Student Engagement
The term ‘student engagement’ is used as a catch-all term to describe the many behaviours characterising students who are said to be more involved with their university community than their less engaged peers. It is a complex interplay of factors that occur across different levels (individual learner through to institutional) but at the heart is including students as partners in a learning community and involving them in educationally orientated activities in order to facilitate positive outcomes including persistence, satisfaction, achievement and academic success.
The following projects occurring in the School of Earth and Environment refer to engagement in the context of behaviours, activities, events and opportunities that facilitate involvement in and a sense of belonging to the School community; recognising that social interaction as well as involvement in the academic and research community all contribute to the student experience. These projects are closely aligned to, and informing the work that is being carried out by Katie Livesey, the School’s Student Experience Officer.
Aligning expectations with reality: dealing with the difficulties of School to University transition.
This project aims to align students’ prior expectations and perceptions with the reality of the academic experience in order to help them with their transition from school to University.
Countdown to University Study is an informative and supportive resource which has been developed through consultation with staff, current university and secondary school students. It is accessible to incoming undergraduates as soon as their place at University is confirmed and is intended not only for early engagement and retention, but also for later success in learning. Key features include:
- video welcomes from key staff and advice from students;
- demonstration of the integration of research within teaching;
- degree programme information and optional activities;
- pre-induction materials and support links;
- a forum for students to meet each other before arrival.
The resource has been in place since 2009 and used by over 60% of incoming students (annual undergraduate intake 200+) from 13 countries. Evaluation shows that it is helping students positively with their transition to University. It has subsequently been developed as a Step up to Masters resource. The project was funded through University of Leeds Academic Development Fund.
Understanding and Promoting Student Engagement in GEES Learning Communities
This project is investigating:
- the enablers and barriers to the engagement of students as ‘partners in a learning community’ within the discipline of geography, earth and environmental sciences; and
- effective practice in a range of institutions relevant to a range of learner constituencies (e.g. part-time, international, mature).
A key element of this project has been to measure student engagement through a combination of focus groups, interviews and surveys (based on the North American and Australian Surveys of Student Engagement, NSSE and AUSSE) and has provided information about students’ intrinsic involvement with their learning, and the extent to which they are making use of educational opportunities and learning enhancement activities. This has helped identify and introduce effective interventions to enhance engagement within earth and environment students.
This project is funded through the Higher Education Academy (Geography, Earth and Environment Subject Centre).
Bridging the Gap - An Academic Staff Perspective of Student Engagement in GEES Learning Communities
This project is investigating the academic staffs' expectations and perceptions of student engagement. A survey which mirrors the survey completed by students in the previously mentioned project will enable direct comparison of staff and student responses. The outcomes will help identify gaps between student engagement and staff expectations; provide a forum to engage staff in discussions about student engagement; and provide information on staff awareness and perceptions of student learning.
This project is funded through the Higher Education Academy (Geography, Earth and Environment Subject Centre).
