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Engaging Students in Learning & Teaching: An Introduction

Engaging Students in Learning & Teaching: An Introduction. Amy Jeffries Student Engagement Adviser ( LeTS ). In small groups…. What do you think “Student Engagement in Learning & Teaching” means? Why is it important?

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Engaging Students in Learning & Teaching: An Introduction

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  1. Engaging Students in Learning & Teaching: An Introduction Amy Jeffries Student Engagement Adviser (LeTS)

  2. In small groups… • What do you think “Student Engagement in Learning & Teaching” means? • Why is it important? • Give one example of Student Engagement (at TUOS or another institution)

  3. Student Engagement - Definitions • “Student engagement is about how students are actively involved in their academic activities…in addition to the traditional engagement through the course rep system” UsmanAli, NUS Vice-President • “a collaborative partnership approach between staff and students” NUS SE Toolkit • “shared ownership of the learning experience” NUS SE Toolkit

  4. Stages of Engagement Consultation Opportunities are provided for students to express individual opinions, perspectives, experiences, ideas and concerns. Involvement Opportunities are provided for students as individuals to take a more active role. Participation Decisions are taken by students to take part or take a more active role in a defined activity. Partnership There is a collaboration between an institution/faculty/department and student, involving joint ownership and decision-making over both the process and outcome.

  5. Why is SE important at the moment? • Tuition fees – higher expectations from incoming students • Government White Paper –Chapter 3 starts with “A good student is not simply a consumer of other people’s knowledge” and recommends HE institutions “create a learning community where engagement of students is encouraged”. (‘Students at the Heart of the System’ June 2011) • QAA’s new Quality Code – will contain a chapter on Student Engagement • NUS/HEA Student Engagement Projectinc. Student Engagement Toolkit, also mentioned in White Paper

  6. Examples of SE Projects at TUOS • Representation System (http://www.shef.ac.uk/union/you-run-us/representatives/) • Engaging PGR students as L&T Researchers (http://www.shef.ac.uk/union/pgr/ ) • Sheffield Undergraduate Research Experience (SURE) Scheme (www.shef.ac.uk/sure) • Student Ambassadors for Learning & Teaching (SALT) (www.shef.ac.uk/lets/salt)

  7. A Taste of SE Across the Country • Students as Academic Partners (Birmingham City) Invites students and staff to identify educational development projects in which a student will play an active role. Students employed as partners not assistants, co-creators not passive recipients. Aims to create a strong community of learning. http://www.bcusu.com/saps/home/ • Students As Producers (Based at Lincoln) Undergraduate students work alongside staff in the design and delivery of their teaching and learning programmes, and in the production of work of academic content and value. Strong emphasis on ‘research-engaged’ teaching & learning. http://studentasproducer.lincoln.ac.uk/ • Students As Change Agents (Exeter) Students work as ‘apprentice researchers’ selecting concerns raised through student-staff liaison committee (SSLCs), and provide recommendations and solutions to improve their experience. Extension of the ‘rep’ role.http://escalate.ac.uk/8064 • Peer-Assisted Study Sessions (Manchester) provides a facilitated, group learning opportunity that uses the experiences of higher year students to support the learning of lower year peers. This supplements existing activity (e.g. lectures and tutorials) and enables active learning in an informal, friendly and fun environment. http://www.pass.manchester.ac.uk/

  8. Card Sort Exercise • Working in small groups shuffle the cards and discuss each one. • You must arrive at a mutual agreement level for the statement – so make sure everyone’s views are heard. • Some will be very easy, some will be more difficult. • Make a note of any ones you find particularly interesting or contentious as we will discuss these as a whole group at the end. • The most important aspect of this activity is to discuss your views and to come to an agreement about where each statement is best placed. There are no right or wrong responses.

  9. More Useful Links • NUS/HEA Student Engagement Project http://www.nusconnect.org.uk/campaigns/highereducation/student-engagement/ • Guardian HE Network Panel Discussion on ‘What is Student Engagement?’ http://www.guardian.co.uk/higher-education-network/blog/2011/oct/26/student-engagement-tips?INTCMP=ILCNETTXT3487 • QAA – New Chapter on Student Engagement http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/Student-engagement-event.aspx

  10. Thank you. Amy Jeffries Student Engagement Adviser a.e.jeffries@sheffield.ac.uk 0114 22 21209

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