Students as Partners: Developing and sustaining a partnership approach to enhancing learning and teaching University of Hertfordshire Karen Clark, Claire Dickerson, Sally Graham, Joy Jarvis, Amanda Roberts & Lewis Stockwell

Why an Enquiry Approach? To enquire into practice for the purposes of enhancement. To work with students to gain different perspectives and insights into practice. To contribute to an enquiry culture in educational practice. To develop capacity (people and resources) for practice enhancement.

Why Partnership? To engage in joint enquiry, which builds research capacity, communication skills and an understanding of learning and teaching. To develop leadership and employability skills through processes which enhance agency and personal and professional confidence. To build community through connecting individuals and groups and fostering a sense of social responsibility.

What did we do?

Key Elements Models Materials and resources Activities using materials and resources Sharing Ideas Building on ideas Making connections

Faculty Student Researcher Group 2 students & 1 staff member per School One Topic Faculty Student Researcher Group 2 students & 1 staff member per School One Topic School of Humanities School of Law School of Education Faculty Funding Models

School of Education Enquiry into Academic Writing School of Education Enquiry into Academic Writing 1 member of staff plus students Funding UH

Faculty Student Researcher Coaching and Employability Group Learning and Teaching Project Employability Module Learning and Teaching Project Employability Module Learning and Teaching Project On-Line Independent Tasks Learning and Teaching Project On-Line Independent Tasks Learning and Teaching Project Introductory Subject Module Learning and Teaching Project Introductory Subject Module Learning and Teaching Project Student- Students Workshops Learning and Teaching Project Student- Students Workshops Learning and Teaching Project First Assessment Learning and Teaching Project First Assessment Learning and Teaching Project On-line Lectures Learning and Teaching Project On-line Lectures Funding HEA & UH

Resources Resources for Academic Writing YouTube Video ‘Learn from Feedback’ Video

Activities

Sharing Ideas Conferences Concepts

Building on Ideas ‘The Wall’ Good student/good learner

Making Connections Exchange visits to NTU HEA

Impact On Staff Mindsets “It has confirmed more how flattening the structures and working with students rather than for students or to students - enables them to raise their game, raise their skills, raise their knowledge…” (Tutor B - School of Education) “This way of working needs to be part of the culture of a school... I think we may have misread apathy in students, when in reality they can’t find something to connect with [at the University].” (Tutor A - Humanities)

Impact On Students’ Mindsets “My engagement with my studies is far greater than I ever imagined it would be. The effort is far greater than what I put in before. To know I could make a difference and I have made a difference”. (Student researcher A) “Talking to staff made me realise how much work goes into giving feedback and also how passionate enthused and dedicated they were. You take that for granted, the work that staff put in..” (Student researcher E)

StaffSchoolStudentProfile Increase formative assessment 990 plus students receive student-student feedback workshops Increased employability skills Reports – Resources – shared across Faculty Linking feedback across modules New feedback proformasIncreased academic skillsde Havilland campus Writing feedback differently New tutorial proceduresInsight into own learningUH Talking with students about feedback Student involvement in curriculum planning Positive effect on attainment Externally Changing views of students Engagement in learning Impact on Practice

Next Steps Disciplinary Based Projects Evaluation Project Developing & Sharing: Processes Findings Impact Creating Resources: On the topic On the process