Assessing student learning from Public Engagement David Owen National Co-ordinating Centre for Public Engagement Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust

University of Gloucestershire, Teaching and Learning Strategy University of Manchester, Vision Statement Professor Craig Mahoney, Chief Executive The Higher Education Academy. Education reaches far beyond the classroom. Our Teaching and Learning Strategy has five core principles, learner empowerment, active engagement, learning in communities, education for sustainable development, and learning for equality, diversity and intercultural understanding. ENGAGED TEACHING Developing teaching activities which positively impact on the community, and enhance students’ engagement skills Higher education should be a transformative process that supports the development of graduates who can make a meaningful contribution to wider society, local communities and to the economy.

Universities engage with a range of professional agencies in different sectors : they can also engage directly with the public. This diagram ‘maps’ the different external groups with whom they might engage Community organisations and societies Voluntary organisations and charities Non Governmental Organisations Social enterprises Cultural and leisure services Local / regional / national govt Schools, colleges and lifelong learning Quangos and govt agencies Local authorities / strategic bodies Health and well being agencies Policy community Public sector Community and 3 rd sector International community Business community Businesses and industry RESEARCHER, STUDENT The public The media Communities of place Communities of interest

Recognising learning and celebrating achievement from Public Engagement Verification Flexible accreditation Curriculum embedded These are some of the approaches which recognise learning and achievement Certification Inclusion on the HEAR Attending workshops and classes Log of hours or activities Reflective journal Presentations, mock interviews Credit bearing Discipline specific Learning assessed Graded with levels

A FRAMEWORK FOR THE ASSESSMENT OF STUDENT LEARNING FROM PUBLIC ENGAGEMENT Embedding Public Engagement in the Curriculum

Consultation and events Literature and Research – Attributes Framework for Public Engagement – Embedding Community Engagement in the Curriculum: An example of University-Public Engagement – An extensive literature review – Bursting the Bubble: Students, Volunteering and the Community – Engaging with over 5,000 students and graduates across six universities, this study reported on the impacts and outcomes from student-community engagement for students and community groups. Framework Design

Knowledge Co-Creation Able to own, review and develop module concepts in light of experiences Critically reflects on the manner in which engagement has influenced subject knowledge of self and others Managing Engagement Demonstrates a capacity to make management decisions in ambiguous and connected circumstances Able to work across disciplinary and organisational boundaries to support change Awareness of Self and Others Critical understanding of self, society and context in which module operates Detailed understanding of the audiences, communities, institutions and stakeholders engaged with the project Communication Can adapt styles, methods and approaches in order to effectively communicate with, work with and inspire target audience Demonstrates a critical understanding of factors that influence effective communication Reflective Practice Demonstrates a capacity to reflect on engagement activity, using this to evaluate the programme, and to maintain a process of continual learning

KNOWLEDGE  Able to internalise, operationalize, review and develop programme and/or module content and concepts in light of experiences  Critically reflects on the manner in which engagement has influenced subject knowledge of self and others THRESHOLDASSESSMENT CRITERIA First Class Third Class  Demonstrates an excellent grasp of relevant concepts in relation to their ‘real-world’ application which is thoroughly evidenced  Ideas are applied in a sophisticated and creative way, varying approach with context, across multiple layers of complexity  Excellent exploration of the manner in which engagement activity influenced the knowledge of others, explored critically and fully supported with examples  A solid understanding of relevant concepts in relation to their ‘real-world’ application with adequate appropriate evidence  Ideas are applied in a logical way, varying approach with context  Good exploration of the influences of the project on the knowledge of others but may lack some critical development  Understanding of relevant concepts and their application to the ‘real-world’ is basic  Ideas are applied competently, but mechanically, in uncomplicated circumstances  A basic understanding of how knowledge of stakeholders may have been influenced, but may lack evidence or support from appropriate examples

MANAGING ENGAGEMENT  Demonstrates a capacity to make management decisions in ambiguous and connected real-world circumstances  Able to work across disciplinary and organisational boundaries to support change THRESHOLDASSESSMENT CRITERIA First Class Third Class  Demonstrates an excellent level of critical thought around the choice, framing and understanding of the engagement situation  Provides a comprehensive account of influences of project partners; resources; disciplinary, organisational boundaries; and different levels of expertise on project management decisions and delivery  Conflicting goals within the situation are recognised and evaluated in relation to different approaches to managing them  Reflects critically on how to support the learning of others, to support emergence and self- organisation  The choice, framing and understanding of the engagement situation is good but may need further critical development and supporting examples  Effective exploration of a wide range of situational influences on decision making  Conflicting goals are recognised, and approaches to managing and evaluating these are explored.  Demonstrates a good understanding of the processes that are important to supporting the learning of others and provides some relevant examples of how these processes have been implemented  Information about the choice, framing and understanding of the engagement situation is basic and could be supported with more detailed evidence  Describes a range of situational influences on decision making Conflicting goals are recognised, but suitable approaches to managing and evaluating these are not offered  Demonstrates some understanding of the processes that are important to supporting the learning of others and provides some examples of how these processes have been implemented

FURTHER RESOURCES Embedding Public Engagement in the Curriculum