There are a growing number of institutions that through policy, strategy and emergent practices, are articulating, developing and advocating for student engagement in the scholarship of teaching and learning. Establishing an optimum environment for engagement (Pittaway and Moss, 2014) is a significant and enabling factor, and is essential for the growth of student engagement in learning and teaching. Establishing key principles that guide, underpin, and enable effective engagement practices can articulate a vision of SoTL partnership culture among staff and students (Felten, 2013).In order to move beyond student engagement as a ‘compliant' or ‘procedural' process argued ineffectual by Crick (2012), Lawson and Lawson outline extensive research which highlights the effectiveness of authentic and action-oriented forms of engagement (Lawson and Lawson, 2013: 445-446). Reeve (2012: 161) describe this behavioural activity as ‘agentic engagement'. The potential is for student engagement in learning and teaching research and practice to embody an active, participatory role, which develops students' critical enquiry, reflection and reflexivity. This paper will outline the culmination of two national projects enquiring into interrelated practicesof students engaged in research and scholarship (HEA Defining and Supporting SoTL: a sector-wide study) and Student Collaborators in Educational Development (SEDA small grant). Whilst these projects are in progress, it will be beneficial to share at this conference the emergent findings which represent the views of students and staff involved in partnerships. Early themes that have been identified and may be of interest to delegates include: - the environmental factors that enable student partnership - the establishment of key principles - the possibility for students to engage in interdisciplinary practices - the challenge of changing roles, identities and expectations - the practical tensions of partnership working - the ethics of engaging students and crossing boundaries There will also be opportunity for discussion and questions. Establishing a community of practice around student engagement and partnership in learning and teaching will offer a fora for both theorising, and collecting sector-wide evidence of practices and impacts. At a practical level, it will be possible for this group to consider developing helpful guidance for students and academics wishing to embark into this exciting SoTL territory.
|Title of host publication||Proceedings of the inaugural European Conference on the Scholarship of Teaching & Learning|
|Place of Publication||Cork, Ireland|
|Publisher||Centre for the Integration of Research, Teaching and Learning (CIRTL)|
|Number of pages||1|
|Publication status||Published - 1 Oct 2015|
|Event||Proceedings of the inaugural European Conference on the Scholarship of Teaching & Learning - University College Cork, October 2015|
Duration: 1 Oct 2015 → …
|Conference||Proceedings of the inaugural European Conference on the Scholarship of Teaching & Learning|
|Period||1/10/15 → …|
Bibliographical noteThis work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
- Scholarship of teaching and learning
- student engagement
McConnell, C., & Morley, S. (2015). Engaging students in research and scholarship. In Proceedings of the inaugural European Conference on the Scholarship of Teaching & Learning (pp. 17-17). Centre for the Integration of Research, Teaching and Learning (CIRTL). http://www.nairtl.ie/documents/EuroSoTL2015_Proceedings.pdf