Rachel Stead

The use of collaborative, playful LEGO® modelling activities in the higher education classroom is a memorable approach which helps students make connections in their learning by facilitating engagement and critical discussion with peers. Here we evaluate the use of LEGO® Serious Play® (LSP), a theory-driven, evidence-based pedagogy, during a revision session. Our novel methodology engaged student partners in study design by seeking their views on excellence in teaching and learning and how this could be operationalised to evaluate the effectiveness of our innovative approach to revision. We demonstrate how this collaborative approach provides a holistic view of teaching excellence which can be used in the evaluation of teaching in a higher education setting.

While defining resilience is recognised as complex with recent research highlighting the disparity of interpretations, there is however, a common appreciation of the wide range of contributory factors impacting on students’ resilience within the Higher Education sector. These can include but are not limited to, an increasingly competitive environment for graduate jobs, increased financial pressure from student tuition fees, alongside the more traditional concerns of moving away from home and transitioning towards greater independence. Building on previous research at the University of Surrey with high achieving students, this paper outlines the development and delivery of a student focused workshop designed to enable the participants to build their understanding of resilience using different but complementary pedagogic approaches: LEGO® SERIOUS PLAY® and Concept Mapping. The case study included within this paper demonstrates one student’s reflection of the workshop and previous experiences which have contributed to their own resilience. What has become apparent at the University of Surrey, and more broadly within the UK Higher Education sector, is that universities have a vital role to play in fostering positive mindsets amongst students and developing strong and resilient independent learners.