3b. RoisinCurran - University of Ulster

Report
Student Engagement
implications for
revalidation
Roisín Curran
Student Engagement (SE)
Recent/Current initiatives
• SE strategic work stream
• CHERP/SU focus groups with students prior to
revalidation
• HEA funded Students as Partners change
programme 2012-2013
• CHERP conference Jan 2013 – Student
Engagement: a catalyst for transformative change
• HEA/Paul Hamlyn foundation funded What
Works? Student Retention & Success Change
Programme 2012-2016
Student Engagement
Student engagement is about what a student brings to
Higher Education in terms of goals, aspirations, values and
beliefs and how these are shaped and mediated by their
experience whilst a student. SE is constructed and
reconstructed through the lenses of the perceptions and
identities held by students and the meaning and sense a
student makes of their experiences and interactions. As
players in and shapers of the educational context, educators
need to foster educationally purposeful SE to support and
enable students to learn in constructive and powerful ways
and realise their potential in education and society (RAISE
2010).
Reference:
RAISE (2010) Researching, Advancing & Inspiring Student engagement. Available at http://raisenetwork.ning.com/. Accessed 25 September 2013
Student Engagement to Improve
Student Retention and Success
The What Works? Model: improving student engagement,
belonging, retention and success (Thomas, 2012)
Thomas, L. (2012) What works? Student Retention and Success. London: Paul Hamlyn Foundation.
Building engagement &
belonging
 2011-12 At Ulster 8.7% (UK 5.7%) of students leave HE in
their first year of study
 Between 37%-42% think about withdrawing (WW phase 1)
Range of reasons
 Belonging has emerged as a key idea in this research
programme
 Engagement develops relationships with others and promotes
connectedness…
Student Engagement (SE)
 Institutional reference points
• Learning and Teaching Strategy 2013/14-2017/18
• Graduate qualities
• Guidelines for first year teaching
• Transition policy
• Principles of Assessment and Feedback for
Learning
Where is this relevant in
revalidation/evaluation documentation?
 Section B
•B2.5
•B2.7
Commentaries
•B2.10.1
•B2 10.2
Learning, Teaching & Assessment
Creativity, innovation & good
practice
Graduate Qualities
Widening Participation
•B4
Modules
Learning & Teaching Strategy/SE linkages (1)
Strategic Aim 2 Key supporting objectives
Section
To provide
• To develop students’ knowledge, skills
transformative,
and confidence through active learning
high quality,
experiences with fellow students from
learning
diverse backgrounds, to engender a
experiences
sense of student belonging and identity
through the
• To develop supportive partnerships and
promotion of
learning communities amongst and
meaningful
between students and staff to engender
staff student
mutual respect and trust
partnerships
that engender a • To develop ways of working that foster
students’ active engagement with their
shared
learning and career progression and
responsibility
values their contributions to shaping the
design and delivery of programmes.
B2.5
B210.2
B2.5
B2.7
B210.2
B2.5
B2.7
Learning & Teaching Strategy/SE linkages (2)
Key supporting
objectives
Section
Learning
& Teaching
Strategy/RTN
• To ensure
B210.2
linkages
(1)that all students are clear about
Strategic Aim 2
To provide
transformative,
high quality,
learning
experiences
through the
promotion of
meaningful staff
student
partnerships that
engender a
shared
responsibility
what they can reasonably expect of their
course and what is expected from them
B4
•
To embed within the curriculum opportunities
for students to develop as global citizens,
socially, ethically and environmentally aware,
sensitive to international contexts and cultures
B210.1
•
To exploit opportunities within course design
and programme delivery for internationalising
the curriculum and the student body
B210.1
•
To provide explicit opportunities for students to
learn about sustainability, formally and
informally, engaging with communities and
employers.
To develop and implement more efficient and
effective methods for collecting, analysing and
responding to student feedback on a timely
basis.
B2.5
B2.7
B210.1
•
B2.5
B2.7
B4
Research-Teaching Nexus
implications for
revalidation
Vicky Davies
Research-Teaching Nexus (RTN)
 Strand 1
Pedagogic Research (PR)/Scholarship of
Teaching & Learning (SoTL) capacity building
 Strand 2
Research as inquiry (RAI): comprising Researchinformed Teaching (R-IT) and Research-enhanced
Learning (R-EL)
Where is this relevant in
revalidation/evaluation
documentation?
 Section B
B2.6
B2.7
 Section C
Commentaries
Research/scholarship informed
teaching and curriculum
Creativity, innovation & good
practice
Staff & professional
development
Learning & Teaching Strategy/RTN linkages (1)
Strategic Aim 1 Key supporting objectives
RTN
To provide
appropriate
learning
opportunities
which are
flexible,
responsive to
and inclusive
of, the needs
of students,
professions
and the wider
community
To promote, embed and develop safe yet
challenging learning environments that
support active learning, through a learning
and teaching ethos underpinned by current
and appropriate discipline-specific and
pedagogic research and scholarship,
building, where appropriate, upon new and
emerging technologies
PR
SoTL
To promote and embed inquiry-based
activities across the curricula which are
designed to develop a range of generic,
info-literacy, critical inquiry and/or subject
specific research skills, and their
transferability into professional settings
and/or further study
RAI
Section
B2.6
B2.7
Learning & Teaching Strategy/RTN linkages (2)
Enabling Aim
Key supporting objectives
RTN
Section
To provide a
supportive
environment,
in which
innovative
approaches to
learning,
teaching and
leadership are
encouraged,
recognised,
valued and
rewarded, for
all staff and
students in the
university
To further develop communities of practice,
including students, in order to promote scholarly
dialogue, and encourage and facilitate the sharing
of effective practice between and within subjects
and departments...
PR
SoTL
B2.6
C
To promote and encourage professional reflection,
critical thinking and pedagogic research on the
student learning experience by all those involved in
the facilitation of learning and teaching
To increase the proportion of, and support for, staff
seeking internal recognition of effective learning
and teaching practice through alignment to the
UKPSF
To lead, encourage, support and disseminate
scholarship of learning and teaching and
pedagogic developments by staff and students
C
PR
SoTL
RAI
B2.6
Where now?
Engagement through partnership
 “Partnership is understood as a relationship in which
all involved are actively engaged in and stand to
gain from the process of learning and working
together to foster engaged student learning and
engaged learning and teaching enhancement.
 Partnership is essentially a way of doing things,
rather than an outcome in itself
 Partnership is a process of student engagement
 All partnership is student engagement but not all
student engagement is partnership”
Healey et al. (2014. p1)
Where now?
 Healey, M., flint, A. & Harrington, K. (2014) Framework for
partnership in learning and teaching in higher education.
York: HEA
Available at
https://www.heacademy.ac.uk/sites/default/files/resources/HEA_Framework_
for_partnership_in_learning_and_teaching.pdf
In particular – look at series of self-evaluation questions (p.6) to support
staff, students, institutions and students’ unions who wish to explore how they
could develop and embed learning and teaching partnerships
E.g. LTA To what extent, and how are active and collaborative learning
approaches embedded in student learning experiences?
LTA How are students and staff involved in the delivery and assessment of
learning?
RTN To what extent, and how, do students and staff contribute to the
development of knowledge in their subject area/professional field?
Process of Partnership
 Qualitative research on the ‘lived experiences’ of
staff student partnership carried out 2013-14
• majority of staff and students are very positive
about working in partnership to effect change
• Staff report that their own approach to practice
is changing
• More open to the student body
• Less likely to treat their students as a
homogenous group
• Becoming more reflective about their practice
 Qualitative research on the ‘lived experiences’ of staff
student partnership
• Student partners have reported that their
perspective on HE is changing
• They value the University involving them in tackling
difficult issues
• Enjoy problem-solving with staff
• They feel that this approach is breaking down
perceived barriers between staff and students
• Learning new skills whilst developing their own
self-confidence

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