engaging students through a partnership model

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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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Page 1: Engaging students through a partnership model

Engaging students through a partnership model

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

Page 2: Engaging students through a partnership model

The nature of student engagement

Holistic and socially constructed Every 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 fluid SE is multidimensional, includes student’s whole lives

and it is the interaction and pattern that mattersEngagement and partnership

Page 3: Engaging students through a partnership model

Useful models Understanding and developing Student Engagement, Routledge, 2014

Ways of being a student - (Dubet, in Jary and Leabeau, 2009) Personal project Integration into university Intellectual engagement with subject

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

student engagement

Page 4: Engaging students through a partnership model

Key influences on engagement

1. Student expectations and perceptions – match to the ‘personal project’ and interest in subject

2. Sufficient challenge and appropriate workload3. Degrees of choice, autonomy, risk, and opportunities for growth

and enjoyment4. Trust relationships 5. Communication and discourse6. A sense of belonging and community7. Supportive social networks8. Opportunities for, and participation in activities and roles – to

enable ownership, self-assurance and self-efficacy

Engagement and partnership

Page 5: Engaging students through a partnership model

The flipside of SE Alienation, inertia/anomie and

disengagement (Mann: Krause, Hockings) Performativity Being ‘other’ Disciplinary power

Inertia Battle between cultures and values

Inclusiveness and recognising what students bring

student engagement

Page 6: Engaging students through a partnership model

Becoming what exactly?

A critical being? (Barnett) Intellectually developed? (Baxter Magolda

– self authorship) (Perry…ethical integral) Citizenship? Professionals (Reid & Solomonides)

Engagement and partnership

Page 7: Engaging students through a partnership model

The 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 experiences The engaged students tends to take up more

opportunities AND is better able to join them up in their thinking

student engagement

Page 8: Engaging students through a partnership model

A revised definition of SE

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 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 partnership

Page 9: Engaging students through a partnership model

SE is not all rosy

SE as compliance (Zyngier)

Dissonance between staff and student views (Hand and Solomonides)

Engagement and partnership

Page 10: Engaging students through a partnership model

So what works? Kuh (2008)i. First year seminars (e.g. SI and PAL)ii. Learning communities – cross moduleiii. Service learning – experientialiv. Common intellectual experiencesv. Writing intensive coursesvi. Collaborative projectsvii. Undergraduate researchviii. Diversity learningix. Internshipsx. Capstone courses

Students engagement and partnership

Page 11: Engaging students through a partnership model

Putting SE into practice

Assessment for learning/peer assessment Choice within the module -Integrated projects Collaborative learning and building trust

relationships Authenticity Taking risks Students taking responsibility/negotiation

Engagement and partnership

Page 13: Engaging students through a partnership model

A holistic approach to a degree programme Combined Honours at Newcastle

Diverse and complex Individuals doing unique degree Missing sense of identity/ belonging But few resources and so difficult to influence

the curriculumSo how to address?

Engagement and partnership

Page 14: Engaging students through a partnership model

Enhancing engagement in Combined Honours Student representation and

empowerment - SSC Peer mentoring and transition– social

integration PASS scheme – academic integration Building community: Facilities and spaces

and Social agenda – the CHS

Engagement and partnership

Page 15: Engaging students through a partnership model

Reflections on the CH strategy

The Graduate Development modules Involving the hard to reach – other projects, internships

etc Joining it all up – events and activities are shared and

promoted by all parties Evolving and growing – had very good outcomes but

needs constant refreshment and emergence/supply of

student ‘champions’ Has evolved into partnership….

Engagement and partnership

Page 16: Engaging students through a partnership model

The student partnership approach – varying origins HEA 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 Agents Stuart Brand, Birmingham City University - Academic partners

scheme CEEBL – interns at Manchester

Students engagement and partnership

Page 17: Engaging students through a partnership model

Students as partners 2013 A 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

Page 18: Engaging students through a partnership model

Working definition for partnership

Staff 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 graduateness

Engagement and partnership

Page 19: Engaging students through a partnership model

Issues for collective partnership

Getting past pseudo-participation Are 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 representative Truly democratic? Staff as role model… Cooperative vs adverserial Partnership vs student led

Engagement and partnership

Page 20: Engaging students through a partnership model

Issues for individual partnership

Opportunities for all… Favouring those most willing? And those most ‘capable’ Star performers/ champions - a necessity or a problem Incentivisation/Reward and recognition Academic credit and partnership – the problem of

assessment power Raising false expectations… Obligatory participation? Whither the staff role – letting go…

Engagement and partnership

Page 21: Engaging students through a partnership model

To meet regularly to discuss SE.   To involve and work with students in partnership An early goal was to develop a concept map and set of principles that underpin the

promotion of SE To 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