Session/artefact to be observed/reviewed: Embedding Climate, Racial and Social Justice in the handbook – Staff Development Training for MA Material Future (CSM)
Size of student group: 10 pp
Observer: Maja Mehle
Observee: Monika Gravagno
Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but it is not an official evaluation of teaching and is not intended for other internal or legal applications such as probation or disciplinary action.
Part One
Observee to complete in brief and send to observer prior to the observation or review:
What is the context of this session/artefact within the curriculum?
By September 2026, Climate Race and Social Justice should be part of every student’s learning experience, in line with the UAL’s Climate Action Plan. All courses will need to demonstrate that they operate at ‘shift’ level within ‘The Framework’ by this deadline. As part of this process, Course Leaders need to make modifications in the Course handbook to embed the Principles for CRSJ. Monika, in her capacity of Climate Justice Curriculum Developer offers a 3-hour training to CLs and Course Teams to embed the “Principles” in the handbook. The training session Monika delivered on the 23rd of January was for the MA Material Future at CSM.
How long have you been working with this group and in what capacity?
This is the first training I deliver a training for the MA Material Future at CSM.
What are the intended or expected learning outcomes?
- Course Leaders (CLs) and Course Teams understand the context of the Framework:
- Its broader context within the Climate Action Plan and Annual Operational Plans.
- Key deadlines that need to be met.
- How to effectively use the Framework.
- The handbook audit process and the type of data collected.
- Understand the principles of CRSJ (Climate, Race, and Social Justice):
- Learn relevant terminology and how to use the “Glossary for Educators” tool.
- Engage practically with the terminology and provide teaching examples.
- Mapping the handbook:
- Identify where CRSJ principles are already embedded in the curriculum but not explicitly referenced in the handbook.
- Propose specific sections in the handbook (at a unit level, course description, learning outcomes, aims, and objectives) where these principles can be embedded.
- Writing modifications in the handbook:
- Draft text to embed CRSJ principles into the handbook as modifications.
What are the anticipated outputs (anything students will make/do)?
- Practical knowledge of UAL’s “The Framework” for CRSJ integration.
- Skills to map and embed CRSJ principles into course handbooks.
- Drafted modifications for course descriptions, unit-level aims, learning outcomes, and other handbook elements.
- Confidence in using tools like the Glossary for Educators to align terminology with CRSJ principles.
Are there potential difficulties or specific areas of concern?
No
How will students be informed of the observation/review?
Informed by email and asked to give consent by email.
What would you particularly like feedback on?
General feedback.
How will feedback be exchanged?
Written and also chat about it.
Part Two
Observer to note down observations, suggestions and questions:
I have attended an online workshop on Embedding Climate, Race and Social Justice Principles in the Handbook, intended for the Material Future Course at CSM.
The start/introductions:
You were very welcoming and ensured that there was enough time for everyone to join. The ice breaker introductions helped create a relaxed and personal atmosphere. The online meetings and sessions can sometimes feel boring and gloomy but the “in depth” weather question made it light and funny and somehow connected us all when we realised that quite a few participants were unwell days before the workshop.
The question: Who wants to go first, kept everyone at ease and gave us time to prepare a bit.
Intro to the workshop:
You gave clear instructions and an explanation of how the workshop will go and what it is about. The presentation that you shared was a good visual help to understand the RCSJ principles. The glossary for educators was also helpful. Considering the complexity of the topic you regularly paused and checked if anyone had any questions and if everyone is ok with how fast you were going through slides.
Mentioning the word bible but noting that it is a religious reference straight after, was very considerate and mindful and you set a fitting example for everyone.
The activity:
You listened patiently and gave a calm answer when one of the participants provokingly ranted about something. There was also a bit of hesitation from the team before the activity, you kept calm and explained what the point of the activity was. You also took comments on board and listened to suggestions regarding the Miro board and separate rooms. You managed to calm the situation, steering through the instructions and the team was happy to continue with the activity.
General notes:
You kept the lead and energy levels throughout the whole hour. There was a slight confusion just before the activity started, but you managed to navigate through it. You kept the pace but also allowed questions, breaks and suggestions from the team. I have noticed you understand that people deal with the change differently and sometimes need a bit more encouragement to participate in tasks.
Suggestions/questions:
The ice breaker activity worked for this group size but could seem a bit long and repetitive if there were more participants. It was a little bit unclear what the roles of all the participants were, were some participants only observers?
The timing of the workshop: For better attendance and engagement: Is there a possibility to organise this workshop during the quieter times? Out of term times? The Material Futures course leader seemed in a bit of a rush, he even noted that he is extremely busy. His colleague did not join the meeting, because it is such a busy time for them. He even rushed through the introductions and did seem a bit absent. He relaxed as soon as you started the presentation and the activity.
Part Three
Observee to reflect on the observer’s comments and describe how they will act on the feedback exchanged:
Maja’s feedback has been invaluable in helping me reflect on my teaching practice. While I am encouraged by the positive aspects noted, I also recognize areas where I can improve clarity, adaptability, and scheduling.
The “weather report” icebreaker exercise I planned fostered connection and created a space for participants to relax and share something about their week, but for a group of 10, it took 20-25 minutes— a significant portion of a three-hour workshop. In hindsight, a shorter activity could have still allowed participants to connect and reflect while preserving more time for other exercises or longer breaks during the workshop. The exercise also exceeded my estimated time by 5-10 minutes, impacting the overall session flow. Moving forward, I will select more concise icebreakers that balance engagement with time management.
As Maja observed, during the first activity, I noticed some uncertainty regarding participant roles and the assignment of the terminologies from the Glossary. This initial hesitation was resolved by Mia and Hannah, whose suggestions on dividing the terminology were insightful and helpful. Their input reminded me that I don’t need to control every aspect of facilitation. Instead of feeling pressured to solve everything, I appreciated stepping back, trusting participants’ contributions, and embracing collaborative problem-solving. This shift challenged my tendency to self-judge when things don’t go as planned, and I want to continue fostering shared responsibility in future sessions. Letting go of complete control not only eased my facilitation but also created a more dynamic and inclusive learning environment, where participants felt valued and empowered to contribute.
I also acknowledge Maja’s point on scheduling workshops during quieter periods to improve attendance and focus. However, this remains a challenge, as course teams often have limited time for curriculum development. The January workshop was scheduled in November based on a course leader’s indication that it would be a quieter period, yet it turned out not to be, and no course team members attended. Moving forward, I recognize the importance of taking more responsibility by proactively confirming availability with course leaders. This means not only checking their schedules but also ensuring they can be fully present and engaged before finalizing dates.
In response to Maja’s comment about ambiguity around participant roles, which created uncertainty regarding whether some individuals were observers or not, I will ensure greater clarity in future sessions. This can be addressed by taking more time at the beginning of the session to repeat who observes and who is actively participating.
Full report document file here.