Combined Honours Ruth Furlonger Hannah Lincoln Fae RinaldoLangridge Jenni Cannon and Colin Bryson Student expectations and perceptions match to the personal project and interest in subject ID: 647190
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Student Engagement and partnership inCombined Honours
Ruth Furlonger, Hannah Lincoln, Fae Rinaldo-Langridge, Jenni Cannon and Colin BrysonSlide2
Student expectations and perceptions – match to the ‘personal project’ and interest in subject
Sufficient challenge and appropriate workloadDegrees of choice, autonomy, risk, and opportunities for growth and enjoymentTrust relationships
Communication and discourse
A sense of belonging and communitySupportive social networksOpportunities for, and participation in activities and roles – to enable ownership, self-assurance and self-efficacy
Influences on engagementSlide3
Is a good thing in its own right (e.g. ethical and democratic)Sharing control and responsibility between staff and students
Easy to do outside the curriculumSo how do we co-own the curriculum?The value of partnershipSlide4
Co-created by students – wanted a way to explore interdisplinary nature of degree and create projects authentic to professional
life Truly independent and student led - reflected in assessmentCreates space in curriculum to be completely independent and gives students confidence to take
risks
Diverse and innovative projectsStudents engage with subjects they're passionate about with outstanding outcomesIndependent Research ProjectSlide5
My degree Chinese, French and Management
My project How can I relate it to my subjects?Hannah’s ProjectSlide6
A Snapshot of my ProjectSlide7
Graduate Development Modules
Student working group on SSC designed the moduleOpportunity to gain academic credit for roles in CH community – about 50% take part in module
Perfect vehicle for individuals to maximise the personal benefits from their roles
Partnership – allows for co-ownership of modules Students feel confident to take on ambitious projects that benefit wider CH communitySlide8
Initially chose module as a way to have more time to take on multiple roles – PASS and the SSCMeant that they were a priority and not secondary to academic work – focus on self-reflection and goal setting means roles are a much more conscious undertaking
Not just ‘going through the motions’Project – curriculum designOpportunity to leave a legacy, create real change, and hopefully inspire other students to do the same
Jenni’s
JourneySlide9
Personal motivation and interest in civic engagement related to career aspirationsQualitative research:
What kind of partnership? Has this changed them? How civically engaged are the students?Causal relationship between partnership and civic engagement?Partnership as a microcosm of civic engagement and a transformative catalyst Mixed results – partnership
is a work in
progress An Investigation into the Impact of Partnership on Civic Engagement Slide10
Over to you now…
Adopting these ideas for your own practice and context