Student engagement in teaching, learning and assessment
@mikehamlyn Image: world.edu
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Outline Individual engagement retention and success a sense of
belonging Benefits of engagement for the individual and society
Engagement Outcomes Module and award level Public informatiion
League Tables What can we do with the data portfolio performance
how to get smart how to improve outcomes from better engagement The
future How will we carry on?
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Is this engagement? How do you know? Does this reflect reality?
What will engaged students look like in the future?
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Individual Engagement Student Retention and Success Project 1.
At the heart of student retention and success is a strong sense of
belonging in HE for students. This is most effectively nurtured
through mainstream activities that all students participate in. 2.
The academic sphere is the most important site for nurturing
belonging. 3. Specific interventions cannot be recommended over and
above each other. Rather the institution, department and programme
should all nurture a culture of belonging. 4. Student belonging is
an outcome of: supportive peer relations; meaningful interaction
between staff and students; developing knowledge, confidence and
identity as successful HE learners; and an HE experience which is
relevant to interests and future goals.
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Benefits of engagement Engaged students get better outcomes
Celebrating individual success Maximising individual rewards
Maximising contribution to society Market and non-market
benefits
Engagement Outcomes employability Student surveys award level
outcomes Module outcomes
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Engagement Outcomes Students act increasingly as engaged
consumers Access price comparisons Access to performance
comparisons Demand better outcomes University needs to optimise
Module and award level outcomes Student survey results Public
information League Tables
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Outcomes Number of good degrees National Student Survey results
Retention rates Employability Inputs Spend per student Staff
student ratios Entry standards Research ratings Cost of living
Spend on services Faculty spend An engaged student reads..An
engaged student contributes to
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National Student Survey Measure of final year students
Questions on satisfaction with course Satisfaction with teaching
and learning Satisfaction with assessment and feedback Degree
results Retention Employability Used in 3 areas: League tables/KIS
(external) Portfolio performance review (internal) Award annual
monitoring (internal) Student Input to Information
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League Tables a mirror.
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League Tables
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67/119
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62/119
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38/119
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83/119
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107/119
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113/119
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108/119
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Are we trying to improving position or performance? Clearly, we
can try to play the game of moving our league table position What
we really want to do is improve our performance in each of the key
areas to make sure there is a sustainable and genuine change
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Guardian criteriaSuggested Action Entry standardsReview all
current standard offers to pitch ourselves properly against
competitors Student/staff ratioReviewed more thoroughly the data we
submit to HESA Developing better models of SSR to identify where
investment is most needed Spend per studentReviewed more thoroughly
the data we submit to HESA Reviewed classification of spend
Increased recent spend on libraries and IT will have an impact
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Guardian criteriaAction Value addedIncreased number of good
degrees awarded. Reviewing all level 6 modules with low pass rates
and average marks. Identifying through portfolio review awards with
consistently poor progression and attainment L&T conference on
attainment BME student performance NSS teaching, assessment and
feedback and overall satisfaction Faculty action plans, and award
level plans Increased student engagement with survey Seven
principles of feedback Online assessment and feedback project
Review through portfolio performance tool employmentStaffordshire
Graduate improving our students chances of success On-campus
graduate internships
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Used in 3 areas: League tables/KIS (external) Portfolio
performance review (internal) Award annual monitoring (internal)
Student Input to Information
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Portfolio performance review Measures: Market Academic outcomes
inc good degrees Student satisfaction Employability Uses Comparison
against targets Comparison between awards Annual monitoring
Portfolio decisions SNC/AB B 2nd stage enrol per offer total apps/2
nd stage enrol retenti on 2011 retenti on 2012 progres s 2011
progres s 2012 % good degree s 2011 % good degree s 2012 total all
levels enrol 2010 total all levels enrol 2011 total all levels
enrol 2012 total all levels enrol 2013 dlhe 2010- 11 dlhe 2011- 12
NSS 2012 teachin g NSS 2012 assess and feedba ck NSS 2012 overall
NSS 2013 teaching NSS 2013 assess and feedba ck NSS 2013 overall
score 1 market led (enter target below) score 2 - quality led
0.5590.0 56.060.0 808586708586728580.00 0.229.50100.0 66.750.010
89100.080.078.065.075.089.074.090.080.87100.69
0.1216.0093.386.480.072.725.066.72728211450.00.097.094.0100.083.085.087.060.7181.83
0.423.40100.077.8100.077.850.025.097990.050.078.065.075.089.074.090.094.6879.92
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Used in 3 areas: League tables/KIS (external) Portfolio
performance review (internal) Award annual monitoring (internal)
Student Input to Information
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Annual Monitoring Key part of quality process Reflection on
award performance Reflection on student engagement and outcomes
Statistics progression, achievement, retention Response to external
examiner comments Reflection on employer input Staffordshire
Graduate Reports are made available to students, to demonstrate our
engagement Critically important for partner input, and to recognise
joint responsibility for improvements
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How it fits together Student satisfaction Student engagement
and outcomes Student surveys League tables reputation Market demand
Course improvements Action Plans Annual Monitoring
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Improved engagement leads to improved outcomes improved
outcomes for individual students Grades and classifications
Employability getting into the right jobs Satisfaction Satisfying
aspirations improved overall outcomes Institutional success and
reputation Changing the aspirations of our communities
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How institutional data and analysis can help? Identifying
performance metrics at module level Identifying performance metrics
for awards Developing a culture where this analysis becomes
embedded Being prepared to deal with the issue!
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TLA practice Relevant TL and assessment practice Responsive
curricula employer and technology led Increased student engagement
in course design and monitoring Staff engaged in reflective
practice Management Intervention Questioning low average marks,
poor attainment rates Managing the performance of the portfolio
Increased emphasis on EEE (staff and students) Continuous staff
development Improving quality of teaching Uses of technology
Electronic assessment and feedback Online communities Student
portal Mobile technologies The future.. How we teach in 2013? How
to learn in 2020? How could we improve engagement and outcomes for
institution?
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Learning Analytics can work if all systems joined up A way to
encourage or check on student engagement? Every log in Every use of
VLE pages read, scores on formative tests Use of library frequency,
downloads, loans Attendance at class or online A way to audit
teaching as well. Or is this another example of technological
solutionism? Improving individual engagement Using big data?
LEADERSHIP AND LEARNING ANALYTICS,
http://www.educause.edu/library/resources/leadership-and-learning-analyticshttp://www.educause.edu/library/resources/leadership-and-learning-analytics
To Save Everything, Click Here: Technology, Solutionism, and the
Urge to Fix Problems that Dont Exist Evgeney Morozov, pb Allen Lane
2103, ISBN-10: 1846145481
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How will we engage students in learning when: Half of what they
learn in first year is out of date by the time they graduate? They
will have maybe 10 different jobs in their career? The jobs they
will do dont even exist yet using technology that isn't invented
yet, to solve problems we dont know are problems yet. 100 Billion
queries a month on Google who did we ask before? 90% of the data in
the world was created in the last 2 years There are more students
in the top 5% in China than all the students in the UK
