· Web viewEvaluating the impact of initiatives to enhance SE within the curriculum. This may...

RAISE16 CONFERENCE PROGRAMME

‘Excellence’ in Student Engagement

Loughborough University8th – 9th September 2016

Table of Contents Pages Welcome to RAISE 2016Schedule OverviewSession Information (Short Abstracts)

Session 1.1Session 1.2 Session 1.3Session 1.4Session 1.5

Wine reception and DinnerSession 2.1Session 2.2Session 2.3Session 2.4

Getting Involved in RAISENotes PagesRaise Journal

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5-27 5-7

7-9 9-12 12-14 15 16 17-19 20-22 23-24 25-27 28 29 32

Welcome RAISE 2016 ‘Excellence’ in Student Engagement With the imposition of a Teaching Excellence Framework imminent in the UK we note with some dismay that student engagement (SE) is almost absent in the proposed criteria for excellence. This is despite widespread recognition in the sector of the critical importance of SE in student learning, good teaching and assessment design, and the wider student experience and outcomes. Therefore our main theme in 2016 focuses on ways of evaluating SE, and evidencing the impact. SE encompasses a broad range of contexts and spheres of activity. We also have the following sub-themes:

1. Evaluating the impact of initiatives to enhance SE within the curriculum. This may include initiatives about L&T, assessment and feedback, whatever its mode of delivery. We might expect evidence about enhancing SE enhances student learning and academic outcomes.

2. Evaluating the impact of initiatives generally located outside the curriculum but designed to enhance the student experience and outcomes such as graduate employability or broader development.

3. Evaluating the impact of initiatives to foster a culture of student and/or staff engagement; and initiatives to build educational communities. Examples might include developing and implementing strategies on inclusivity, and partnership work.

4. Furthering our understanding of how to evaluate student engagement and the impact of SE: quantitative or qualitative methods; metrics; developing indices: conceptual papers; and similar. We particularly welcome critical takes on ‘measuring’ SE.

5. A general stream so as to ensure we can include exciting new ideas, practices or policies on SE which so not lie within the main theme or sub-themes.

N.B. we received a broad range of contributions, thus we have not grouped papers in strands according to the above themes per se. We have provided short abstracts in this programme to allow you to choose the presentations that meet your interests.

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Schedule Overview

Thursday, September 8th 2016

Time Venue09:00 Registration/Refreshments Welcome Desk

10:00 Conference Opening and Welcome Convention Room

10:15 Keynote Convention Room

11:00 Session 1.1 begins See Session Information


13:00 Lunch – Main Restaurant


15:30 Refreshments Break - Lounge



17:45 Wine Reception and Launch - Lounge

19:30 Conference Dinner– Main Restaurant

Friday, September 9th 2016Time Venue

08.30 Registration/Refreshments for Friday delegates Welcome Desk


10:30 Refreshments Break - Lounge



13:00 Lunch– Main Restaurant


15:00 Closing Plenary Convention Room

15:45 Close

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Session InformationThursday, 8th September 2016

10amConference Opening and WelcomeProfessor Rachel Thomson, Pro Vice-Chancellor for TeachingColin Bryson Chair of RAISE

Conference Keynote – What is ‘excellence in student engagement’?Tom Lowe

The words ‘excellence’ and ‘outstanding’ are much used in the 2016 White Paper outlining the current government proposals for the Teaching Excellence Framework. TEF is put forward as a way of measuring the quality of provision through metric and other forms of evaluation. However note that in the last ten years, there has been a growing focus on student engagement in HE and widespread recognition of its importance in enhancing student learning and the broader student experience. The salience of SE has been reflected in the foundation (in 2009) and growth of RAISE; the publication of the NUS Manifesto for Partnership in 2012; and the QAA Chapter B5 Student Engagement in 2013. Growing conceptual understanding of SE and policy development have influenced a myriad of practices such as the Winchester Student Fellows Scheme, Exeter Student as Change Agents, peer schemes such as PAL and PASS, and other initiatives which now major components of strategic plans and job descriptions in new SE roles. At many institutions, SE has become a core contribution and process in programme/course enhancement, learning and teaching innovation and wider student representation. Despite this the White Paper has little to say about SE. Might one suggest, that a possible reason for this absence is that metrics and even the definition of what ‘excellence’ in student engagement really is, currently are not confirmed or well understood. Biography:Tom is currently the project manager of the HEFCE catalyst funded REACT (Realising Engagement through Active Culture Transformation) project, where he facilitates collaborative development between 15 UK HE institutions. Tom was previously Vice President, Education at Winchester Student Union representing the students of the University of Winchester. During his time as Vice President, Tom gained a particular passion for student engagement participations through revamping the Student Academic Representative system (StARs), sitting on The Steering Group for the Student Engagement Partnership (TSEP) and starting up the Winchester Student Fellows Scheme. Also Tom sits on the Quality Assurance Agency Advisory Board for Degree Awarding Powers and is the Communications Officer for RAISE.

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Session 1.1 (11:00am) Venue 1.

1.1

Fantastic creatures – fantastic students: engaging students in exploring the nature of knowledge through creative practice.Ian Bride

In a new undergraduate module students had to invent a creature, make a model of it, and provide an interpretative text affording it ‘authenticity’. This paper describes the exercise, provides examples, considers learning outcomes, reports module feedback, and reflects upon what helped make the exercise so successful.

Creating and sharing content through open virtual platforms: the student perspectiveEmma Kerr

Student Created Learning describes how students can independently lead their own learning journey while co-creating the content which shapes their overall learning environment - this paper reports on the progress and attempts to create a technologically focused student learning environment within the University of Southampton.

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Developing student employability through teaching observationCatherine Armstrong, Lauren Porter, Zoe Newton, Pooja Makwana, Rachel Mills and Rachel Welland

This paper discusses the creation and running of a project to enhance History students' employability through undertaking teaching observations and interviews at their old school. The impact of the project on the student experience will be discussed, along with its transferability to other disciplines.

Engaging Students with Public SpeakingClaire Kennan and Katie Carpenter

This paper examines the impact of the new 'Public Speaking for Historians' course which will run in 2016 at Royal Holloway, University of London. The course was developed by two PhD researchers who identified a significant gap in the transferrable skills taught to Undergraduate History students; this paper explores the rationale and results of this initiative.

Wye Room(papers)

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Evaluating the impact of an integrated approach to a departmental induction process.Thomas Rowledge, Tom Davidson, Zac Rakrouki, Andrea Sabia, Calvin Vere-White, Maisarah Radhi, Sam Phelps, Yanyan Pineda, Amy Morgan and Jessica Hamilton

Discussing the positive impact a tailored departmental event has on transition for new students. Through the careful planning and provision of formal and informal activities, the students are more engaged with the department and have a better overall student experience from day one.

Swift Room (papers)

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Session 1.1 Continued Venue 1.

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Supporting the first year experience in Higher Education in Ireland: Impact on Student Engagement, Teaching Practice and Institutional Policy.Carina Ginty

In 2009, a first year experience package was introduced in two higher education institutions in Ireland following strategic innovation funding - Learning With Peers (LWP) programme led by trained senior student leaders; and a Skills Development Module (SDM) The aim of this research study investigate how these two initiatives impact student engagement, teaching practice and institutional policy.

Swift Room(papers)

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Assessing the impact of staff-student shadowing schemes on student confidenceLinford Butler and Reece Horsley

Despite the proliferation of reciprocal shadowing schemes, there is little formal evaluation of their impact. This paper will present the initial findings and arising recommendations of a mixed-methods investigation into the impact of students’ engagement in reciprocal shadowing schemes, upon their wider confidence within their educational experience.

Understanding client talk: How does that make you feel? Student engagement, Student perspective: Inter-disciplinary ‘situated learning’ - Contextualising British Sign Language student interpreter training in a clinical nursing lab.Sarah Bown and Thaisa Whistance

This paper explores the pedagogical efficacy and student engagement with an inter-disciplinary cross faculty, (nursing and social sciences) cross modality, (spoken English and British Sign Language as a visual modality) ‘Situated learning day’ for British Sign Language interpreting students studying at level 6.

Derwent Room(papers)

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Predicting and securing student success - is it possible to measure engagement?Claire Hamshire

This session will present findings from a large-scale, regional study that explored the experiences of healthcare students at nine institutions in the North West of England. The purpose of the study was to examine in-depth the different dimensions of the students’ expectations and experiences, with the goal of gaining an understanding into the factors that influenced students’ perceptions and engagement.

Convention Room (papers)

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Session 1.1 Continued Venue 1.

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What works? An evaluation of the perspective of students towards partnership and active participation.Colin Bryson, Anna Thompson, Laura Callaghan, Varsha Gupta and Adam Jones

We explore active student participation and working in partnership as a concept (distinguishing two models) and various practices. Students with diverse experiences with partnership reflect on, and contrast and compare, engaging with practices and experiences that were most conducive for developing a sense of partners for them.

Convention Room(papers)

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Improving Academic Outcomes for Low Achieving Male Students through Engagement with the Curriculum and Academic Support Services.Laura Seddon, Rhiannon Thompson and Cathy Willatt

Following recent consideration of low male student attainment within the context of the School of Languages and Area Studies at the University of Portsmouth, this symposium explores broad contributing factors, the impact of performance/assessment, and the provision of support. This will permit wider debate on possible approaches and interventions that may improve male attainment and avoid problematising this particular group.

Soar Room(symposium)

Sesssion 1.2 (12:00pm) Venue

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"Experts by Experience": Students Talk about Improving Their Academic Experience at UniversityLisa Clughen, Richard Bromhall and Sophie Linden

The student academic experience is high on HE agendas. Shakespeare’s (2016) argument that data must be informed by its subjects’ first-hand accounts, by the ‘experts by experience’, structures this paper. Here, we present student research into the Academic Support Service in the School of Arts and Humanities at NTU on improving their academic experience and open wider debate on the issue.

Betwixt and between: the student engagement experience of learning across disciplinesBerry O'Donovan, Ivan Mitchell, Claire Jones, Hope Hodgson-King and Rebecca Underwood

This paper explores the experience of undergraduates studying two subjects within combined honours degrees and the factors that both help and hinder student engagement with their learning and socialisation within academic communities. A participatory research approach was used in which student researchers initially interpreted the project’s findings and outcomes.

Trent Room(papers)

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Sesssion 1.2 Continued Venue 1.

2.2

A Personal Tutoring Curriculum to Enhance Student Engagement and SuccessDavid Grey and Licia Calcagno

We introduce a personal tuition curriculum, developed in partnership with students, which supports the student journey and enhances student experience through the development of academic, personal and professional skills for improved academic success and engagement. We outline the thinking behind its development and the challenges and opportunities that implementation presented.

Student engagement with personal academic tutoring: what works?Marie Stowell and Nick Breeze

This paper reports a research project that examines how student engagement with a personal academic tutoring system is influenced by departmental variations in implementing a common policy. As students indicated different levels of engagement with the system, the research asks how this is influenced by departmental cultures and organisational practices.

Wye Room(papers)

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Fast Feedback with the Brain in MindCarole Still

“Fast Feedback” with the brain in mind, grounded in cognitive science takes a constructivist approach with active learners constructing new knowledge through their auditory senses. The technique is designed to trigger the self-belief necessary for students to gain value from their own feedback response to written work or visual presentation.

Using Flipped Learning to Place Undergraduate Sport Students and their Employability at Centre StageRick Hayman

Employers seek adaptable, creative, confident and self-regulated graduates. Flipped learning has positively enhanced employability skills of science students. However, limited research exploring its suitability in placing sports students and their employability at centre stage exists. Findings will be discussed in relation to curriculum design, delivery and academic practice.

Swift Room(papers)

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Becoming engaged: A big day out or repent at leisure?Aine Doherty and Cillian O'Murchu

Student engagement is key to successful learning. A change in pedagogy can challenge this engagement, for the lecturer and the student. Using self-study research design this was explored, results indicating that skills must be developed to use the technology, and on how to engage the learner within a digitalized platform.

Derwent Room (papers)

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An evaluation of the effectiveness of intensive group problem solving weeks to develop group working and employability skills for science and engineering students with unseen disabilities.Garry Bishop

This paper outlines the challenges of group work in developing confident employability and group working skills. Students with unseen disabilities and social anxiety may not benefit from group work and have their confidence diminished. This project is ongoing and reports on how student evaluators have proposed improved inclusive group working practices.


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Building a community that celebrates student engagement; a critical insightJasper Shotts, Emily Parkin and Lilly Harvey

This symposium provides a conversation café approach to how to build a thriving learning community for student engagement. Balancing staff and student perspectives, it considers an innovative approach to embedding student engagement at the University of Lincoln. Participants will be encouraged to join the debate and add their own responses.

Convention Room(symposium)

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Engaging students in developing professionalism for employability and classroom conduct: the challenges for widening access learners and institutionsDiana Pritchard, Sophia Malik, Kai Staines and Katherine Laurier

Presenters include a current UG, and recent graduate and an academic who have worked, with other students, on this project.

Soar Room(symposium)


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Enhancing student engagement at faculty level via a partnership approachWendy Garner and Becky Lees

This case study identifies an effective model developed by the Faculty of Education and Children’s Services at the University of Chester to further student engagement at faculty level of the institution during the academic year 2014-15 and 2015-16.

Trent Room(papers)

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Enhancing student engagement through partnerships: challenges and opportunities from a student perspectiveCiaran Acton, Simana Ale, Cassie Murray and Bethelhem Negash

This paper will consider the impact of a number of student engagement initiatives that have been introduced in the School of Sociology at Ulster University. As undergraduate students have been centrally involved in the design, implementation and evaluation of many of these initiatives, the presentation will focus on some of the key challenges and opportunities from their perspective.

Trent Rooms (papers)

1.3.

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Student Perceptions of “Student Engagement” at the University of WinchesterCassie Shaw and Dr Stuart SimsThis paper will explore a student-led, qualitative research project which interviewed students with diverse levels of ‘engagement’ in extra-curricular activities at Winchester. The interviews revealed a disparity of understanding among students about the nature of the student engagement initiatives available to them related to their type of engagement.

Is the concept of student engagement ‘fit for purpose’ for a diverse student population?Neil CurrantModels of student engagement do not sufficiently consider the differential impacts for a diverse student population. Despite BME students reporting greater engagement than white students educational inequality still exists. ‘Cross-racial’ contact and outside commitments may partly explain the difference but I will also argue that our current conceptions of student engagement fail to satisfactorily account for diversity.


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Energising Feedback: Empowering students to own and use feedbackCathy Minett-Smith and Caroline ReidThe language in the discourse around feedback typically refers to students ‘receiving’ feedback, but this workshop aims to focus on students as active -putting students at the heart of the feedback discourse,. Empowering students to own and use feedback in all its forms is the essential element that will lead to sustained enhancement at an institutional level.

(1.3.3b: 14:45pm)Keeping students engaged throughout a lecture: How to avoid premature packing away behaviours.Rachel Bromnick, Ava Horowitz and Megan KempEver wondered why students start to pack up to leave before your lecture has finished? In this interactive staff-student workshop we will critically examine the teaching and learning experience and provide a very clear, reflective and systematic understanding of the sorts of cues that elicit premature packing away behaviour.

Swift Room(workshop)

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3.4a

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1.3

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Team-Based Learning: A Strategy to Enhance Student EngagementSimon Tweddell and Rebecca McCarter

This workshop introduces participants to Team-Based Learning (TBL) by experiencing it as a student would. TBL is a learner-centred ‘flipped’ instructional strategy designed to engage students through a process of preparation, assessment and application of knowledge. It engages teams in active and authentic problem-solving whilst developing team accountability.

(1.3.4b: 14:45pm)Undergraduate Research (UR): Context, Benefits and UR in ActionChristopher Little

This workshop will detail an extra-curricular undergraduate research conference piloted at Keele University in the 2015/16 academic year. This interactive lecture will use Mentimeter to compare and contrast the conference audience’s ideas about UR with those reported in the conference research project by our undergraduate student presenters.

Derwent Room(workshop)

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Working in Partnership - Empowering Students to Become Active Participants in Course DevelopmentRachel Barrell, Taylor Cornes and Sophie George

Students have a prominent voice in the governance of the Primary Teaching Training course at the University of Worcester through an initiative that has changed the climate of student involvement and raised satisfaction ratings to a record level. This workshop, led by students, will challenge thinking around student engagement.

(1.3.5b: 14:45pm)Students as mentors and change agents: active learning beyond the curriculumGabriele Neher, Carina Neil and Matt Watts

Peer mentoring and Students as Change Agents are complementary examples of how the University of Nottingham is embedding student engagement into the heart of university-wide practice. Both initiatives are established in a variety of contexts and enable students to gain extra-curricular recognition and develop skills. This workshop explores such schemes and how to capture this for TEF.

Wye Room(workshop)

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3.6a

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Investing in excellence: recognition for high achievers in a post-92 settingMark O'Hara and Juliette Gaunt

This workshop will introduce RAISE colleagues to a High Achievers Recognition Scheme (HARS). They will hear first-hand from some of the students involved as well as engaging in world café style debates about the sometimes contested ideas associated with such provision.

(1.3.6b: 14:45pm)The Student Learning Experience Tool: Engaging students in discussions about teaching excellenceHannah Clarke

The sparqs Student Learning Experience is an established tool for encouraging students to have discussions about the quality of their student experience. This workshop will explore how it might be used to facilitate enhancement activity, providing evidence of a continuous process of developing teaching excellence in partnership with students.

Soar Room(workshop)


1.4.

1

Co-Curricular Study Skills: Evaluating What Happens NextOli Johnson, Matthew Martin and Amy Mollekin

This paper will focus on evaluation of student engagement with an academic skills workshop programme, drawing on reflective accounts written by students for the Academic Skills Certificate. What do students get out of working with peers from other departments? Are workshops pitched appropriately for all levels? And can students apply the tools, methods and techniques explored in workshops?

Investigating PASS Leader graduates’ employability and personal and professional development: where are they now, what are they doing and has PASS helped?Lucy Chilvers and Joseph Waghorne

This sessions shares findings from recent research seeking to address a gap in literature by exploring what University of Brighton Peer Assisted Study Session (PASS) leader and ambassador graduates have done since graduating, and how their PASS experience has contributed towards their career choices, job applications and employment experiences.

Wye Room(papers)

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4.2

The SALT project - transition and legacy in student partnership projectsSue Becker, Holly Shahverdi, Nadine Spence and Georgie Rayment

Student research partners involved in the award winning SALT project will discuss the impact of partnership working on their career development. The broader impact of the project as model of staff student research partnerships in the authors' university will also be discussed

A cross-university initiative to enhance SOTL through a students as partners approachColin Bryson

This paper evaluates the progress of a creating a university-wide Learning & Teaching Forum (inspired by Werder and Otis, 2010), as an attempt to build a an educational community in which staff and students have equal access and work in cross-disciplinary partnership to enhance, L&T and student engagement.

Swift Room(papers)

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Staff and Students co-creating curricula: narratives of impactCherie Woolmer

This paper presents findings from research into the experiences of staff and students co-creating curricula in seven universities in the UK. It focusses specifically on the ways participants talked about the impact and value of their collaborations, including development of academic identity and promoting transparency in the curriculum development process.

Youth Justice Live! Assessing the impact of collaborative curriculum design upon student engagement and experienceSue Bond-Taylor

Following the introduction of a new Youth Justice module co-designed by staff, students and youth justice professionals, this paper evaluates whether collaborative curriculum design strategies improve levels of student experience and engagement, and how effectively a ‘community of practice’ model promotes students as active learners.


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4.4

Partnerships in Learning and Teaching at the University of Reading: fostering a culture of student-staff communityJane Setter, Jack Gillum, Christopher Voisey, Rebecca Greenbank, Vicky Wicks and Emma Mayhew

This symposium considers the impact and outcomes of the University of Reading's Partnerships in Learning and Teaching scheme, giving three examples: use and development of an online feedback platform; Team-based Learning using Facebook to engage ‘Millennial’ students; co-development of a first-year module to improve relevance and efficacy in supporting students.

Convention Room (symposium)

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Enhancing student engagement through the acquisition of graduate attributesChidimma Okoye and Harjinder Kaur GhumanIt is a key focus in Coventry University to develop and produce global graduates with relevant attributes necessary in the competitive labour market. The session will showcase an initiative of encouraging and celebrating student engagement through a Leadership Skills event organised at Coventry University. The successes and challenges of this project will be shared to delegates.

A reflective evaluation of a practical Humanitarian Engineering moduleCharlotte Freeman and Katerina PaterakiCoventry University’s Humanitarian Engineering programme for 2nd year students is to create a working earth oven. The aim is to enhance students’ practical skills in preparation for working in a developing country. Student engagement is not only about learning by doing, but about the facilitation of self-determination and individual ownership.

Evaluating the effectiveness of student consultationJerard BrettsIn 2014 the Open University introduced a new approach to consulting its students on a range of issues, from the day-to-day student experience to major policies. This pecha-kulcha will explore how the University went about evaluating the process, the lessons learned, and what it is doing to continually improve consultation.

Creative methods for creative studentsJames WadsworthCreativity is a skill that is valuable to employers. The literature surrounding creativity as an employability skill is vague and it could be suggested that developing creativity within student cohorts is challenging. This presentation will discuss a pilot study which engaged students in research to establish a definition of creativity.

Soar Room (Pechkuchas)

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Session 1.5 (17:00pm) Posters - Lounge

Students as co-researchers in an evaluation of Peer Assisted Study SessionsTasha Barefield and Jenny TerryThis poster shows how working with students as co-researchers in an evaluation process, can improve the depth and quality of the information gathered. The evaluation process was designed and carried out with students who made up the evaluation planning group taking part in designing, analysing the quantitative and qualitative data, and contributed to the final report.Theory of Planned Behaviour and student motivation to take part in employability enhancing volunteering opportunities within sport and exercise.Kelly PerryMany factors contribute to a learner’s decision to remain with an academic program and therefore ‘engage’. The Theory of Planned behaviour can be applied to this. The aim of the study is to identify the outcome, normative and control beliefs that underpin motivation to take part in employability enhancing volunteering opportunities in Sport and Exercise degree programmes.“Making a Good Start – a college induction programme run by students for students”.Cliona Hatano and Marese BerminghamTo have a really significant impact on student success and retention, we created a six week highly visible induction programme for first year students to support their transition into third level education. Good Start, a programme led by recent graduates for new students, is only in its third year of realisation and has already become a national model of best practice.Enabling Student Success Through Peer Assisted Learning: A School of PEP partnership that develops value added graduates.Francis Duah, Selina Pope and Beni NgwamahThis poster describes a staff-student partnership, initiated by students and which is an example of: 1) departmental support for enhanced student learning experience, and 2) students taking an active role in shaping their learning. We highlight outcomes for the partners and the potential contribution to the development of ‘value-added’ graduates.SparQ@CIT - Making Quality Accessible to StudentsRoisin O'GradyAssisted by the expert input of SPARQS (Student Partnership in Quality, Scotland) Office, Edinburgh, Scotland since 2015, Cork Institute of Technology, Ireland staff in partnership with the CIT’s Student Union have established SparQ@CIT to support student engagement, to make quality accessible to students and to help CIT develop the best possible structures for student engagement.Excellence in Student Engagement: It’s the Small things that Make the DifferenceAmarpreet KaurThe poster will present the small things that lecturers do that keep students engaged. This student perspective will shed insight to those practices lecturers adopt which make the biggest difference to the student’s learning experience and engagement with the subject content, the lecturer themselves and their course.Energising Feedback: Empowering students to own and use feedbackCaroline ReidThis poster coalesces work completed with students across two institutions, presenting three infographics entitled, ‘Assessment Explained’, ’Feedback Explained’ and ‘Achievement Explained’ which have been developed and reviewed with students aimed at demystifying the assessment discourse thereby promoting student engagement and success.

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The poster session provides an opportunity to find out about the work of the various RAISE Special Interest Groups (SIGs) and become a member:Partnership SIGColin Bryson

Assessment SIGDeena Ingham

Inclusivity SIGMark O’Hara

Creativity SIGSam Elkington

Postgraduate and Professional Practice SIGCatherine Hayes

Enhancement of graduate attributes and outcomesRachel Bromnick

5.45pmWine Reception and launch of RAISE Journal and new website

7.30pmConference Dinner

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Friday, 9th September

Session 2.1 (09:00am) Venue 2.

1.1

Exploring the ‘dichotomy’ within student engagementJan Gordon, Kate Strudwick, Katy Brookfield, Jill Jameson; Candice McKane; and Georgia Pengelly

We discuss the evaluation of student and staff perceptions of student engagement, critically evaluating the emerging dichotomy within student engagement opportunities. Staff and students will reflect on our strategies to enhance levels of student engagement, methods of progressing student as producer toward ‘student as researcher’ and consider how to enhance student engagement.

Creating student and staff engagement with the on-going development of academic literacy skills using ReadRight and The Critique.Jane Southall and Hilary Wason

ReadRight and The Critique use practitioner and academic materials to teach content, develop comprehension and summarising skills and improve written work in an embedded and scaffolded way. Guidance is slowly reduced meaning students progress equipped with the necessary skills and confidence to engage with the sources needed for complex research.

When do we ask students how best they learn?Jane BartholomewWhen do we ask students how best they learn? 25 final-year design students shared their motivational learning experience stories. This ethnographic study revealed that students: benefit from a learning community; want time to experiment and take risks; need to experience their industry to prepare for their future; be goal driven.


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bDeveloping student-staff partnerships and building educational communitiesAndra Fry, Sonia Gomes and Rebecca Quinn

Learning café style workshop for sharing experiences on building educational communities. Participants are invited to reflect on themes related to building and sustaining successful student-staff partnerships, and to come up with practical ideas and tips on how to achieve this.

(2.1.2b: 09:45am)What success looks likePauline Tait, Joshua Charles and Thomas Mitchell

An effective and successful three-way partnership exists between the Law School, Careers and Employability Team and Law Society. The Criminology and Politics Societies, inspired by this success, have worked with Careers and Employability to organise and deliver their own employability events.

Wye Room (workshop)

Session 2.1 Continued Venue

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We need to talk about UDLMark O'Hara, Jean Mutton, Angela O'sullivan, Maxine Greaves, Chidimma Okoye and Neil Currant

This interactive workshop will provide RAISE colleagues with a toolkit of ideas and materials that can be used to underpin debates and workshops to promote more inclusive practices in your own institutions.

(2.1.3b: 09:45am)Engaging Students with Holistic CareBen Stein

A holistic model of student engagement represents best practice in student engagement because it addresses the whole student, rather than siloing student concerns into independent departments. Critical to this model is the means to connect, communicate, coordinate and engage across students' support networks.

Swift Room (workshop)

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bEvaluating the impact of a collaborative student and staff Professional Development Partnership at the University of Portsmouth (UoP)Susan Gibbs, Madeline Worsley, Matthew Russell and Gemma Isaj

Since 2012 UoP students, academic developers and sabbatical officers have co-designed a collaborative professional development partnership to enhance student learning. We will review formal and informal feedback from participants, validation and qualitative data. We will consider the extent to which this is a transformative learning experience for students.

(2.1.4b: 09:45am)Excellence from a distance: How do we ensure excellent student engagement for an online distance Masters programme in Education?Natalie Watters

This workshop has been created to help explore the issues, challenges and realties of fostering excellent student engagement as part of a fully online distance Masters programme in Education.

Derwent Room (workshop)


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bWhat will a successful student-staff partnership look like in 2020 and how should we measure impact?Clare Killen and Simon Walker

This interactive workshop will build a collaborative view of what a successful student-staff partnership might look like in 2020 and explore ways of collecting data and evaluating impact to sustain partnership communities. The workshop will draw on research evidence and participants own practice to develop ways of addressing common challenges.

(2.1.5b: 09:45am)Assessment for Learning - Journey to excellenceAlistair Lowe

During the workshop you will understand AfL strategies and how to apply these in lectures and seminars. Ability to see good practice and how the students perceive this. A great opportunity to reflect on own lecturing styles and improve student engagement.

Trent Room(workshop)

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Project "Right Fit"Julie Irwin and Kath Dunn

Project “Right Fit” will develop a pre-enrolment package that prepares students for study engaging them with learning early. That will helps to, manage student expectations. It is intended this would ensure that the right student is on the right course, to aid retention and impact on achievement.

(2.1.6b: 09:45am)Pressing issues of our time: student engagement supported by a research-based mode of teaching and learningAna Souto

This interactive workshop demonstrates how to reinforce student engagement by improving the connection between research and teaching with a research-based mode of teaching. The audience will actively participate in the exercise reflecting on “Pressing issues of our time”; moving from passive receivers of “academic” research, into active participants co-creating knowledge.

Soar Room (workshop)

Session 2.2 (11:00am) Venue

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2.2.

1Partners in Learning' - Developing student/staff partnerships at CCCUPhil Mooney, Georgia Horsley and Lucy Hoople

An exploration of the diverse, interlinked student/staff partnership projects at Canterbury Christ Church University. Projects featured include developing a student guide to the new University Learning and Teaching Strategy, students as partners in a major change management process and building cohesive learning communities through an exploration of Equality and Diversity.

Evaluating the impact of UCL ChangeMakersJenny Marie and Susannah McGowan

UCL ChangeMakers supports student and staff partnerships to enhance the student learning experience. This paper outlines our evaluation efforts to delineate best practices for such partnerships and to determine how to best support them.

Trent Room(papers)

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2

Students in Classrooms: Enhancing the Student ExperienceNicola O'Brien and Françoise Bonner

Nottingham Trent University’s Students in Classrooms initiative was developed in 2003 as part of the widening participation agenda. We intend to demonstrate that participation in the initiative is associated with improved student outcomes and impacts on students’ engagement with their learning, attainment, and their retention at university and graduate employability.

Academic placements: students engaging with learning outcomes and assessment criteriaLucinda Becker

A demonstration of excellence in student engagement with learning outcomes and marking criteria through a new type of placement scheme in an English Literature department. Academic placements, sourced and crafted by students, give them the opportunity to direct their own learning and create assessment criteria for the module assignment.

Wye Room (papers)


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2.2.

3On leading horses to water... The disconnect between Student Satisfaction and Engagement with CurriculumGarry Wilson

How closely does student satisfaction map on to student engagement? My module was designed to promote strong engagement with the curriculum. Students reported very high levels of satisfaction but performed no better than on other modules. Is engagement primarily caused student internal qualities rather than external opportunities?

Developing an Evaluation Framework for Student EngagementLiz Thomas and Ellie Russell

Through a literature review, a series of interviews with student engagement practitioners in nine English higher education institutions and an interactive and open workshop held in June 2016, TSEP and Liz Thomas associates have built a toolkit around a conceptual framework for evaluating student engagement practices.

Swift Room(papers)

2.2.

4

Student and Academic Co-chairs in Subject/Programme Committees – Help or Hindrance?Daniel Bishop, Kirsty Miller, Leanne Keeley-Smith, Kudzai Muzangaza

Student and academic co-chairs are used to promote and develop the student-lecturer partnership within subject committees in an attempt to enhance the design and development of course curricula. This paper will outline and explore the benefits, challenges and tensions of such an approach.

Engaging Students in the Research EnvironmentHelen Page, T. Komang Ralebitso-Senior and Caroline H. Orr

Academic staff at Teesside University, engaged students as research co-creators in a range of curricula and co-curricula initiatives as part of funded and non-funded projects. This approach has resulted in increased motivation, aspiration and confidence within students as well as improved academic capabilities with the production of tangible research outputs.


2.2.

5

Dual mentorship: or, what happens when academics help postgraduates to help undergraduates with their final-year dissertations?Marcus Collins, Deena Ingham, Katie Carpenter, Siean Jinks and Sofia Mali

This symposium assesses how a history dissertation workshop can operate as an exercise in 'dual mentorship' in which undergraduates receive training in research skills from postgraduates under the tutelage of staff.



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2.2.

6Real Engagement’: A multi-disciplinary, multi-agency, connectivist approach to authentic learning and assessmentAngela O'Sullivan, Marie Bassford, Joanne Bacon and Annette Crisp

Pedagogical practice in STEM education is directed to authentic learning approaches in order to engage students. The outcomes of this approach to learning and assessment in a physics/mathematics module at De Montfort University are considered. The result is a ‘real life’ car crash learning tool underpinned by a connectivist approach.

The Supportive and the Survivalist: How have tutor attitudes changed in a decade?John Buglear

The Supportive/Survivalist dichotomy of tutor attitude to students distinguishes the more student-focussed from the more subject-focussed. This study uses attitude scaling to compare the profile of tutor attitudes from ten years ago to those of today, providing a means of assessing changes in tutor disposition to student engagement.

Establishing Communities of Practice, including PhD Students, to Support Engagement of Masters Students Doing Their DissertationsDiane Richardson, Dr Teslim Bukoye, Sidney Edidiong and Opuada Oko-jaja

The Pecha Kucha showcases a Teaching and Learning Project, to support postgraduate student engagement with their Dissertations, through Communities of Practice, (CoP) including PhD students with subject expertise. The CoP provide a physical and on-line educational community, to share resources and discussions. The impact of these CoP will be reported.

Soar Room (pechkuchas)

Session 2.3 (12:00pm) Venue

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2.3.

1Improving employability through peer support via internshipsEleanora Iob and Christine Rogers

We discuss how an internship programme has enhanced student engagement and improved student employability. Interns worked with staff to research and co-design a second year module aimed at enhancing employability for Psychology students. We will share some early evaluations, reflections on the process and how these will be used to inform future co-creation projects.

Digging for OILAaron Taylor and Gratien David Pillai

The combination of OIL and international field trips when linked to assessment has resulted in greater levels of student engagement and better performance in examinations.

Wye Room(papers)

2.3.

2

Bottom-up and emergent institutional change: evaluating a student engagement course and a new network for academic staffCatherine Bovill and Cherie Woolmer

We present examples of two student engagement initiatives at the University of Glasgow, which are contributing to the process of emergent institutional change : 1) the Active Student Participation in Education Network (ASPEN); and 2) an optional Student Engagement Course on the Postgraduate Certificate in Academic Practice programme.

Student Engagement in Community Innovations: How Craft and Design Education engages with social design issuesKirsteen Aubrey

Engaging students in developing creative solutions to social design is increasingly important. Referencing Zehner’s work, this paper explores ways to optimize student engagement in research, material exploration and self-management to develop innovative social design projects that enhance the student experience and community relations.

Swift Room (papers)

2.3.

3

Partnership works – building partnership and enhancing the student voice at the Robert Gordon UniversityHannah Clarke and Annette Murray

Gray's School of Art have enhanced partnership working between staff and students with initiatives to promote engagement with students on learning and teaching issues. These initiatives were extended in a piece of work with sparqs, enhancing the student voice in their ILSR, focusing on encouraging the creativity of the students.



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2.3.

3 co

ntinu

edSLTA's: empowering students to be co-creators of their L&T experienceStef Black Finikin

Students should feel empowered to comment, question and celebrate teaching at their Institution; this session will explain why the best way to do that is through a Student-Led Teaching Award Scheme. We will also look at why SLTA's are so important and the real difference they can make at your Institution.


2.3.

4

The complexity of student engagement in Higher Education: findings from the School of Earth and Environment, University of LeedsJen Dyer, Andrea Jackson and Katie Livesey

This research contributes empirical data to support evidence that student engagement is a complex construct by evaluating factors impacting engagement in the School of Earth and Environment, University of Leeds. Data from focus groups and interviews with students were analysed using Kahu's (2013) conceptual framework of engagement, antecedents and consequences.

Gazing into a crystal ball: What does the future hold for student engagement?Dan Derricott

Since CHERI’s 2009 report on student engagement, UKHE has been on a whirlwind journey to embed partnership working. However, with an increasing majority of institutions now on-board, has the debate peaked and become yesterday’s news? This session argues we need to breathe new life in and raise the bar again.


2.3.

5

Understanding student engagement throughout the learner journeyDan Heggs, Dr Leanne Etheridge, Alison Walker and Dr Lalage Sanders

In this symposium research relating to student engagement will be explored, from pre-enrolment to their participation in HE programmes. This includes family responsibilities, employment, expectations, attrition and commitment. The exploration of these issues employs a range of research methods to create a multi-faceted and nuanced understanding of student engagement.

Soar Room (symposium)

Session 2.4 (14:00pm) Venue

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2.4.

1Can undergraduates micro-teach? An experience from poster presentation assessment by NQF level 4.Shiva Sivasubramaniam

This intervention study introduced peer assisted poster presentations by micro-teaching for a large group undergraduates replacing “poster marking only by viewing”. The session will explain the process, student performance/reception, the challenges faced by the students, especially the ones with learning difficulties and discuss how they were resolved.

Development and implementation of student-led mock clinical assessments in pharmacyGeshwin Ramnarain, Demi Smith, Michelle Dickson and Helen Boardman

Students developed mock clinical assessments to better prepare year one students for their first assessment. They gained the support of staff and students in higher years to successfully roll this out. Using feedback from this, a second mock exam will be held and evaluated.

Trent Room(papers)

2.4.

2

The Student Experience Professional and the Social programme in language education: how reflective practices as a consistent evaluative tool can foster the development of student engagement and inclusivityAnna Claudia Morgavi

This paper, albeit work in progress, would like to demonstrate that the development of social programmes in language schools for international students can further our understanding of student engagement and can be applied to other contexts.

Inspiring International Student Engagement: establishing and embedding customised support structuresJo Thomas, Kinga Rygiel and Sam Horsfall

The University of Huddersfield Business School has established the International Student Development and Support programme in order to foster engagement and raise achievement for international students. The key objectives are the development of students’ academic skills in the context of assessments; continual improvement in language skills; and the social experience.

Wye Room (papers)


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2.4.

3To infinity and beyond: The power of learning analytics data to enhance how students engage with their learning journeys and the learning journeys of others.Yaz El Hakim

This paper will examine the role and potential impact of learning analytics data on a students’ engagement within their own learning journeys. Applied theory and knowledge from assessment and feedback research will compound the proposed vision of how big data within HE could transform Student Engagement initiatives within the curriculum and beyond.

Turning up does it matter?Simon Handley

In search of a measure of Student Experience, this paper compares the final marks of a core 1st year module from a Computer Science degree with the overall attendance data. What else can be found in the datasets? Individual anonymous student data is analysed and presented.

Swift Room(papers)

2.4.

4

Peer mentoring in QUB: participation, empowerment, and inclusivity. A community development approach to providing localised, grassroots, student-led, transitional support for first year undergraduate students.Angela McQuade

Peer mentoring in QUB: participation, empowerment, and inclusivity. A community development approach to providing localised, grassroots, student-led, transitional and academic support for first year undergraduate students.

Capturing the contribution of Placement RepresentativesMichelle Blackburn, Sam Giove, Susan Jones and Jordan Robinson

This presentation evaluates how a contribution capture mechanism records Placement Representatives (students who have completed a placement year in industry) activities supporting both placement seeking students and wider business school stakeholders. It also demonstrates how the data captured via this mechanism (and other sources) identifies the contribution of this co-curricular activity.



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2.4.

5Exploring the relationship between university students’ emotion management, well-being and academic performanceHsiao-Pei (Sophie) Yang, Anvita Kumar and Bal Samra

This paper examines the relationship between university students’ emotion management, well-being and academic performance. Three kinds of well-being, namely engagement, boredom, and burnout, are evaluated in this research, as limited studies have been conducted on engagement and academic performance or engagement and emotion management.

Supporting disadvantaged students with their transition to and through UniversityChristine Hardy, Sean Prince, Callum Beaney, Seok Kang, Aysha Cook, Margarita Stoyanova and Perveen Ali

Students from disadvantaged backgrounds do not progress or achieve as well as traditional students in Art and Design. This is often linked to low engagement, due to a lack of aligned cultural capital. At NTU we are determining how this impacts on transition and the impact on learning and engagement.

Soar Room(papers)

2.4.

6

Reaching out to the ’hard-to-reach’: experiences from nine universities involved in the REACT ‘Collaborative Development Programme’Elisabeth Dunne, Tom Lowe, Colin Bryson, Paul Chapman, Julie Irwin, Wilko Luebsen, Jenny Marie, Stuart Sims, Jane Beniston, Errol Rivera, Stella Jones-Devitt, Ryan Bird, Fiona Harvey, Chris Guggiari-Peel, Catherine McConnell, Duncan McKenna, Samantha Welsh and Phil Mooney

REACT (Realising Engagement through Active Culture Transformation) is a HEFCE-funded project investigating the impact of different of forms of Student Engagement on the Student Experience. The majority of the 15 universities involved in the REACT Collaborative Development Programme will be showcasing their initiatives, with a special focus on so-called ‘hard-to-reach’ students.


Thank you for attending RAISE16!

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Getting Involved in RAISE

There are many ways through which you can participate in RAISE other than presenting or being a delegate to the annual conference

1. Joining RAISE Membership is free, you can sign up at http://www.raise-network.com/get-involved/

2. Through the RAISE jiscmail:[email protected]

3. Keeping up to date via our web-site:http://www.raise-network.com/

4. Through participating in Special Interest GroupsThere are currently seven of these (with their convenors):Partnership SIG - Colin BrysonAssessment SIG - Deena InghamInclusivity SIG - Mark O’HaraCreativity SIG - Sam ElkingtonPostgraduate and Professional Practice SIG - Catherine HayesDigital - Marcus Elliott and Dee VyasEnhancement of graduate attributes and outcomes - Rachel Bromnick

Check out on the website how to join these SIGS and the calendar of events. Each SIG meets at least twice a year.

5. Other events:Check out the calendar on the website for the other events such as student led meetings, research colloquia etc

6. Contributing to the RAISE journal as an author or reviewer.

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http://www.raise-network.com/

mailto:[email protected]

http://www.raise-network.com/get-involved/

Notes

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Notes

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Introducing RAISE’s New JournalStudent Engagement in Higher Education Journal (SEHEJ)

Student Engagement in Higher Education Journal is an international peer-reviewed journal publishing contributions dealing with student engagement in Higher Education from a disciplinary or multi-disciplinary perspective. We welcome contributions from those working and studying in Higher Education.The journal will normally be published twice a year. We publish via Open Journal Systems.

The focus of the journal reflects the focus of RAISE; i.e. research, theory, practice and policy about student engagement. We adopt a very broad definition of student engagement as this is a multi-construct. This includes all forms of work around student voice, student participation and students as partners.

Submissions to SEHEJWe accept research papers; case studies; opinion pieces; student voice pieces; alternative to text (e.g. short films, animations, audio files/podcasts0 and book reviewsPotential authors may:

1. Submit an initial proposal for consideration2. New authors can choose the developmental route to submission where they will

receive the support of a mentor if their proposal is deemed suitable for publication3. All submitting through the direct route will be subject to peer review

See full information on the RAISE website or at https://journals.gre.ac.uk/index.php/raise We are always looking for reviewers of submissions, and for mentors Contact one the editors if you are interested.

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https://journals.gre.ac.uk/index.php/raise

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