Engaging students, shaping services: the changing face of student engagement at The Hive

Career Exploration

Texas Tech University

The document provides guidance on implementing a three-stage career exploration process to help students find their best career fit. The process includes: 1) Understanding Yourself by assessing interests, skills, values and personality; 2) Understanding Careers by researching career fields, requirements and outlook; 3) Putting It All Together by integrating personal fit, considerations and next steps. Participants will utilize career resources and apply decision-making skills to identify practical options and a plan for further education or experience.

Case of the Disengaged Learner: New Designs for Learning Conference

Karl Kapp

In the academic world, the terms game, gamification and engagement are becoming hot topics. But is it hype or can “thinking like a game designer” actually enhance instruction and motivate learners? In this interactive, evidence-based session, participants will engage in an instructional event that demonstrates how to pull learners into the content and help them gain the knowledge required to be successful. Along the way, they will explore the definition of gamification, the research evidence supporting its use, and how gamification compares and contrasts with active learning. Come play a polling game and discover firsthand how this approach engages learners, increases learning, and leads to desired academic outcomes.

Student motivation, by: Haseen Ah-Hassan

Haseeb Ahmed

Schoolof life

Julie Gubler

This document summarizes a program called the School of Life that aims to prevent student dropout. It does this through life skills training taught by paid professionals. The program was implemented in several Utah schools and statistical analysis found it improved outcomes. It increased GPAs by an average of 14% and graduation rates, with 93.6% of seniors on track to graduate completing the program. It also boosted character attributes like appreciation and optimism. The program sees community involvement as key to creating lasting impact. It aims to give students confidence and hope to succeed in school and beyond.

Negotiating meaning, negotiating place: Peer learning and student participati...

Keith Kirkwood

The document summarizes a presentation about peer mentoring and student participation programs at Victoria University in Melbourne, Australia. It describes several peer mentoring programs in the university's Learning Commons, including Student Rovers, Research Ambassadors, and Peer Career Advisors. It discusses the founding principles of the Learning Commons and emphasizes peer learning, collaboration, and developing student autonomy. Contact information is provided for several staff involved in the mentoring programs.

Changing student practices and digital literacies

jisc-elearning

This document summarizes presentations from a webinar on developing digital literacies. It includes: 1) A summary of a project at the Institute of Education that studied changing student digital practices through surveys, focus groups, and journaling to understand student orientations to digital tools. 2) A summary of the CASCADE project at the University of Exeter that used postgraduate students as "digital pioneers" to support staff and student development in digital literacy. 3) An overview of a project at the University of Greenwich that recruited undergraduate students as "change agents" to support the development of digital literacy skills across the university. 4) A description of the InStePP project at Oxford Brookes University

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The document describes the redesign of a large introductory information technology course from a traditional lecture format to a more active and collaborative format. The instructors partnered to move course materials online, establish student teams, and implement new assessments including a wiki project and individual infographic. Initial student feedback was mixed but became more positive. Outcomes included improved technology skills, interest in the major, and sample student work that exceeded expectations. Future plans include modifying the wiki project into online discussion boards to improve collaboration logistics.

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Evidence-based Learning design

Jisc Change Agents' Network webinar 30 June 2015

Change is gonna do me good (Especially when it’s based on good practice)

David Wicks

The document summarizes a presentation given by David Wicks on making changes to instructional practices. It discusses challenges to changing practices when classes are full and evaluations are good. It also discusses factors driving changes in higher education, such as rising costs and student debt levels, as well as the future of online and blended learning. The presentation emphasizes making changes based on good practices, such as the Seven Principles for Good Practice in Undergraduate Education, and leveraging technology to improve instruction and assessment while respecting different learning styles.

Tom Lowe & Liz Dunne

Lucia Garcia

Tom Lowe and Liz Dunne presented on the REACT project, which aims to investigate the benefits of student engagement, particularly for hard-to-reach students. REACT is a HEFCE Catalyst funded project running from 2015-2017 involving 15 UK universities. The project focuses on researching impact, developing tools and resources, and identifying best practices in student engagement to share across institutions. Challenges discussed included defining student engagement, identifying hard-to-reach students, priorities and support for engagement activities, and determining important outcomes.

Widening Participation and Facilitating Success: Policy and Practice in Austr...

ePortfolios Australia

The document discusses strategies to improve participation and success rates of non-traditional students in Australian higher education. It notes that non-traditional students often struggle because they do not understand the implicit expectations of being a university student. It recommends that universities make these expectations explicit, integrate students' prior experiences into coursework, and help students practice the required skills. The most effective approach is to embed support for non-traditional students throughout university policies and curriculum rather than relying on add-on programs. While e-portfolios may help, they are not a magic solution and require careful implementation and support for students and staff.

Pulling No Punches: Change Management at Oakhill College

Shani Hartley

Elesig 2013 webinar on Evolving Digital literacies: inductions to employment...

This webinar focused on how Abingdon and Witney College has used research funding to embed a range of digital literacy skills in induction and in teaching. It focuses on what we learned from our JISC Students4WebEs project where we taught students how to set up and run a webinar. Employers participated in student run webinars on employment skills that they were looking for. The presentation highlighted some of the issues of engaging students in research in a further education setting as well as identifying students as change agents. Elesig stands for 'Evaluation of Learners; Experiences of e-Learning Special Interest Group'.

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This document discusses inquiry-based learning and its benefits. It notes that inquiry-based learning encourages students to take ownership of their learning, become co-creators of knowledge, and develop important skills like critical thinking that are useful for an uncertain world. The document provides examples of student feedback that praised inquiry-based learning for allowing active engagement, facilitating learning through doing, and making the learning experience more stimulating. It also outlines the schedule and assessments for a social work course that uses inquiry-based learning.

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This document summarizes Julia Reeve's work introducing creative learning techniques like LEGO Serious Play to staff, students, and researchers at De Montfort University. It discusses how workshops using LEGO and other creative methods have helped over 300 staff explore challenges, enhanced reflective ability and creative thinking for researchers, and helped undergraduates develop critical reflection skills. Reeve has also used mindfulness techniques with LEGO to support wellbeing. Evaluations found the activities helped participants express difficulties and find peace. Reeve's future plans include a research project embedding more creative and contemplative pedagogy into the university curriculum.

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Manhattanville College wanted to enhance its existing portfolio pedagogy for 21st century learners by adopting an electronic portfolio (ePortfolio) system. In 2010, they selected Digication as their ePortfolio platform and began faculty training and development through Teaching and Learning Circles. Despite some staffing challenges, they were able to successfully implement ePortfolios in courses such as the First-Year Program starting in Fall 2011 through ongoing faculty support and a Connect to Learning grant.

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This document summarizes the evaluation of 30 small enhancement projects funded across 3 years at Heriot-Watt University. The evaluation found that the projects had positive impacts at 3 levels: 1) Benefiting intended students and staff, 2) Increasing knowledge for project leads, and 3) Achieving wider dissemination of results. Most project leads reported the projects influencing their teaching practices, with impacts like enhanced skills, modified curriculum, and greater student-centered approaches. Challenges included lack of time and need for additional support, but overall the projects successfully enhanced the learning experience and esteem of both students and staff involved.

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More from Sarah Pittaway

I'm a Librarian, Don't Make Me Shush You!

When you think of a library, what’s the image that pops up in your head? Is it a silent building full of books, presided over by a stern woman with her hair in a bun and a sensible cardigan? Reflecting on the history and evolution of libraries through to their 21st century incarnations, this lecture will challenge you to consider your perception of what both public and academic libraries are, as well as exploring the ever-changing role of the librarian. Set against a backdrop of austerity in public funding, ongoing changes in Higher Education, and fast-paced technological change, this lecture will also explore what the future might look like for libraries and what librarians are doing to prepare for the challenges ahead.

Can students contribute to the recruitment of staff? New approaches to partne...

The University of Worcester has involved students in their staff recruitment process to provide a more holistic view of candidates beyond just interviews. Students have participated in activities like working with candidates on a mock project, speed dating, and micro-teaching sessions. Feedback from students, candidates, and staff show that student involvement has helped confirm hiring choices or identify strengths between equally qualified candidates that interviews alone did not reveal. While it requires more organization, all parties agree it has been a valuable experience that aligns with the university's partnership approach.

Defeating the imposter within: or, "they haven't found me out yet"

Dr. Sarah Pittaway gave a presentation about imposter syndrome and how even famous people like Neil Armstrong have felt like imposters. She discussed how imposter syndrome makes her feel and how she deals with it by keeping perspective, doing things that scare her, and faking it till she makes it. She suggested ways for others to tackle imposter syndrome, such as writing down imposter thoughts to identify patterns and determining if those thoughts are reasonable or not. Finally, she thanked the audience and provided some interesting articles on the topic.

Not just "the help": library services as professional colleagues

How do we professionally self-identify and how are we perceived within our institutions? Are we support staff who order books and manage reading lists, or are we professional peers with interests in pedagogy and research? This session, delivered at the 2nd Relationship Management in HE Libraries in Lancaster, November 2017, encouraged delegates to consider their own self-perception and reflect on some of the habits and behaviours that lead to us to identify and be identified as support staff. These slides include all of the responses provided by delegates using Mentimeter and PollEverywhere

When is a librarian not a librarian?

More often than not, professional library posts stipulate that candidates must hold an appropriate qualification in information or library science/studies. Some go further and stipulate CILIP chartership. But what constitutes a professional or qualified librarian? Are these professional qualifications the only viable route into library roles? Where do we draw the boundaries? This lightening talk will argue that we should apply flexibility to this definition of ‘qualified’ and look at some examples of where a broader definition has brought new skills and competencies into the team at The Hive.

Working with students to shape Library Services at The Hive

Dr Sarah Pittaway discusses how she works with students at The Hive library at the University of Worcester to shape library services through student engagement and feedback. Student engagement coordinators conduct many quick surveys and focus groups to understand what students want and help inform new projects. Students have helped redesign the library's induction process, create a library mascot, map study spaces, and develop volunteer and work opportunities like a student-led study program. While challenges remain, student feedback has helped improve services and change staff perspectives on the value of student engagement.

From data entry to advocacy: recruiting students as Resource List Assistants