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A Handbook for Student Engagement in Higher Education: Theory into Practice


An introduction to student engagement in higher educationStudent engagementStudents as partnersStudent engagement theory into practiceStudent engagement in educational developmentsStudent engagement practiceStudent voiceStudent representationStudents taking responsibilityStudents as partners in educational developmentsCritically reflecting on student engagementGoing forwardReferencesCreating relationships between students, staff and universities for student engagement in educational developmentsIntroductionBackgroundRoles, position and powerStudent engagement in educational developmentStudent engagement in researchStudent engagement driving institutional/national change or innovationLeadership of academic developmentReferences“I am a part of the university”: Why universities offering non-traditional students extracurricular opportunities leads to higher levels of student engagement: a mature student’s perspectiveTheory and principles underpinning ‘students engaged in educational developments’: SEEDs for the futureIntroductionStudent engagement: improving learning outcomes and educational developmentStudents engaged in educational developments: an unrealised potentialSeven principles of good practice in student engagementGood practice encourages proactive ownershipGood practice creates autonomy-supportive contextsGood practice encourages a growth mindsetGood practice breeds belongingGood practice supports with scaffoldingGood practice encourages courageous vulnerabilityGood practice encourages student-centred learningCulture, leadership and languageConclusionsNotesReferencesThe changing nature and importance of student representationOverview of key developmentsPolitical backgroundOffice for Students – governance criteriaIndividual and collective student engagementNew National Student Survey questionsRole of technologyCollective student engagementDiversity of the student bodyStudent representative behavioursEnhancing the processes of student representationWider barriers to collective student engagementStaff engagementCommittee structureConclusionNotesReferencesStudent engagement in evaluation: Expanding perspectives and ownershipIntroductionWhat do we mean by evaluation?Existing approaches to evaluationWhy involve students in evaluation processes?How can students become more involved in evaluating learning and teaching?Implications and conclusionsReferencesII. International perspectives of theory into practiceStudent engagement through classroom-focused pedagogical partnership: A model and outcomes from the United StatesIntroductionPedagogical partnerships focused on classroom practice in the US contextStudent engagement through classroom-focused pedagogical partnershipPedagogical partnership can promote equity and inclusionPractical steps toward creating pedagogical partnershipsConclusionReferencesFrom the ‘micro’ to the ‘mega’: Toward a multi-level approach to supporting and assessing student–staff partnershipIntroductionThe 4M FrameworkMcMaster University initiativesMcMaster’s Student Partners Program (SPP)International Students as Partners Institute (ISaPI)International Journal for Students as Partners (IJSaP)McMaster initiatives from the micro to the megaMicro-levelMeso-levelMacro-levelMega-levelConclusionNoteReferencesA students-as-partners approach to developing a work-integrated learning program for scienceIntroductionBackgroundWhy develop a new WIL program in science?The project teamHow were students engaged as partners?Vignettes of student engagement through partnershipVignette 1: Engagement through recruitment and retention approachesVignette 2: Engagement through open, respectful, classroom discussionVignette 3: Engagement through for-credit research projectsConclusionReferencesGoing beyond student voice through meta-level education transformationStudent voice is not enoughUnderstanding the education systemThe meta-level logic of meaningfulnessCharacteristics of meaningful student involvementChallenges to meaningfulnessCultureEducators and administratorsConclusionReferencesCritically reflecting on identities, particularities and relationships in student engagementTwo problems with student engagementWho is being engaged?What are they doing when they are (not) engaged?Relationships at the heart of student engagementReferencesIII. Models of student engagement in practiceTrust me, working alone is challenging: What are the benefits of working in partnership in higher education?The amplification of student voices via institutional research and evaluationIntroductionConceptualising student voiceInstitutional research and evaluation (IRE)Outlining a typology of student voice research and evaluationStudent voice as dataBenchmarking student voiceStudent voice as evaluation of experienceStudent voice for quality enhancementStudent voice for organisational developmentStudents researching student voiceStudent voice for scholarshipFrom student voice which is sought to student voice which is offeredConclusionNotesReferencesOn the origin of Student Fellows: Reflections on the evolution of partnership from theory to practiceAn environment hospitable to growthFrom the primordial soup to sprouting legsBiodiversity and ecologyHostile environments?ConclusionReferencesEmpowering students as champions in technology enhanced learning (TEL) to improve digital literaciesThe institutional view – Professor James Anderson, Associate Dean, University of Southampton (UK)From the bottom up – encouraging the use of technology-enhanced learning with students and staff through the use of Student Champions (iChamps)Digital literacies and why they are important to recogniseThe role of students as champions for engagement with digital literacies skills – Fiona Harvey, Education Development Manager, University College of Estate Management (UCEM) (UC)ReferencesEmpowering students to enhance education at their universityIntroductionDeveloping a partnership scheme for funding enhancement projectsThe challenges of student-led and staff-led projectsForwarding education in line with strategyInstitution-led changeConsumerism?ConclusionReferencesStudents as partners and peer coaches in student engagement: Themes from PASS scheme biographiesIntroductionBecoming engaged as Success CoachesPromoting student engagement in learningBuilding a learning communityChallenges and agencyCatalyst for further student engagementBenefits of engagementConclusionReferencesStudent partners as digital change agentsIntroduction: Digital student partnerships – an effective way of building a digitally capable and resilient workforcePartnership as a meaningful and active processDefining digital capabilityPartnership models that support digital changeDigital partnership initiatives that support the development of employability skillsPartnership approaches designed to develop and embed digital practices within curriculaHow student partnerships are supporting the development of organisational digital capability as well as the digital capabilities of individualsConclusionReferencesScholarship as student engagement in college higher educationIntroductionCollege higher education in contextThe Scholarship ProjectStudent scholarship as student engagementDeveloping student scholarship through the Scholarship ProjectEngaging students in research from inductionEngaging students through peer-assisted studyEngaging students through a scholarship intern programme (SchIP)ConclusionReferencesIV. The future of student engagementWho defines success in higher education?: A student perspective on the future of student engagementMy perspectiveWhat is success?Who gets to decide?Redefining successReferencesFrom then to now in student engagement: An academic’s perspectiveHigher education institutions and policy makers: The future of student engagementIntroductionWhere was the English HE sector in 2009?What has happened in the years 2009–2019 in UK higher education?Where could the UK HE sector be in the next ten years, 2019–2029?ScenariosRepresentative partnershipCooperative partnershipsConsumer rights championsIndividual agentsConclusionReferencesStudent engagement for educational developments (SEED)Context and scalability of students engaged in educational developmentCollaboration, inclusion and equityLeadership, empowerment and collective capabilityEmpowering self-determined student engagementChallenges and future opportunities for educational developerGrowing SEEDs (student engagement for educational developments) internationallyConclusionNotesReferences
 
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