Learning Gain in Active Citizenship Funded by the Higher Education Academy (HEA) Dr. Mary Deane, Senior Lecturer in Education Oxford Brookes University

Aims 1.Introduce the Learning Gain in Active Citizenship project 1.Discuss Learning Gain in the context of affective development

Part 1: Learning Gain in Active Citizenship

Learning Gain Defined as ‘distance travelled’ (HEFCE, 2015), that is, a measureable improvement in learners’ knowledge, skills and competences demonstrated by students at two points in time. Relatively under-explored in the UK (McGrath et al., 2015). It has been instead more thoroughly used in the US, but focussed on the cognitive aspects, particularly critical thinking and written communication.

Active Citizenship In 2012, Oxford Brookes University embedded Graduate Attributes into every taught programme via the Institutional Strategy for Enhancing the Student Experience Each Programme Learning Outcome is aligned with one of these attributes, one of which, is Active Citizenship

The ‘Brookes Attribute’ Active Citizenship Prepared to proactively engage with both local and global communities Knowledge of the local and global perspectives of one’s discipline Critical awareness of the complexity of diverse perspectives, cultures and values and the ability to question one’s own perspective and those of others Ability to use knowledge and skills to improve society through actively engaging with issues of equity, sustainability and social justice

Project aim To embed Active Citizenship into all Oxford Brookes taught courses, at all levels

Project Objectives 1) Develop an instrument to benchmark and track engagement with the elements of active citizenship as a measure of learning gain 2) Use this instrument to measure students’ engagement with the Brookes Attribute ‘Active Citizenship’ 3) Collect data via the bi-annual Institutional Student Engagement Survey, ) Analyse data and disseminate findings

Project Update Ethical approval Recruitment of participants Engagement of Programme Teams (Midwifery; Business & Management) Project pilots (cognitive interviews) Analysis of pilot data Main data collection via Institutional Student Engagement Survey

Pilot ACTIVE CITIZENSHIP Content knowledge (cognitive level) Skills & competences (pragmatic level) Personal Developmen t (affective level) 2. Knowledge of the local and global perspectives of one’s discipline 3. Critical awareness of the complexity of diverse perspectives and cultures 3. Ability to question one’s own perspective and those of others 4. Ability to use knowledge and skills to improve society 1. Prepared to proactively engage with both local and global communities 4. actively engaging with issues of equity, sustainability and social justice

Interviews Scale FACTOR 1 (F1) Knowledge and awareness of different perspectives/ cultures/ values (within disciplines and as a result of interaction with others) - Becoming aware that understanding of your subject may vary depending on local contexts and culture - Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality etc.) - Worked with students from other cultures and/or backgrounds e.g. in groupwork, team projects in order to learn from other points of view

FACTOR 2 (F2) Actions taken within the community (in class, extra-curricular and co-curricular activities, volunteer work) - Participated, as part of your course, in activities/projects which engage with the community - Doing volunteer work - Participating in extra-curricular or co-curricular activities (societies, sports, etc. via the institution or the students’ union) - Gained work experience in a paid or unpaid role e.g. an internship, field experience or placement - Contributed to your programme of study in a paid or unpaid role e.g. as a module assistant, research assistant, e-pioneer or peer assisted learning mentor etc. - Hold a formal role within the university e.g. as a chair of a departmental or student society, or as a student ambassador - Participate in a study abroad programme - Participate as a volunteer at Brookes or the wider community

FACTOR 3 (F3) Proactive attitude to improve society (issues of equity, sustainability and social justice inside or outside academia) - Adopting a responsible and ethical position within your chosen profession or discipline - Becoming motivated to make a positive contribution in your community even if it is at a small level - Developing a proactive attitude/“positive spirit” to improve society - Engaging with ideas of equality, sustainability or social justice

Analysis Data analysis Quantitative analysis (Survey) Qualitative analysis (Open ended questions)

Preliminary results Emphasis on understanding Active Citizenship & volunteering. Involvement in the community by undergraduates is more marked for their previous trajectory/paths to a lesser extent, actions taken by the Institution and its influence. Links between Active Citizenship & critical thinking.

Interview findings 1.There is great variety in the ways students understand the concept of active citizenship 2.There is variety in the way students engage with the concept of active citizenship 3.Some students arrive at university with a proactive attitude towards the concept of active citizenship 4.Other students do not engage

Questions 1.Why do some students engage with the concept of active citizenship, and other do not? 2.What correlations can we identify in the data? 3.What recommendations can we offer to encourage wider understanding of active citizenship? 4.What recommendations can we offer to encourage wider engagement with active citizenship?

Outcomes The development and dissemination of discipline-linked resources on active citizenship, shared through sector wide events and a website

Contact Oxford Centre for Staff and Learning Development