1. Engaging Students as Partners as a new approach to enhance curriculum practice
Faculty of Law, Humanities & the Arts University of Wollongong
Mr Kenton Bell (BA Hons Sociology, HDR) Dr Anu Bissoonauth (Discipline Leader Languages & Linguistics Program) Mr Christopher Khatouki (BA Mandarin & International Studies)

2. Students as partners conceptual model Healey et al. (2014 & 2016)
Partnership defined as a process to ‘foster engaged student learning and engaging learning and teaching enhancement’ and one ‘in which all participants are engaged in and stand to gain from the process’. (Healey et al, 2014: 7)
Healey, M., Flint, A., and Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education. The Higher Education Academy. July pages
Healey, M., Flint, A., and Harrington, K. (2016) Students as Partners: Reflections on a conceptual model. Teaching and learning inquiry. 4(2)

3. Case 1: Students as Partners at UOW and HERDSA (Kenton Bell)
Wollongong Academy for Tertiary Teaching & Learning (WATTLE) Hot Topic Group
Co-creating a shared understanding of Assessment and Feedback between staff and students across Science, Medicine and Health – Students as Partners for Change Approach
Researching Student Engagement at HERDSA
Working with Anu & Christopher

4. Students as partners conceptual model Healey et al. 2016
Healey, M., Flint, A., and Harrington, k. (2016) Students as Partners: Reflections on a conceptual model. Teaching and learning inquiry. 4(2)

5. Case 2 University Students bring languages to high school peers (Anu Bissoonauth)
Motivations & Aims:
Bring languages back to schools via university students enrolled in university degrees
Build strong relationship between secondary & tertiary
UoW Community Engagement to promote languages & enhance curriculum practices
Journal article (2017) using conceptual framework of collaborative learning & social constructivism
Challenges
sustainability of language programs in high schools (lack of resource support from NSW Dept of Education)
Coordination of program not part of academic workload
University students = volunteers

6. Language Ambassadors part of Community Engagement & UOWX Programs
2012 Pilot (French); (Expansion to Italian, Japanese, Mandarin); 2015 Community Engagement Grant 15 student ambassadors in 4 local schools; & 2017 (12 language ambassadors in 3 schools )
2012 pilot
French
3 schools
(state, private & catholic)
2013
Italian
Japanese
Mandarin
2014
Expansion 4 schools
SHHS
TIGS
Keira HS
Kiama HS
2015
UOW Community Engagement
grant with partner schools
15 StudentLA
100 high school pupils
Expansion + inclusion
UOWx
Program of co-curricular activities **
WIN television media
**From 2016, Students’ contributions as language ambassadors are recognised as part of the UOWx Program of co-curricular activities. This means that students will need to complete a minimum of 20 hours of placement in a local high school over an academic year to have UOWx Language Ambassador officially recorded in their University testamur at graduation.

7. Case 3 Student Ambassadors as partners in Learning & Teaching (SALT): The Language Exchange (Christopher Khatouki)
2016 SALT grant: ($4000 honorarium) (Prof R. Lawson & Dr S. Bedford)
Aims: improve student voice & opportunities for students & staff to share ideas on how UOW functions
Project : Creating Learning Spaces for language learning
Novelty: peer-based, oral conversation between native speakers of Mandarin, Japanese, French, Spanish & LHA Language students
Key Partners: Coordinator International Student Programs, Language Academics & LHA Admin staff
Evaluation: Online + focus groups show improvements in students perception of aural skills & class attendance (Asian languages)

8. The Language Exchange Café
2017 Faculty grant ($2000)
Renewed Approach of 2016 Language Exchange:
Set in café to create laid back, friendly learning environment
Free flowing conversations rather than set lessons
Larger Facilitation teams & two weekly session times
2017 Semester 1 results
High attendance Asian languages, significantly lower
turnout for Romance languages
Positive response from participants and facilitators alike
Future:
Official volunteering recognition through UOWx
Additional language (Indonesian)
Times pushed back from peak lunch time hours to allow for quieter environment.
Sustained methods of evaluation (Pre– Mid – Post Surveys)

9. Students as partners conceptual model Healey et al. 2014 (pp25)
Examples of partnership activities in practice
developing sustainable practices to increase student engagement with and success, but
still far from ‘all engaged in and stand to gain from the process’.
Healey, M., Flint, A., and Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education. HEA. July 2014, 77p.
Healey, M., Flint, A., and Harrington, K. (2016) Students as Partners: Reflections on a conceptual model. Teaching and learning inquiry. 4(2)

10. Students as partners conceptual model Healey et al. 2014 (p25 & p16)
Healey, M., Flint, A., and Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education. HEA. July 2014, 77p.
Healey, M., Flint, A., and Harrington, K. (2016) Students as Partners: Reflections on a conceptual model. Teaching and learning inquiry. 4(2)
Four stages of student engagement (after HEA and NUS 2011) (Healey et al, 2014: 16)

11. Questions