Engaging Students
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The document discusses engaging students in their education. It describes three dimensions of engagement - affective, behavioral, and cognitive - as well as two poles of engagement: congruent and oppositional. It then provides brief examples of three students - Alex, Bella, and Cal - and their experiences with engagement. Finally, it outlines expectations and indicators of sound practice around student engagement from the Quality Assurance Agency code, suggesting they could help students like Alex, Bella, and Cal.
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Engaging Students
- 2. Engaged… or?
- 5. Engagement Three dimensions: Affective Behavioural Cognitive Two “poles”: Congruent Oppositional The abyss of disengagement
- 6. Multiple dimensions Congruent Engagement Disengagement Oppositional Engagement Affective Interest, identification Boredom Challenge, rejection Behavioural Attends class, participates with enthusiasm Skips class without excuse Boycotts, pickets, or disrupts class Cognitive Meets or exceeds assignment requirements Assignments late, rushed, or absent Redefines parameters for assignments
- 7. Why Engage? Raft of benefits For individual students For Universities “Silver Bullet” Policy imperative
- 8. Three Students Real people… Though names have been changed Real situations… Though identifying details omitted Not necessarily at GSA… …but you can’t be sure!
- 9. Alex
- 10. Bella
- 11. Cal
- 12. QAA Code: The Expectation The Quality Code sets out the following Expectation about student engagement, which higher education providers are required to meet: Higher education providers take deliberate steps to engage all students, individually and collectively, as partners in the assurance and enhancement of their educational experience.
- 13. QAA:Indicators of sound practice Higher education providers, in partnership with their student body, define and promote the range of opportunities for any student to engage in educational enhancement and quality assurance. Higher education providers create and maintain an environment within which students and staff engage in discussions that aim to bring about demonstrable enhancement of the educational experience. Arrangements exist for the effective representation of the collective student voice at all organisational levels, and these arrangements provide opportunities for all students to be heard.
- 14. QAA:Indicators of sound practice II Higher education providers ensure that student representatives and staff have access to training and ongoing support to equip them to fulfil their roles in educational enhancement and quality assurance effectively. Students and staff engage in evidence-based discussions based on the mutual sharing of information. Staff and students to disseminate and jointly recognise the enhancements made to the student educational experience, and the efforts of students in achieving these successes. The effectiveness of student engagement is monitored and reviewed at least annually, using pre- defined key performance indicators, and policies and processes enhanced where required.
- 15. QAA Code How can this help these three students?
Editor's Notes
- Alex: Fine Art Student Arrives highly engaged, eager – happily identifies as “art student” Engages behaviourally – in studio early each day, leaves late, produces huge, high quality portfolio of work Engages cognitively – reads voraciously, participates enthusiastically in seminars in informed way, theoretical papers of high standard. Becomes class rep – exposed to grumbles about the library, timetabling issues, etc. Becomes affectively disengaged Comes to regard curriculum as “irrelevant” and spends increasing amounts of energy on “protest” activities in search of relevance. Body of work starts changing – mixing media, flouting technical norms, reinterpreting assignment topics. Feels increasingly alienated from staff, though still connected with classmates Increasing risk of drop-out
- Bella: Jewellery Design student Arrives eager, highly engaged, identifies as a designer but sees disciplines and specialisms as mere enactments of philosophies Engages affectively, uses her body as an enactment of her design philosophy Reads widely and participates enthusiastically in debates and discussions, socialising with graduate students in cognate disciplines Struggles to engage with behavioural demands of the programme, preferring to spend time in students’ union debating philosophical issues, works in fits and starts to complete assignments on time Produces high quality assignments which are thoughtful and sometimes quirky, so staff are accommodating and consider her a “good” student even though her attendance is erratic and her work norm frustrating Falls pregnant, but hides it because of health and safety issues. As the academic year draws towards a close, staf begin to notice but continue to turn a blind eye because of concern that if she does not complete the academic year, she may not return after the birth. Concerns about drop-out
- Cal: Graphic Design student Arrives eager, but unsure of some aspects of programme. Identifies as graphic designer, Engages behaviourally, seems he is always in the studio, produces work of a high technical standard, and dresses the part. Attends every exhibition opening in the city and beyond, knows every arcane detail of every album cover design, has won prizes for book illustrations while still at school Does not see the point of some modules – the more academic ones – and fails to engage cognitively, having to repeat some of these academic modules. Failed courses mount up and impact timetabling problems and threaten progression Despite brilliant graphics portfolio, faces possibility of academic exclusion (or delayed graduation at best)