Assessing student learning from Public Engagement

David OwenNational Co-ordinating Centre for Public

Engagement Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust

University of Gloucestershire, Teaching and Learning Strategy

University of Manchester, Vision Statement

Professor Craig Mahoney, Chief ExecutiveThe Higher Education Academy.

Education reaches far beyond the classroom. Our Teaching and Learning Strategy has five core principles, learner empowerment, active engagement, learning in communities, education for sustainable development, and learning for equality, diversity and intercultural understanding.

ENGAGED TEACHINGDeveloping teaching

activities which positively impact on the community,

and enhance students’ engagement skills

Higher education should be atransformative process that supports the development of graduates who can makea meaningful contribution to wider society, local communities and to the economy.

Universities engage with a range of professional agencies in different sectors : they can also engage directly with the public. This diagram ‘maps’ the different external groups with whom they might engage

Community organisations and societies

Voluntary organisations and charities

Non Governmenta

l Organisations

Social enterprises

Cultural and leisure

services

Local / regional / national

govt

Schools, colleges and

lifelong learning

Quangos and govt agencies

Local authorities /

strategic bodies

Health and well being agencies

Policy community

Public sector

Community and 3rd sector

International community Business

community

Businesses and industry

RESEARCHER, STUDENT

The publicThe media

Communities of place

Communities of interest

Recognising learning and celebrating achievement from Public EngagementThese are some of the

approaches which recognise learning and achievement

Certification

Inclusion on the HEAR

Attending workshops and classes

Log of hours or activities

Reflective journal

Presentations, mock interviews

Credit bearing

Discipline specific

Learning assessed

Graded with levels

A FRAMEWORK FOR THE ASSESSMENT OF STUDENT LEARNING FROM PUBLIC ENGAGEMENT

Embedding Public Engagement in the Curriculum

• Consultation and events• Literature and Research– Attributes Framework for Public Engagement– Embedding Community Engagement in the Curriculum:

An example of University-Public Engagement – An extensive literature review

– Bursting the Bubble: Students, Volunteering and the Community – Engaging with over 5,000 students and graduates across six universities, this study reported on the impacts and outcomes from student-community engagement for students and community groups.

Framework Design

Knowledge Co-CreationAble to own, review and develop module concepts in light of experiencesCritically reflects on the manner in which engagement has influenced subject knowledge of self and others

Managing EngagementDemonstrates a capacity to make management

decisions in ambiguous and connected circumstances

Able to work across disciplinary and organisational boundaries to support change

Awareness of Self and OthersCritical understanding of self, society and

context in which module operatesDetailed understanding of the audiences,

communities, institutions and stakeholders engaged with the project

CommunicationCan adapt styles, methods and approaches in order to effectively communicate with, work

with and inspire target audienceDemonstrates a critical understanding of factors

that influence effective communication

Reflective PracticeDemonstrates a capacity to reflect on

engagement activity, using this to evaluate the programme, and to maintain a process of

continual learning

KNOWLEDGEAble to internalise, operationalize, review and develop programme and/or module content and concepts in light of experiencesCritically reflects on the manner in which engagement has influenced subject knowledge of self and others

THRESHOLD ASSESSMENT CRITERIA

First Class

Third Class

Demonstrates an excellent grasp of relevant concepts in relation to their ‘real-world’ application which is thoroughly evidenced

Ideas are applied in a sophisticated and creative way, varying approach with context, across multiple layers of complexity

Excellent exploration of the manner in which engagement activity influenced the knowledge of others, explored critically and fully supported with examples

A solid understanding of relevant concepts in relation to their ‘real-world’ application with adequate appropriate evidence

Ideas are applied in a logical way, varying approach with context Good exploration of the influences of the project on the knowledge of others but may

lack some critical development Understanding of relevant concepts and their application to the ‘real-world’ is basic Ideas are applied competently, but mechanically, in uncomplicated circumstances A basic understanding of how knowledge of stakeholders may have been influenced, but

may lack evidence or support from appropriate examples

MANAGING ENGAGEMENTDemonstrates a capacity to make management decisions in ambiguous and connected real-world circumstancesAble to work across disciplinary and organisational boundaries to support change

THRESHOLD ASSESSMENT CRITERIA

First Class

Third Class

Demonstrates an excellent level of critical thought around the choice, framing and understanding of the engagement situation

Provides a comprehensive account of influences of project partners; resources; disciplinary, organisational boundaries; and different levels of expertise on project management decisions and delivery

Conflicting goals within the situation are recognised and evaluated in relation to different approaches to managing them

Reflects critically on how to support the learning of others, to support emergence and self-organisation

The choice, framing and understanding of the engagement situation is good but may need further critical development and supporting examples

Effective exploration of a wide range of situational influences on decision making Conflicting goals are recognised, and approaches to managing and evaluating these are explored. Demonstrates a good understanding of the processes that are important to supporting the learning

of others and provides some relevant examples of how these processes have been implemented

Information about the choice, framing and understanding of the engagement situation is basic and could be supported with more detailed evidence

Describes a range of situational influences on decision making Conflicting goals are recognised, but suitable approaches to managing and evaluating these are not offered

Demonstrates some understanding of the processes that are important to supporting the learning of others and provides some examples of how these processes have been implemented

FURTHER RESOURCESWWW.PUBLICENGAGEMENT.AC.UK

Embedding Public Engagement in the Curriculum