Healey HE Consultants: www.mickhealey.co.uk A model for engaging students to work in partnership with staff in higher education Mick Healey mhealey@glos.ac.uk Ruth Healey r.healey@chester.ac.uk Healey HE Consultants: www.mickhealey.co.uk “Opportunities for students to engage in partnership should be available for all students in all higher education institutions” MH 1

Brief biographies Mick HE Consultant and Researcher; Emeritus Professor University of Gloucestershire (UoG), UK; The Humboldt Distinguished Scholar in Research-Based Learning McMaster University, Canada; Visiting Fellow University of Queensland; International Teaching Fellow, University College Cork, Ireland; Principal Fellow HE Academy; SEDA@20 Legacy Award for Disciplinary Development; International Society for Scholarship of Teaching and Learning (ISSoTL) Distinguished Service Award Research interests: linking research and teaching; scholarship of teaching; active learning; developing an inclusive curriculum; students as change agents and as partners Ruth Associate Professor in Pedagogy in Higher Education, University of Chester Senior Fellow HE Academy Editorial Board member Journal of Geography in Higher Education (since 2009) Research interests: teaching for social transformation, teaching through debates in small groups, teaching ethics, ethical SoTL, and students as partners and change agents Both National Teaching Fellows (2000 and 2017) Inaugural co-editors of International Journal for Students as Partners Directors of Healey HE Consultants Both: Geographers by training (economic and social) Moved into pedagogic research 3 3

Engaging students in partnership with staff One minute each way In pairs you each have ONE minute to tell your partner about one experience you have of working in a student-staff partnership The job of your partner is to listen enthusiastically but NOT interrupt. 3 5 7

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Defining partnership Student-staff partnership is “a collaborative, reciprocal process through which all participants have the opportunity to contribute equally, although not necessarily in the same ways, to curricular or pedagogical conceptualisation, decision making, implementation, investigation, or analysis.” (Cook-Sather et al. 2014, pp. 6-7) 10

Students as partners in learning and teaching in higher education Based on Healey, Flint and Harrington 2014, 25. Reproduced in Healey et al. 2016 Teaching and Learning Inquiry 8

Engaging students and staff as partners in learning and teaching In pairs each skim read a different case study (pp.2-5). Learning, teaching and assessment p.2 Subject-based research and inquiry p.2 Scholarship of teaching and learning (SoTL) p.3 Curriculum design and pedagogic consultancy p.4 Integrated approaches p.4 Discuss whether any of the ideas may be amended for application in your context. 10 minutes 9

Engaging students and staff as partners in learning and teaching “… students are neither disciplinary nor pedagogical experts. Rather, their experience and expertise typically is in being a student - something that many faculty [staff] have not been for many years. They understand where they and their peers are coming from and, often, where they think they are going” (Cook-Sather et al. 2014, 27). 10

Engaging students and staff as partners in learning and teaching It is important to consider how much autonomy student partners have ie the extent to which their experiences, perspectives, and voices inform and guide the work they are doing with their staff partners. 11

Conclusion “Engaging students as partners is a powerful idea, the implementation of which has the potential to transform HE” (Healey et al., 2016). SaP challenges the traditional hierarchies in most institutions of higher education.

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