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Language and behaviour of engagement Dr Catherine Bovill Senior Lecturer in Student Engagement

Language and behaviour of engagement Dr Catherine Bovill Senior Lecturer in Student Engagement. Intentions. Are we aware of the assumptions we make? Our language and behaviour can reveal our assumptions Becoming aware of our assumptions can help to overcome them

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Language and behaviour of engagement Dr Catherine Bovill Senior Lecturer in Student Engagement

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  1. Language and behaviour of engagement Dr Catherine Bovill Senior Lecturer in Student Engagement

  2. Intentions • Are we aware of the assumptions we make? • Our language and behaviour can reveal our assumptions • Becoming aware of our assumptions can help to overcome them • Purpose is not to be overly critical, rather to become more self-aware and overcome potential barriers to engagement • Examples are presented in this constructive context

  3. Example from a report (Example 1) “To encourage staff to use the student voice within their own practice, guidance was provided as part of the outcomes from the initial project.” p3 “It was evident that the students had useful and intelligent things to say” (Colleague, Westminster University) p17 Campbell, Eland, Rumpus and Shacklock (2009) Hearing the student voice, involving students in curriculum design and delivery. ESCalate:http://www.sparqs.ac.uk/ch/E3%20Hearing%20the%20student%20voice%20involving%20students%20in%20curriculum%20design%20and%20development.pdf

  4. Example from a book chapter (Example 2) “Staff were pleasantly surprised by the students’ ability to articulate issues in a professional manner” (p.105) Rowe, S. Cooper, E. and Fulford, L. (2013) All aboard: Using the student advisory board to engage students with university decision-making processes. Chapter 6. In Nygarard, C. Brand, S. Bartholemew, P. and Millard, L. (2013) Student Engagement: Identity, Motivation and Community. Oxfordshire, Libri Publishing.

  5. Example from a book chapter (Example 2) “Staff were pleasantly surprised by the students’ ability to articulate issues in a professional manner” (p.105) Rowe, S. Cooper, E. and Fulford, L. (2013) All aboard: Using the student advisory board to engage students with university decision-making processes. Chapter 6. In Nygarard, C. Brand, S. Bartholemew, P. and Millard, L. (2013) Student Engagement: Identity, Motivation and Community. Oxfordshire, Libri Publishing.

  6. Assumptions What assumptions are being made by the authors / staff in these examples? What kinds of assumptions do staff make about students? What kinds of assumptions do students make about staff?

  7. "When you come to class on the first day and the teacher says 'We notice your attitude,' they forget that we notice their attitude too. Students do the same thing." (Gozemba, 2002: 132)

  8. Questions to expose assumptions • Which students and which staff are involved? • Does your work emphasise partnership or engagement? • Does everyone feel that the initiative belongs to them? • Is there a leader? How was the leader identified? • How do you demonstrate to others that you value their contributions?

  9. Edinburgh Network: Growing Approaches to Genuine Engagement Making curricula inclusive and engagingThurs 15th Feb2018, 12:30-14:00Room G21, Paterson’s Land PGR student and supervisor writing retreats - building a sense of communityTues 20thMar 2018, 15:00-16:30)Ashworth Labs- Honours room 1 – Kings Buildings. Student-staff co-creation of a course: Understanding Gender in the Contemporary World (Monday9th  April 2018, 12:30-14:00) Venue TBC.

  10. The Institute for Academic Development www.ed.ac.uk/iad

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