The role of museums, collections, and objects in supporting higher education student mental well-being and quality of learning

This chapter focuses on the potential role of museums and cultural collections in facilitating student well-being. In order to investigate the potential relationship between object engagement and student well-being, several groups of students undertaking modules that involved engaging with museum objects were asked to participate in an anonymous online survey. The UCL students who participated in the survey seemed to recognise the need to cope more effectively with stress manifested in the fact that over three-quarters of respondents thought that well-being activities should be incorporated into taught modules, with 30% of them proposing extra curricula relaxation techniques such as yoga, meditation, and mindfulness. Workshops and visits also enhance student engagement and interest, though to a slightly lesser extent than that of well-being. The fact that object-based learning activities, especially when performed outside the regular classroom environment, such as in a museum or collection space, appear to meet the expressed needs of the students is encouraging

The Role of Mentors/Advisors in the Doctoral Training of African American Students at Predominately White Universities: Implications for Doctoral Training

The purpose of this study is to examine the relationship and the importance of connecting the African American doctoral students and their advisors in the mentor roles. More specifically, this study brings to the forefront the importance as well as the impact of mentors/advisors and their roles in facilitating academic success for African American doctoral students. Many African American doctoral students are typically misunderstood and misdirected in the types of support that they may need to succeed in graduate school (Gallien & Peterson, 2005). Mentors/advisors and the roles that they have are essential to the success of African American doctoral students. The support structures surrounding the mentor/advisor relationship in this research are essential to how it relates to the needs of the African American doctoral student on a predominately White campus. Given the findings, recommendations are provided for future research and for administrators at predominately White Institutions

External-facing assessments: Balancing the needs of students, external partner organisations and the public

Students producing work directed at an external audience - whether a formal assessment, a ‘showcase portfolio’, or a selection of work curated by students outside the curriculum - is emerging as a critical field of enquiry and practice. Drawing on three case studies this roundtable examines the challenges and opportunities as they embed external-facing assessments in programmes of study. After a brief introduction to the institutional context of UCL’s initiatives relating to the Connected Curriculum Collab projects, we will present three different examples: co-produced public facing assessments (Thomas Kador), peer assessments after group work (Pilar Garcia Souto) and the use of portfolios (Nicole Brown). In the subsequent discussion we aim to explore the opportunities for building capacity to establish partnerships between students, external partner organisations and the public. We also discuss the role that educational professionals and colleagues might have in mediating between the institution, its students, staff, and other stakeholders