physiotherapy courses. Forty six students worked on placements within a community organisation in a non-traditional area of practice. This enhanced the course in terms of giving the opportunity for vocational study, with the aim of increasing employability upon graduation. The Annual Fund granted money for an event following the placements, which brought together students and the 17 organisations involved in the community projects. The students were asked to produce posters and packs for the conference, to demonstrate the knowledge and experience they obtained from the projects.
As part of the 2012 Black History Month celebrations, a public exhibition at the Forum displayed the letters of Sarah Hicks Williams, mistress of a plantation in North Carolina in 1853. The letters showed the difference between Sarah’s family home in New York State, and her husband’s plantation in Greene County, North Carolina, thereby also depicting the differences between Northern and Southern America in the mid nineteenth century. The School of American Studies ran a competition to create a piece of artwork to be used as promotional material for the event, which would allow students to reflect on the meaning of Black History and translate this into visual form. The top three entries had their artwork displayed in Fusion, the café in which the lunchtime lectures were held. The students were also asked to deliver a presentation about the reasoning behind their visual interpretation. Funding was granted as prize money for the competition. First prize (pictured) of £200 went to Alex Francis, second place and £100 to Victoria McCollum and third place and £50 was awarded to Megan Snyder. You can find out more by visiting the American studies website.
The Big Bat Project was established to introduce bats and the life of bats to both UEA Students and Staff, and the wider local community. Volunteers were asked to take to their gardens, in an attempt to identify bats close to their house. The project included bat walks around campus and saw 196 1km square ‘plots’ around the city evaluated. The Annual Fund grant provided the project with Anabat detectors – a piece of technology designed to record bat species and abundance – which resulted in the project obtaining more accurate results.
Using a grant from the Annual Fund, the School of Biological Sciences were able to purchase a computer which can produce graphics in 3D. This helps those students studying the life sciences to better understand how the essential molecules of life interact – not only with each other, but also with drugs and small chemicals. The 3D visuals are a lot easier for students to comprehend, in comparison with 2D images on a lecture slide, or in a textbook.
The grant from the Annual Fund enabled the employment of two Biology students in a role created to provide additional opportunities for enhancing the student learning experience. The students were employed to search for vocational opportunities via online-searches, and to make contact with relevant organisations nationally and internationally. They were also employed to ensure that the channels of communication to the greater student body were exercised, and that all students in the School of Biology were made aware of the opportunities available.
iGEM is a global competition entered by a group of seven undergraduate students from a range of courses within the School of Biological Sciences, to develop a novel biological system using Synthetic Biology techniques. The Annual Fund aided with covering the expenses of additional advisors and ancillary team members, costs associated with research experiments and a contribution towards attendance at the annual jamboree, which was held in Amsterdam for the 2011 competition.
The aim of this project was to explore and develop a greater understanding of the rich connections between art and biodiversity through a series of high profile open forum discussions. The project offered students the opportunity to get involved with practical and collaborative events, films, displays and small publications. The day itself was hugely successful, with an ongoing art and biodiversity programme having been established at the Sainsbury Centre.
Despite recent advances in technology, most University modules are delivered by lecturers presenting ‘facts’ at the front of a large lecture theatre. For a subject like chemistry, there is a huge amount of material to be conveyed. Whenever possible, academics engage with the students, posing questions and using a plethora of means to elicit responses. However, engagement takes time, so the amount they can do is limited without sacrificing content.
The School of Chemistry has introduced a popular program of lecture capture, which involves ‘flipping’ the traditional structure of a lecture. Students can watch a lecture online at their own pace, leaving the timetabled hour free for further engagement, to support points with examples and to make the session highly interactive.
The grant from the Annual Fund allowed for the purchase of whiteboards and ‘turning technologies audience response handsets’, along with licenses to use the system, thus making the lectures highly interactive.
The format has been very well received and Dr Simon Lancaster of the School of Chemistry has published a paper on the merits of the ‘flipped’ lecture, in the New Directions Journal, Volume 9, Issue 1 (October 2013).
This project provided a series of advanced lectures, seminars and hands-on workshops by industry professionals, consultants, and experts in the field of computing and applications. The project was for the benefit of students in their final year, or on the Masters programme. “Straight from the horse’s mouth” is still running, and the autumn semester 2014 saw three lectures on the topics of the Games Industry, High Performance Computing and MPI and Server Technology.
A grant from the Annual Fund to purchase equipment used by second year students on three reefs in Tobago. Students were trained to conduct ecological and environmental surveys for the first week of the trip, and to collect data for their final year research projects, during the second.
The Annual Fund granted funding for a field course to give students the opportunity to study Earth Science in a foreign country in areas of particular interest – in September 2012 the field course was to Western Ireland, and in 2013 to the Aegean, to study earthquake faults in Greece. The field locations provide exposure to a range of rock types and geographic situations not observable in Britain, giving the students a fantastic insight into Earth processes and geology that cannot be obtained from study on UEA campus.
This project was designed to give all international students studying within the School of Film and Television Studies (now the School of Film, Television and Media Studies), an opportunity to work with each other and members of staff, by taking part in discussions and sharing ideas about being an international student studying within the School. The aim of the project was to use the information gathered to help enhance the experience for international students, to help staff meet the needs of these students, and to provide a networking platform for all involved.
This oral histories project was initiated by students as part of their year-long module entitled ‘Memory and Oral History in Modern Britain’. It recorded people’s memories of the University’s first ten years in a permanent sound archive to celebrate the University’s 50th anniversary. Funding was granted for two internships to be arranged through the UEA Graduate Internships Programme. The first intern, James Robinson, provided a point of contact for interviewees and interviewers, scheduled appointments, coordinated permission forms and undertook further general administrative duties. The second internship took place in summer 2013, when Holly Butcher undertook the task of transforming the hours of sound recording into an interactive website.
A mini-series intended to make the links between literary translation and creative writing clear to students on relevant courses, by providing a platform for acclaimed international poets and translators to reach wider audiences. Funding was granted for readers to attend the event, which included a very beneficial opportunity for students to mingle with speakers.
The Annual Fund provided funding to support four undergraduate students per year, for three years, to embark on a two week elective, clinical placement to a developing country. This provides students in the School of Nursing Sciences with experience that enabled them to take a more in-depth and insightful understanding of cultural differences and similarities, and how these may influence their practice.
The programme has been commended as promoting an ‘internationally aware curriculum, and an excellent student experience’. The University strives to ensure that its graduates are creative, have an international perspective on the key questions of the day, possess a strong sense of community and are well-equipped to serve society and flourish when they leave.
Pictured is Nikita Leite Pereira and two nurses she met on placement in Sri Lanka.
This project took real medical cases and developed a script to be acted out by lecturers and drama students, to allow nursing and midwifery students the opportunity to understand the parameters of professional practise, and the implications of not working within professional regulatory frameworks. The day was a mock-up, as close to real events as possible, with interim orders and substantive hearings. Electronic voting systems were used to determine what the students felt the outcomes should have been, followed by an opportunity to hear which outcome the panel decided upon. Funding was granted for the production of a DVD and voice over to play in lectures, and for the drama students required to act out scenarios. Information about the project has been published in The Practising Midwife, Volume 16, Issue 1 (January 2013)
The UEA Wittgenstein Workshop is a regular gathering of students, academics and experts in the field of philosophy. The workshop provides students with a unique opportunity to engage with leading scholars in the field, to keep up to date with their latest research, and to establish research contacts. It also provides undergraduate students with an opportunity to experience the world of research first hand, and to gain insight into what philosophy is like at postgraduate level and beyond, whilst providing postgraduate students with the opportunity to present their own work to a specialist audience. Funding was granted to invite international experts in the field to attend the workshop.
An extension of the Go Global scheme, the UUEAS Cultural Fund gave the opportunity for students to put on events, in order to raise awareness of their culture or beliefs within the UEA community. Students were made aware of University and UUEAS requirements in event management (such as risk assessments), as well as how to manage a complete event.
Based on a combination of the Dragon’s Den and The Apprentice, the project encouraged student clubs and societies to propose projects to work with a local charity/social enterprise or community project. All groups that registered were asked to pitch their ideas to a panel. The £1,000 granted by the Annual Fund was distributed between the groups that the panel members believed had the best projects, and which were most likely to be sustainable in the future.
A combination of the ideas behind Dragon’s Den and The Apprentice, The Dragon’s Apprentice invited teams of students to produce a business plan for a market stall event, where they would sell items for profit. Teams pitched their ideas to a panel of judges and four groups were granted £400 to invest in stock. Any profit made went into the RAG (Raising and Giving) fund.