SEDA Annual Conference 2016

1. Lisa Hayes
Head of Teaching and Learning
PhD, MSc, MEd, BScEd (Hons)
SFHEA, FSEDA

2. Student staff collaboration to enhance
teaching and learning
SEDA Small Grant

3. Overview of PTS
Oral presentation

4. Overview of project
Semi-structured interviews with:
Academic panel members (3)
Student panel members (3)
Applicants (3)
Independent observation of panel meetings (2)
Questions:
What do you feel is the role of student reviewers on the PTS
panel?
How do you feel about students making decisions about
teaching and learning?
How has the experience of being involved with the PTS
impacted on you?
Is there anything else you would like to say about being a PTS
reviewer?

5. Findings of project
Academic panel members
Questioned students capacity to make appropriate judgements;
Felt student perspective was important.
Student panel members
Students felt they were part of a partnership and a community of
practice related to teaching and learning;
One student questioned their experience and knowledge in
terms of making judgements.
Applicants
All agreed students were present to provide a student
perspective
Felt students could benefit personally from being involved.

6. Findings of project
Academic panel members
All felt comfortable with their ability to make appropriate
judgements on teaching and learning.
Student panel members
All felt nervous about being on the panel;
All felt it was a good learning experience;
All questioned their knowledge in terms of making judgements.
Applicants
Student felt like a ‘cosmetic add on’;
All felt it was useful to have a student perspective on the panel.

7. Findings of project
Academic panel members
Gained a broader perspective of practice across the institution,
a positive experience of teaching and learning, an opportunity to
see others enthusiasm, passion and good practice and reflect
on whether they could utilise different approaches in their own
role.
.
Student panel members
Gained self-confidence and learnt about what it was like to teach
in higher education.
Applicants
Valued the opportunity to stop and reflect on their own practice,
as well as feeling affirmed in their pedagogic approach.

8. Discussion
Interesting
points
Resonance
Problems
raised
Issues for
practice
Can you
apply?
Your own
experience?
Reflect on
findings
Consider
issues
Share
applications
Consider next
steps
What
questions
should we
ask now?

9. Our next steps
Dichotomy
Authentic
student role
Training for
students
Reassuring
academic
reviewers
Model for
authentic
student
partners
Reflect on
findings
Consider
issues
Share
applications
Consider next
steps
Work in
progress!

10. Thank you
Two weeks
BREO PTS Community
Lisa.hayes@beds.ac.uk