Case Study

This case study presents information about issues of plagiarism and students‘ work gained through working with art and design academic staff. Examples of general statements which can be used in art and design teaching are given as well as a series of student activities; these can be adopted not only by other art and design staff but also by those teaching classes which have visual components.
Clarifying plagiarism for students in their often preferred visual domain should enable them to understand the reasons and application for citation in text arenas.

This Ice breaker resource was produced as part of the Camberwell inclusive induction project and brings together examples of ice breaker activities that take place in term 1 at Camberwell and LCC to facilitate the group getting to know one another.

This module was developed for spatial design students initially as a response to some poor work placement experiences reported by tutors and students. The Team-working module was designed to introduce students to group learning activities as well as replicating some of the issues of the practice, but in the more controlled and observable environment of the university studios.

The in-studio embedded support pilot began in 2009-10 on all stage 1 UG courses at Camberwell. It was the result of student and staff consultation about how to diversify delivery and make student access to academic support more open and visible. Each course was assigned an academic support tutor who had 12 hours for the year to work in the studio alongside course teams and deliver workshops, discussions and 1:1 tutorials around writing, research and time management skills.