1. Student engagement in teaching, learning and assessment
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Student engagement in teaching, learning and assessment
@mikehamlyn

2. Outline
Individual engagement retention and success a sense of belonging Benefits of engagement for the individual and society Engagement Outcomes Module and award level Public informatiion League Tables What can we do with the data portfolio performance how to get “smart” how to improve outcomes from better engagement The future How will we carry on?

3. What will engaged students look like in the future?
Is this engagement?
How do you know?
Does this reflect reality?
What will engaged students look like in the future?

4. Individual Engagement
Student Retention and Success Project
1. At the heart of student retention and success is a strong sense of belonging in HE for students. This is most effectively nurtured through mainstream activities that all students participate in.
2. The academic sphere is the most important site for nurturing belonging.
3. Specific interventions cannot be recommended over and above each other. Rather the institution, department and programme should all nurture a culture of belonging.
4. Student belonging is an outcome of: supportive peer relations; meaningful interaction between staff and students; developing knowledge, confidence and identity as successful HE learners; and an HE experience which is relevant to interests and future goals.

6. Benefits of engagement
Engaged students get better outcomes
Celebrating individual success
Maximising individual rewards
Maximising contribution to society
Market and non-market benefits

8. How do we do this in a region of low aspiration?

9. Engagement Outcomes Student surveys award level Module outcomes
employability

10. Engagement Outcomes Students act increasingly as engaged consumers
Access price comparisons
Access to performance comparisons
Demand better outcomes
University needs to optimise
Module and award level outcomes
Student survey results
Public information
League Tables

11. Inputs Outcomes An engaged student reads….. An engaged student
contributes to…
Inputs
Spend per student
Staff student ratios
Entry standards
Research ratings
Cost of living
Spend on services
Faculty spend
Outcomes
Number of “good” degrees
National Student Survey results
Retention rates
Employability

12. Student Input to Information
National Student Survey
Measure of final year students
Questions on satisfaction with course
Satisfaction with teaching and learning
Satisfaction with assessment and feedback
Degree results
Retention
Employability
Used in 3 areas:
League tables/KIS (external)
Portfolio performance review (internal)
Award annual monitoring (internal)

13. League Tables – a mirror.

14. League Tables

15. 67/119

16. 62/119

17. 38/119

18. 83/119

19. 107/119

20. 113/119

21. 108/119

22. Are we trying to improving position or performance?
Clearly, we can try to play the game of moving our league table position
What we really want to do is improve our performance in each of the key areas to make sure there is a sustainable and genuine change

23. Guardian criteria
Suggested Action
Entry standards
Review all current standard offers to pitch ourselves properly against competitors
Student/staff ratio
Reviewed more thoroughly the data we submit to HESA
Developing better models of SSR to identify where investment is most needed
Spend per student
Reviewed classification of spend
Increased recent spend on libraries and IT will have an impact

24. Guardian criteria
Action
Value added
Increased number of “good” degrees awarded. Reviewing all level 6 modules with low pass rates and average marks.
Identifying through portfolio review awards with consistently poor progression and attainment
L&T conference on attainment
BME student performance
NSS teaching, assessment and feedback and overall satisfaction
Faculty action plans, and award level plans
Increased student engagement with survey
Seven principles of feedback
Online assessment and feedback project
Review through portfolio performance tool
employment
Staffordshire Graduate – improving our students’ chances of success
On-campus graduate internships

25. Student Input to Information
Used in 3 areas:
League tables/KIS (external)
Portfolio performance review (internal)
Award annual monitoring (internal)

26. Portfolio performance review
Measures:
Market
Academic outcomes inc good degrees
Student satisfaction
Employability
Uses
Comparison against targets
Comparison between awards
Annual monitoring
Portfolio decisions
SNC/ABB 2nd stage enrol per offer
total apps/2nd stage enrol
retention 2011
retention 2012
progress 2011
progress 2012
% good degrees 2011
% good degrees 2012
total all levels enrol 2010
total all levels enrol 2011
total all levels enrol 2012
total all levels enrol 2013
dlhe
dlhe
NSS 2012 teaching
NSS assess and feedback
NSS 2012 overall
NSS 2013 teaching
NSS assess and feedback
NSS 2013 overall
score 1 market led (enter target below)
score 2 - quality led
0.5 5
90.0
56.0
60.0 80 85 86 70 72
80.00
0.22
9.50
100.0
66.7
50.0 10 8 9
80.0
78.0
65.0
75.0
89.0
74.0
80.87
100.69
0.12
16.00
93.3
86.4
72.7
25.0 27 28 21 14
0.0
97.0
94.0
83.0
85.0
87.0
60.71
81.83
0.42
3.40
77.8 7
94.68
79.92

27. Student Input to Information
Used in 3 areas:
League tables/KIS (external)
Portfolio performance review (internal)
Award annual monitoring (internal)

28. Annual Monitoring Key part of quality process
Reflection on award performance
Reflection on student engagement and outcomes
Statistics – progression, achievement, retention
Response to external examiner comments
Reflection on employer input
Staffordshire Graduate
Reports are made available to students, to demonstrate our engagement
Critically important for partner input, and to recognise joint responsibility for improvements

29. How it fits together Student satisfaction Student surveys
League tables
Action Plans
Annual Monitoring
Student engagement and outcomes
Course improvements
reputation
Market demand

30. Improved engagement leads to improved outcomes
improved outcomes for individual students
Grades and classifications
Employability –getting into the right jobs
Satisfaction
Satisfying aspirations
improved overall outcomes
Institutional success and reputation
Changing the aspirations of our communities

31. How institutional data and analysis can help?
Identifying performance metrics at module level
Identifying performance metrics for awards
Developing a culture where this analysis becomes embedded
Being prepared to deal with the issue!

32. How could we improve engagement and outcomes for institution?
TLA practice
Relevant TL and assessment practice
Responsive curricula – employer and technology led
Increased student engagement in course design and monitoring
Staff engaged in reflective practice
Management Intervention
Questioning low average marks, poor attainment rates
Managing the performance of the portfolio
Increased emphasis on EEE (staff and students)
Continuous staff development
Improving quality of teaching
Uses of technology
Electronic assessment and feedback
Online communities
Student portal
Mobile technologies
The future…..
How we teach in 2013?
How to learn in 2020?

33. Improving individual engagement Using “big data”?
Learning Analytics –
can work if all systems joined up
A way to encourage or check on student engagement?
Every log in
Every use of VLE – pages read, scores on formative tests
Use of library – frequency, downloads, loans
Attendance at class or online
A way to audit teaching as well…….
Or is this another example of technological solutionism?
LEADERSHIP AND LEARNING ANALYTICS,
“To Save Everything, Click Here: Technology, Solutionism, and the Urge to Fix Problems that Don’t Exist” Evgeney Morozov, pb Allen Lane 2103, ISBN-10:  ”

34. How will we engage students in learning when:
Half of what they learn in first year is out of date by the time they graduate?
They will have maybe 10 different jobs in their career?
The jobs they will do don’t even exist yet using technology that isn't invented yet,
to solve problems we don’t know are problems yet.
100 Billion queries a month on Google – who did we ask before?
90% of the data in the world was created in the last 2 years
There are more students in the top 5% in China than all the students in the UK

35. blogs.staffs.ac.uk/mgh1/
@mikehamlyn
blogs.staffs.ac.uk/mgh1/