Post on 28-Jan-2016
Students as Partners in Learning and Teaching in Higher Education
Mick HealeyHE Consultant and Researcher
www.mickhealey.co.uk mhealey@glos.ac.uk
• HE Consultant and Researcher and Emeritus Professor University of Gloucestershire, (UoG) UK; Adjunct Professor Macquarie University;
• Previously Director Centre for Active Learning, University of Gloucestershire• Ex-VP for Europe Society for Scholarship of Teaching and Learning• National Teaching Fellow and Principal Fellow HE Academy• Co-Editor of International Journal for Academic Development (IJAD) (2010-13)• Visiting expert to Higher Education Authority for Ireland evaluating teaching and learning
components of Programme for Research in Third Level Institutions (2003)• Advisor to Canadian Federal Government ‘Roundtable on Research, Teaching and
Learning in post-Secondary Education’ (2006)• Advisor to National Academy for Integration of Research, Teaching and Learning
(Ireland) (2007-12); Visiting Teaching Fellow UCC (2012)• Advisor to Australian Learning and Teaching Council / Office of Learning and Teaching
Projects on the ‘Teaching-research nexus’ (2006-08), ‘Undergraduate research’ (2009-10); ‘Teaching research’ (2011-13 ); and ‘Capstone curriculum across disciplines’ (2013-14)
• Advisor to EU Bologna and HE Reform Experts on research-based education (2012)• Research interests: linking research and teaching; scholarship of teaching; active
learning; developing an inclusive curriculum; students as change agents; students as partners
Brief biography
Students as partners: Structure1. The nature of students as partners
2. Conceptual frameworks
3. Case studies
4. Issues in implementing
5. Action planning
Students as partners
What does ‘students as partners’ mean to you?
In pairs you each have one minute to tell the other person your thoughts or experiences in this area.
Recent reports and publications
Students as partners: A simple model
Engaging students as partners in higher education
Students as partners: Line-up
I want you to position yourself on a line according to the extent to which you agree or disagree with the following statements
Talk to the person next to you about why you have positioned yourself where you have and as a consequence you may need to ‘move’
Students as partners: Line-up
“It should be the norm that students are engaged as co-partners and co-designers in university and department learning and teaching initiatives.”
Strongly ------------------------------ Strongly agree disagree
The Centre for Active Learning approach to active learning
High Impact ActivitiesHigh Impact Activities First-Year Seminars and Experiences First-Year Seminars and Experiences Common Intellectual ExperiencesCommon Intellectual Experiences Learning CommunitiesLearning Communities Writing-Intensive CoursesWriting-Intensive Courses Collaborative Assignments and ProjectsCollaborative Assignments and Projects ““Science as Science Is Done”; Undergraduate Science as Science Is Done”; Undergraduate
ResearchResearch Diversity/Global LearningDiversity/Global Learning Service Learning, Community-Based LearningService Learning, Community-Based Learning InternshipsInternships Capstone Courses and ProjectsCapstone Courses and Projects
Source: Kuh, 2008Source: Kuh, 2008
STUDENTS ARE PARTICIPANTS
EMPHASIS ON RESEARCH CONTENT
EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS
STUDENTS FREQUENTLY ARE AN AUDIENCE
Research-tutored Research-based
Research-led Research-oriented
Curriculum design and the research-teaching nexus (based on Healey, 2005, 70)
Engaging in research discussions
Undertaking research and inquiry
Learning about current research in the discipline
Developing research and inquiry skills and techniques
Students as change agents
“There is a subtle, but extremely important, difference between an institution that ‘listens’ to students and responds accordingly, and an institution that gives students the opportunity to explore areas that they believe to be significant, to recommend solutions and to bring about the required changes. The concept of ‘listening to the student voice’ – implicitly if not deliberately – supports the perspective of student as ‘consumer’, whereas ‘students as change agents’ explicitly supports a view of the student as ‘active collaborator’ and ‘co-producer’, with the potential for transformation.” (Dunne in Dunne and Zandstra, 2011).
A theoretical model for students as change agents (Dunne & Zandstra, 2011)
EMPHASIS ON THE STUDENT VOICE
STUDENTS AS EVALUATORS OF
THEIR HE EXPERIENCE (THE STUDENT VOICE)
STUDENTS AS PARTICIPANTS IN DECISION-MAKING
PROCESS
STUDENTS AS AGENTS FOR
CHANGE
STUDENTS AS PARTNERS CO-CREATORS AND
EXPERTS
EMPHASIS ON THE
UNIVERSITY AS DRIVER
Integrating students
into educational
change
EMPHASIS ON THE
STUDENT AS DRIVER
EMPHASIS ON THE STUDENT ENGAGEMENT
Ladder of student participation in curriculum design
Partnership - a negotiated curriculum
Students
increasingl
y active in
participation
Students in control
Student control of some areas of choice
Students control of prescribed areas
Wide choice from prescribed choices
Limited choice from prescribed choices
Dictated curriculum – no interaction
Participation claimed, tutor in control
Students control decision-making and
have substantial influence
Students have some choice and influence
Tutors control decision-making
informed by student feedback
Tutors control decision-making
Source: Bovill and Bulley (2011), adapted from Arnstein (1969)
See: Fig 3 p.3
Students as partners: Case studies
In groups of 3s and 4s each skim read a different case study (pp.1-6).
Discuss whether any of the ideas may be amended for application in your context.
10 minutes
Students as change agents: students as partners and leaders
‘… students are neither disciplinary nor pedagogical experts. Rather, their experience and expertise typically is in being a student - something that many faculty [staff] have not been for many years. They understand where they and their peers are coming from and, often, where they think they are going’ (Cook-Sather et al. 2014, 27).
Anticipated challenge areas
On the post-its identify one challenge per sticker that you anticipate encountering implementing students as change agents initiatives.
5 minutes
Break out activity
Establish small groups for each theme
Identify 3-5 ‘solutions’ to the potential challenges
Record your solutions on flip chart paper
8 minutes
Students as patners: conclusions
“It should be the norm, not the exception, that students are engaged as co-partners and co-designers in all university and department learning and teaching initiatives, strategies and practices.”
Students as partners: conclusions
If students as change agents are to be truly integrated into HE then the nature of higher education will need to be reconceptualised.
“universities need to move towards creating inclusive scholarly knowledge-building communities. … The notion of inclusive scholarly knowledge-building communities invites us to consider new ideas about who the scholars are in universities and how they might work in partnership.” (Brew, 2007, 4)
There is a need to do more thinking ‘outside the box’.
THE END
For more pictures and a 1.5 min movie of Tess
see:
www.mickhealey.co.uk