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Table of contents
- Developing successful student-staff partnerships
- Upcoming Events
- Theses and Dissertations Available from ProQuest | Theses and Dissertations | Purdue University
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In particular, see case studies on:. Examples of how others have approached student recruitment and induction in partnership work can be found in the case studies section. Specific examples include:. Examples of how others have explored and developed different student roles within partnership work can be found in the case studies section.
Elisabeth Dunne et al, University of Exeter. From our blog — listen, understand, act: social media for engagement. See other agency initiatives and useful links.
Developing successful student-staff partnerships
Building student engagement and belonging in Higher Education at a time of change: a summary of findings and recommendations from the What Works? Guidance on establishing, implementing and monitoring student-staff partnership implementation is also available from partner agency sites. In particular, see:. Useful tips about managing student-staff partnership projects can be found in the following reports:. Examples of how others have approached stakeholder engagement and communications in partnership work can be found in the case studies section.
Two articles written by Steve Outram, senior adviser, Higher Education Academy, are useful for addressing resistance to change:. We provide a range of resources and toolkits that support stakeholder communications and engagement:. Our change agents' network is a network of staff and students working in partnership to support curriculum enhancement and innovation. It supports students working as change agents in colleges and universities, connects staff and students working in partnership, shares effective practice via network events, a mailing list, case studies and webinars, publishes the Journal of Educational Innovation, Partnership and Change and runs an accredited course on being an institutional change leader for staff and students.
Examples of guides, toolkits and resources used or developed by others to support partnership work can be found in the case studies section. Examples of how others have provided clarity in student and staff roles, responsibilities and activities in partnership work can be found in the case studies section. Examples of different student change agent roles can also be found on our design studio :. Involving students in change: student engagement is also a strong theme in the changing the learning landscape programme, and the NUS have produced a useful planning document and guidance notes for anyone wishing to think through how students will be engaged in any new initiative: involving students in change.
Synthesis of findings on leadership and student engagement. Vicki Trowler, Five step risk management mode. Our sustaining and embedding innovations good practice guide provides guidance in respect of developing communities of practice. Guidance on developing communities of practice from the business and community engagement blog. Examples of how others have explored and developed ways of supporting students to develop the skills and qualities for effective participation in partnership work can be found in the case studies section.
To address the challenge of sourcing good quality learning resources that have been specifically designed for the FE curriculum the Heart of Worcestershire College is forming a Blended Learning Consortium with support from their experienced content development team and has invited other colleges to join them to share costs and expertise. Electronic management of assessment.
Effective practice with e-portfolios draws out key points from established and innovative examples of practice in further and higher education and from a selection of projects on e-portfolios. Crossing the threshold: moving e-portfolios into the mainstream is of interest to managers and practitioners involved in implementing e-portfolios in FE and HE. Centre for Recording Achievement CRA is a network organisation comprising members from local authorities, universities and colleges and professional bodies that seeks to develop and demonstrate the value of recording achievement and action planning to improve learning and progression.
Australian ePortfolio toolkit — a series of six guides designed to inform stakeholders in HE about the issues and opportunities associated with e-portfolio based learning. Includes guides aimed at learners, managers, teachers and employers. Examples of how others have approached opportunities to recognise achievements in partnership work through academic and professional bodies can be found in the case studies section.
The SEDA change leader award supports staff and students working in partnership on curriculum innovation projects in UK further education and skills and higher education. SEDA also manages a Professional Development Framework for teaching staff, which includes named awards in embedding learning technologies and supporting learning with technology.
The digital department has pioneered a new CMALT accreditation scheme for teaching administrators and other staff not typically identified as e-learning professionals. Digital competence frameworks for FE were defined by the PADDLE project: managers, tutors, learning resource staff, FE learners including learners with learning difficulties and disabilities. Examples of how others have provided support for students and staff engaged in partnership work can be found in the case studies section.
Examples of how others have provided relevant staff training and links to CPD as part of their partnership work can be found in the case studies section. The Education and Training Foundation have published a set of professional standards for staff working in UK further education and skills. Leicester digital literacies framework and self-assessment tool for teaching staff in schools.
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Six steps to effective evaluation. Learning technology dissemination initiative Heriot Watt University. This article seeks to cover the principles for conducting an evaluation whether it is a small or a large project.
An understanding of the theory and background to evaluation is beneficial in order to better plan, design and conduct an evaluation programme. Above all there is no substitute for having a clear purpose for an evaluation, defining the right question is a prerequisite. Guidance and resources for evaluation.
See case study section for institutional student-staff partnerships that actively involved students in evaluation and research including:. Researching audiences: case studies. Sustaining and embedding innovations good practice guide. The story of students as change agents at the University of Exeter: from slow beginnings to institutional initiative a blog post by Liz Dunne et al — this blog looks back at the Students as Change Agents initiative at the University of Exeter and explores how the project moved from a good idea to an initiative that is now an embedded and sustained cross-institutional initiative.
DigiPals are students at Blackburn College who champion the use of e-learning and encourage peer engagement with technology to enhance learning. DigiPals is one of a range of initiatives led by the college Blended Learning Team BLT designed to create a culture shift across the organisation by embedding technology in student and staff practice. Find out more on the change agent's network blog. This means that student engagement is not confined just to the curriculum but is woven into the fabric of the whole student experience.
The T-SPARC project also produced a wider stakeholder engagement model which could be used when considering the development of student engagement activities. Watch the short video on institutional change through staff-student partnerships to hear students and staff describe the institutional and personal benefits of working in partnership.
Clued Up! Student digital ambassadors provide active support for the initiative. Partly inspired by our own digital festival , University College London held UCL digifest in November — a five-day festival of all things digital ending with an open day to celebrate and showcase the collective achievements of all participants who took part.
The underlying principle behind digifest was that of collaboration and of sharing examples of innovative practice across the institution.
It was a partnership between staff and students — a bottom-up, grass roots kind of event that engaged and enthused people and a platform to allow students to take part on an equal footing. At the University of Bath the Jisc Professionalism in the Digital Environment PriDE project took an institution-wide approach to supporting staff and students to develop digital skills appropriate to their professional contexts. The project team engaged staff and students in defining and developing digital literacies within subject disciplines, which they then used to develop a coherent model that could be applied across the university but that was differentiated with discipline-specific statements and outcomes.
You can read more about their institutional journey and view the final project report here. Further resources are available here. At the University of Greenwich a number of initiatives are centrally coordinated to contribute to the Digital Student Experience. For this group to be successful it needed to comprise enterprising, dynamic and enthusiastic students.
Therefore a novel recruitment process was created and deployed.
Theses and Dissertations Available from ProQuest | Theses and Dissertations | Purdue University
The project outputs include a description of the recruitment process and the resources used to recruit to the group. Use the links below to find out more about the institutional journey and see further resources for each project:. The student engagement team work with students and staff to consider the impact on the student experience and develop meaningful engagement. Explore how student engagement initiatives such as restructured subject committees, work shadowing between students and the executive team, student representation on interview panels and the work of engagement champions are making a positive impact on the student experience.
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Mission Employability is another initiative in the School of Humanities at the University of Southampton. This student-led employability initiative is run by a team of four student interns and history lecturer and faculty director of employability, Dr Eleanor Quince. The team are working together to improve the employability agenda within the faculty through the development of a zero-credit employability module, the establishment of a peer mentoring scheme and other initiatives. This case study explores how the Student Fellow programme has expanded and become more widely embedded in practice at the University of Winchester and the benefits this has brought.
Students acting as digital pioneers is a theme that has come to the fore in several projects.