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POLIS Student-Led Discussion Network (SLED)

POLIS has developed, tested and resourced a series of initiatives in student-led discussion and learning. Students have further developed these initiatives, resulting in a network of student-led discussion groups that span all three undergraduate levels.

These groups give students a space to engage in open discussion, explore their understanding of module content and benefit from the input of their peers. The network of groups provides a unique arena for undergraduates to test out ideas and work collaboratively in a relaxed atmosphere.

SLED projects include:

SLED1 in the first year
Theory and Thought (TAT) in the second year
Critical Theory Discussion Group (with their own journal) in the third
Dissertation Sessions in the third year

The SLED network builds on a successful pilot of SLED1 run in POLIS.

The network will draw on expertise, training resources and undergraduate student enthusiasm developed in the SLED1 pilot, and will operate alongside module lectures and seminars to again add an important deliberative element to learning. It is anticipated that SLED will have a significant impact on the student learning experience by offering a vibrant deliberative network, empowering students in group facilitation and further integrating students into the research culture of the School.

The project will also constitute a research project in its own right. We intend to assess its effectiveness, its impact on student performance and on the development of student transferable skills. Such evaluation would, again, be run by students on students and judging from our experience with the PASS pilot, would enable us to further improve SLED in subsequent years.

At the end of each term, we run an evaluative questionnaire and focus groups for both students and group leaders. The project is guided by an interdisciplinary 'Advisory Group' that also aid with eventual dissemination across the Faculty. SLED will also serve to encourage student participation in existing School research groups comprised of staff and post-graduate students.

SLED1 programme

SLED1 provided an undergraduate student-led discussion group for first year students on a political theory module called 'Freedom, Power and Democracy.' The scheme was enthusiastically received, and clearly served to promote deliberative learning, critical reflection, module participation and performance and to significantly develop the facilitation skills of student leaders.

SLED1 groups are run by two SLED1 leaders - themselves second or third year POLIS undergraduate students. Sessions operate much like a seminar - with students discussing topics covered by the module that week. Being careful not to teach, SLED1 student leaders facilitate discussions in which people can express themselves freely and learn together. This is of particular use for introductory theory modules, the content of which is a cornerstone for political education and introduces many new and complex ideas.

SLED1 Scheme

TAT - Theory and Thought

TAT sessions mirror those of SLED1, providing increased support and time for students to explore the themes and ideas covered in three second year political theory modules: Theories of Justice, Age of Ideology and Theories of Political Morality.

Theory and Thought (TAT)

Critical Theory Discussion Group

For third year students the Critical Theory Discussion Group holds weekly discussions, invites outside speakers, arranges off-campus visits as well as developing web-based learning resources.

Last year, students held a weekly film screening, and contacted other critical theorists across the university. This year, they won funding to develop (on the VLE), a student-run online journal in Critical Theory and Practice. The journal will be published in October of this year and will provide a valuable resource for students, researchers and practitioners.

Successive year's discussion group will add to the journal, and so – by 'inherited research' – gradually build up a high quality resource. Students will gain editorial and organisational skills, enhanced intellectual confidence and also, a genuine publication. The journal relates student learning to real academic research through the development of on-line collaboration and communication tools, and its editorial process helps students reflect on what makes a high quality piece of academic work.

A conference will take place in January 2010, organised by the discussion group, celebrating the journal's launch and linking critical theorists across the university.

The success of the network

POLIS's various student-led discussion groups are well attended and highly valued by students. Feedback shows that both students and group leaders welcome such experiences, and that being a group leader increases the likelihood of pursuing a group leadership role in the following year.

The groups not only improve student performance on modules, but also provide opportunities to meet others, form cross-year group friendships and engage in open discussions. They have also provided a valuable new source of feedback to lecturers, with student suggestions being incorporated into the following year's module design.