Transforming Traditional Education Systems with Strategies From The University of Oxford

Welcome to?Constructing Innovators: Building Tomorrow’s Educational & Entrepreneurial Ecosystem.?This biweekly newsletter features insights from Science Research Institute leaders that aim to cultivate conversations that matter for educators, administrators, legislators, and our communities. In this issue, Science Research Institute Founder and Dean of Pre-College and Summer Programs at Albright College Adelle Schade takes a deep dive into the experiences shared by 30 teachers and administrators at the University of Oxford last month - and, most importantly, how to leverage what we learned to serve students in Berks County and beyond.

Recently, I had the incredible opportunity of bringing a cohort of 30 teachers and administrators to the University of Oxford for our inaugural “Creativity & Innovation” program. I knew going into the trip that there were going to be some incredible moments, but what I couldn’t have anticipated was how inspiring, engaging, and validating it would be.?

First of all, we owe a great deal of gratitude to the graduates of our first-year teacher training cohort, because they challenged us by asking, “What’s next?” They had completed the four courses required of the Educational Innovation and Entrepreneurship Certificate, and they wanted more. So, we asked ourselves what more might look like — and Boris Vilic, dean of Albright College’s School of Professional Studies, was a guiding figure in helping us determine what that looked like. In fact, it was through his connections that we were able to facilitate this weeklong seminar on Innovation and Creativity with the University of Oxford. (And I can already tell you that our wheels are spinning for the next one…)

During the course of this week, we stayed in the breathtakingly beautiful St. Stephens House. Each morning, we would settle in for a presentation. Our speakers included faculty at Oxford as well as our very own entrepreneurs in residence, Julia Klein, Chairwoman and CEO at C.H. Briggs?, and Eileen Habelow, Founder of Leadership-Link. In the afternoons, we would meet to discuss what we heard earlier that day and share ideas about how we could bring what we uncovered in Oxford to our classrooms. We would ask,

“How do we go back and integrate what we’re seeing? How are we going to keep changing education back home in Berks County?”??

Our very first night, one of our tutors shared one of the university’s traditions for meal times: rather than sitting among friends and people we knew well, we were invited to fill each seat in the order we came in. That simple act often had the benefit of introducing us to someone new, which would spark new topics of conversation and insights. From that very moment, I knew this was going to be an incredibly special and transformative experience.

Our first lecture was also transformative. We learned that Oxford has an unusual educational model, especially compared to what we’re used to in public education within the United States. Rather than have a prescribed curriculum that students must adhere to, the onus is put on the student to create the course of study that interests them. Well, that immediately caught our attention, because that’s so much of the philosophy of Total Experience Learning?!

But Oxford takes it so much further. Instead of a class-based practice, this philosophy is embedded into the entire curriculum. Students are paired with a tutor who helps them navigate the learning experience and at the end of four years, they must be able to demonstrate growth. However, what that looks like is determined by the tutor and the student.

And throughout the entirety of the student’s education, they only take two exams.

The tutors themselves are not tied to weekly classes. Instead, they can offer lectures on the subject of their choosing when it best suits them. Students can participate if it aligns with their interests, but there is no requirement. The only obligation is that the student meets with their tutor on a weekly basis. The tutor serves as a facilitator, there to help students find direction and development. Instead of grades and marks, students turn in assignments that invite conversation. In this way, tutors can see if there’s an underdeveloped area that can be strengthened with additional resources. As far as a student is concerned, a tutor is their advocate — not their adversary.?

For example, we met with four-time Grammy nominee and Oxford University Press house composer James Whitbourn, who shared with us that he only tutors a few students throughout the entire university. His particular interest is in creating a musical portrait of sorts, using music to paint an image. To do so, he explores the sounds of different historical moments or artifacts, such as the sound of Egyptian tombs. The students he tutors are interested in similarly aligned subjects, so he is able to provide guidance while they pursue specific lines of inquiry.?

The model is deceptively simple: the burden to learn is more on the learner than the teacher.?

Can you imagine what this would look like if we brought this practice into the American instructional system? How it would impact student engagement and teacher burnout? Our cohort of teachers and administrators spent hours talking about the ways we could apply what we learned each morning and thinking about how we could scale it into something realistic for our students.?

Another Oxford practice I found fascinating was their admissions model. Prospective students go through two to three days of interviews and tutors are trained to look for specific qualities. They’re tasked with identifying a student who has real potential compared to someone who is well-prepared. Put it this way: a traditional, well-prepared student can read a book and spit answers, but may not be successful in life generally. But a student with potential on the other hand — what possibilities could unfold! It’s a way to address inequity and give students an opportunity to go beyond what their life circumstances may have afforded.?

Of course that spurred another discussion about how could we translate this to our American system? And it was much in this fashion that the week unfolded — presentations that left us speechless, followed by fast and furious discussion about how we could bring these ideas and concepts home.?

There is so much more I could say about what we learned and the experiences we had over the course of this incredible week. Instead, I’ll just say I am really energized and inspired, and already thinking about how we can apply these to both Total Experience Learning? and our teacher training program. I can’t wait to share those thoughts with you — and continue working on the next “Creativity & Innovation” seminar!