Enhanced student engagement in education research through student-led module evaluation Universities Scotland Education Development Meeting & Conference June 2007 Sabhal mor Ostaig, Skye Dr Cathy Bovill, Lecturer in Learning & Teaching Queen Margaret University

Outline of projects Points of clarification Discussion: adapting the projects for sustainability and transferability Overview

Background to project MSc/PGDip/PGCert in Professional Education Students: staff, health professionals, int. students Intro to Education Research (15) (core MSc & PGDip) Applied Education Research (15) (core MSc & PGDip IER a requirement) In 2006/07 IER n=21 and AER n=16

Active learning, participation, learner-centredness Philosophy / Context

Many learners ‘scared’ of research Need to evaluate new modules Philosophy / Context …

Project 1: Action Research Evaluation Project Students invited to take part in research project Not compulsory / consent given Individual / group volunteers each F-2-F session Students choose what evaluated All other students complete evaluations Tutor acted as information giver / supporter

Project 1: What was evaluated? Contact hours Effectiveness of teaching and learning approaches Rationale for engagement in WebCT Which reading / references / handouts are most useful on this module Preference for qual / quan approaches (before/after course)

Project 1: How were evaluations carried out? Questionnaires - in class - on WebCT Post-it notes Flip charts with voting tables

Project 1: Outcomes Difficultly separating project & module outcomes Increased applied knowledge of action research and evaluation research methodologies Increased student control of module evaluation Increased student control of learning Group carrying out further evaluation of the project and writing a journal article Evaluation directly influencing change to module

Project 2: Module evaluation questionnaire design Institutional context Students learning about questionnaire design Old and new forms critiqued Students then designed own form and all students completed this form at the end of the module

Project 2: What was evaluated? From old form - Preparation of classes (x1 question) - structure From new form - teaching approaches - key influences on learning (consider particular students) Students added - Value of peer feedback - Whether the module supported self-reflection

Project 2: Outcomes Realising questionnaire design is difficult Increased confidence in questionnaire design Students found form lengthy Students wanted their form adopted more widely Useful feedback to institutional module evaluation working group

Further evaluation happening/needed Why students chose to lead evaluations or not On what level students participated How the projects compare to previous evaluations Outcomes of Project 2

Points for clarification

Points for discussion Sustainability (resource implications, previous cohort publications) Transferability to other institutions or courses (what similar things have others done? How could this approach be adapted to other settings and uses?

Images: - Old Man of Storr - Lecture from 1350s from wikipedia commons