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Engaging students through a partnership model Colin Bryson and Ruth Furlonger: Newcastle University [email protected] : [email protected]

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Engaging students through a partnership model. Colin Bryson and Ruth Furlonger : Newcastle University [email protected] : [email protected] The nature of student engagement. Holistic and socially constructed Every student is an individual and different (Haggis, 2004) - PowerPoint PPT Presentation


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Engaging students through a partnership model

Colin Bryson and Ruth Furlonger: Newcastle [email protected]: [email protected]

1The nature of student engagementHolistic and socially constructedEvery student is an individual and different (Haggis, 2004)

Engagement is a concept which encompasses the perceptions, expectations and experience of being a student and the construction of being a student in HE (Bryson and Hand, 2007).

Engagement underpins learning and is the glue that binds it together both located in being and becoming. (Fromm, 1977)

More than about doing and behaving!SE is dynamic and fluidSE is multidimensional, includes students whole lives and it is the interaction and pattern that mattersEngagement and partnership2Useful models Understanding and developing Student Engagement, Routledge, 2014

Ways of being a student - (Dubet, in Jary and Leabeau, 2009)Personal projectIntegration into universityIntellectual engagement with subject

Relational engagement (Solomonides, Reid and Petocz, 2012)Being, Transormation, Professional formation, Discipline knowledge

student engagement3Key influences on engagementStudent expectations and perceptions match to the personal project and interest in subject Sufficient challenge and appropriate workloadDegrees of choice, autonomy, risk, and opportunities for growth and enjoymentTrust relationships Communication and discourseA sense of belonging and communitySupportive social networksOpportunities for, and participation in activities and roles to enable ownership, self-assurance and self-efficacy

Engagement and partnership4

The flipside of SEAlienation, inertia/anomie and disengagement (Mann: Krause, Hockings) PerformativityBeing otherDisciplinary power

InertiaBattle between cultures and values

Inclusiveness and recognising what students bringstudent engagement

5Becoming what exactly?A critical being? (Barnett)Intellectually developed? (Baxter Magolda self authorship) (Perryethical integral)Citizenship?Professionals (Reid & Solomonides)Engagement and partnershipThe value of engagement after HE

Integrated development of the whole person (and disposition)Graduateness and graduate attributes (Barrie, 2007)Graduate identity (Holmes, 2001) and USEM (Yorke and Knight, 2006)The whole HE experience thus the extracurricular is vital authentic experiencesThe engaged students tends to take up more opportunities AND is better able to join them up in their thinkingstudent engagement7A revised definition of SEStudent 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 and shapers of the educational context, educators need to foster educational, purposeful SE to support and enable students to learn in constructive and powerful ways and realise their potential in education and society.

Engagement and partnership8SE is not all rosySE as compliance (Zyngier)

Dissonance between staff and student views (Hand and Solomonides)

Engagement and partnership

So what works? Kuh (2008)First year seminars (e.g. SI and PAL)Learning communities cross moduleService learning experientialCommon intellectual experiencesWriting intensive coursesCollaborative projectsUndergraduate researchDiversity learningInternshipsCapstone courses

Students engagement and partnership10Putting SE into practiceAssessment for learning/peer assessmentChoice within the module -Integrated projectsCollaborative learning and building trust relationshipsAuthenticityTaking risksStudents taking responsibility/negotiation

Engagement and partnershipStrategic level approachesSally Kift at Queensland UT then JCUhttp://fyhe.com.au/wp-content/uploads/2012/10/Kift-Sally-ALTC-Senior-Fellowship-Report-Sep-09.pdf http://www.heacademy.ac.uk/assets/documents/events/academyevents/2012/Retention_Sally_Kift_presentation.pdf Transition pedagogiesCombined Honours at NewcastleHolistic model of SEEngagement and partnershipA holistic approach to a degree programmeCombined Honours at NewcastleDiverse and complexIndividuals doing unique degree Missing sense of identity/ belongingBut few resources and so difficult to influence the curriculumSo how to address?

Engagement and partnershipRuth13Enhancing engagement in Combined HonoursStudent representation and empowerment - SSCPeer mentoring and transition social integrationPASS scheme academic integrationBuilding community: Facilities and spaces and Social agenda the CHS

Engagement and partnership

Fae14Reflections on the CH strategyThe Graduate Development modulesInvolving the hard to reach other projects, internships etcJoining it all up events and activities are shared and promoted by all partiesEvolving and growing had very good outcomes but needs constant refreshment and emergence/supply of student championsHas evolved into partnership.

Engagement and partnershipThe student partnership approach varying originsHEA and NUS based on HEFCE funded CHERI Report (http://www.hefce.ac.uk/pubs/rdreports/2009/rd03_09/ )Student representation and collective representation students as partners in a learning community Liz Dunne at Exeter Students as Change AgentsStuart Brand, Birmingham City University - Academic partners schemeCEEBL interns at ManchesterStudents engagement and partnership16Students as partners 2013A focus on the collective student representation involvement in decision making As consumer (UK Government)Empowerment (QAA, HEA)As equals (Wenstone and the NUS) A focus on the individual(Co?)Producer (Neary)Module design (Bovill)

Engagement and partnership

Working definition for partnershipStaff and students working together towards mutuality in sharing decision-making and developing and implementing policies and practices which enable and foster engagement, a sense of belonging and opportunities for transformational learning and enhancing graduatenessEngagement and partnershipIssues for collective partnershipGetting past pseudo-participationAre there limits/boundaries to student co-determination? The role of the student union (and levels where this works)How many students does this really engage?Participative vs representativeTruly democratic? Staff as role modelCooperative vs adverserialPartnership vs student led

Engagement and partnershipIssues for individual partnershipOpportunities for allFavouring those most willing? And those most capableStar performers/ champions - a necessity or a problem Incentivisation/Reward and recognitionAcademic credit and partnership the problem of assessment powerRaising false expectationsObligatory participation?Whither the staff role letting go

Engagement and partnershipTo meet regularly to discuss SE. To involve and work with students in partnershipAn early goal was to develop a concept map and set of principles that underpin the promotion of SETo establish an annual conference drawing together leading edge work on SE - and to feed into publication through journals and books. (Next conference Sept 2013, Nottingham)To gain funding to support these events and activities.To create a bank of useful resources for us to share.To facilitate communication between us (web, email network etc)http://raise-network.ning.com/

Engagement and partnership