006 geoff stoakes what uni conference 140416

1. Student engagement,
teaching excellence &
measurement
Dr Geoff Stoakes, Head of Special Projects,
Higher Education Academy
WhatUni Conference, 14 April 2016

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Teaching Quality
Learning Environment
Student outcomes and
learning gain
Aspects of teaching excellence

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Three common metrics (suitably
benchmarked):
Student satisfaction indicators – National
Student Survey (teaching quality and
learning environment)
Employment/destination – Destination of
Leavers from Higher Education, from
2017 results of Her Majesty’s Revenues
and Customs (tax returns)
Retention/continuation – student
outcomes (annual data returns to HESA)
Teaching Excellence Framework: proposed common metrics

4. Student engagement
Gibbs, G (2016) ‘Teaching’ in Response to the Higher Education
Green Paper HEPI
US research indicates student engagement is the key factor
is promoting student learning gain (e.g. Pascarella &
Terenzini)
Chickering & Gamson (1987) Seven principles for good
practice in undergraduate education
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5. Seven principles for good practice in undergraduate education
(Chickering and Gamson 1987) – with examples
Good practice…
…encourages student-faculty contact (e.g. students as partners in
research; in curriculum development/assessment – peer assessment)
…encourages cooperation among students (peer-assisted learning)
…encourages active learning (placements)
…gives prompt feedback
…emphasises time on task (directed student learning)
…communicates high expectations
…respects diverse talents and ways of learning (inclusive learning)
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6. HEA’s favoured metrics
Number of staff with accredited teaching qualifications (HEA Fellows) – HESA staff
return
UK Engagement Survey (UKES) - adopted and adapted questions from National
Survey of Student Engagement (NSSE) ‘assesses the extent to which students are
participating in educational practices that are strongly associated with high levels of
learning and development’ (Kuh 2001)
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7. UK Engagement Survey. Selection of questions
• Reflective and integrative learning
E.g. “How often have you connected your learning to societal problems or issues?”
• Time spent
E.g. “About how many hours do you spend in a typical 7-day week preparing for taught
sessions?”
• Skills development
E.g. “How much has your experience at this institution contributed to your knowledge, skills,
and personal development in solving complex real-world problems?”
• Engaging with research
E.g. “How much has your coursework emphasised learning about the results of current
research?”
• Creating knowledge
E.g. “How much has your coursework emphasised your active participation in creating
knowledge?”
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