Partnership Partnership Introduction Trust (a) Meaning (b) Implication Challenge (a) Meaning (b) Implications Trust (a) Meaning (b) Implication These things would make session better Not So Good OK Very Good Please give your views on the session by placing your individual ticks: How has the session been? Partnership ………………….. Group Members How are students currently involved in SOTL work in your experience? Skim read case study C – discuss whether any of the ideas may be amended for application in your context. Scholarship of teaching and learning The scholarship of teaching and learning (SoTL) involves researching and theorising how students learn within a discipline and communicating and disseminating the findings (Hutchings and Schulman 1999; Healey 2000). Peter Felten (2013) has recently suggested that one of the five principles of good practice in SoTL is that the projects are conducted in partnership with students. How are students brought into curriculum design processes or act as consultants on pedagogic approaches in your institution? Curriculum design and pedagogic consultancy Students are commonly engaged in course evaluations and in departmental staff–student committees, but it is rarer for institutions to go beyond the student voice and engage students as partners in designing the curriculum and giving pedagogic advice and consultancy. Skim read case study D – discuss how the ideas may be amended for application in your context. Empowerment ( a) Meaning (b) Implication Community (a) Meaning (b) Implications Use this space to create your own reflections in addition to the main notes Introduction 1. This is a “dialogue sheet” – a table top thinking tool for sharing and exchanging thoughts and ideas. 2. In a “good dialogue” we use and evolve on each others thoughts – rather than presenting the “winning” arguments. 3.There are several tasks and questions on the sheet of paper in front of you. There are also lots of space where you can briefly summarise the view of the group and/or write very short summaries of the dialogue. 4. The dialogue sheet is your note pad. Write on it, make sketches and drawings, spill some coffee or tea. 5. Consensus is not necessary – but all opinions should be listened to and made visible in the notes 6. The one closest to a task or question reads it out loud – and writes the notes 7. In the middle there is a “reflection space” – here you can write down observations you make or insights you have or are struck with during your dialogue. Reflection space- capture challenges and opportunities here! The person nearest that phrase leads a discussion on the phrase. Select one or two of the values individually, then decide the one(s) for group discussion. Read the values on the border. The HEA would like to acknowledge QuBE for this adaptation of Dialogue Sheets Responsibility (a) Meaning (b) Implications Reciprocity (a) Meaning (b) Implications Learning, teaching and assessment Baxter Magolda (2007) has suggested that when active learning is incorporated into a carefully designed curriculum it can speed up the journey of students through the stages of intellectual development towards what she calls the ‘self-authorship’ stage of learning partnership. Skim read case study A – discuss whether any of the ideas may be amended for application in your context What experiences and examples can you share of partnership approaches to learning, teaching and assessment? You may want to reflect on examples such as ‘flipping’ the classroom, peer education, students taking a more active role in assessment processes, experiential learning. Subject-based research and inquiry Undergraduate research is the pedagogy for the 21st century (Council on Undergraduate Research and National Conference on Undergraduate Research 2005) All undergraduate students in all higher education institutions should experience learning through, and about, research and inquiry (Healey and Jenkins 2009) Skim read case study B – discuss whether any of the ideas may be amended for application in your context. What experiences and examples can you share of students as co-researchers either within and outside of the curriculum? You may want to reflect on approaches such as inquiry based and problem based learning, examples where students and staff are research partners, and extra-curricular research opportunities. Partnership Inclusivity (a) Meaning (b) Implications Authenticity (a) Meaning (b) Implications