1. An example of tailored CPD offered to a School

2. How to engage students more deeply in learning history
Dr Catherine Bovill
Senior Lecturer in Student Engagement

3. Overview
Introduction to co-creating learning and teaching Examples of practice Benefits of co-creation Benefits of enhancing relationships Your practice

4. Co-creation, what is it?
“Co-creation of learning and teaching occurs when staff and students work collaboratively with one another to create components of curricula and/or pedagogical approaches.” (Bovill et al, 2016: 196)

5. Co-creation examples
Text books (Education): Mihans et al, Elon University, USA
Students designing the VLE (Geography): Moore-Cherry, University College Dublin
Worksheets for first year students (Maths): Duah, Loughborough University
Student photographs as basis of curriculum (Geography): Gilmartin, University of Ireland, Mayneuth
Essay questions (Classics): Kruschwitz, Reading University
Course content (Business): Canales, St Andrews University
Co-assessment (Public Policy): Deeley, University of Glasgow
Cook-Sather et al, 2014

6. What are you doing or could you do… to co-create learning and teaching in your practice/in History?
Do you have any examples to share?

7. Evidence of benefits Students and staff share many benefits:
Engagement - enhanced motivation and learning
Awareness - meta-cognitive awareness and sense of identity
Enhancement - improved teaching and
classroom experiences
Cook-Sather et al, 2014
Enhanced belonging, relationships,
confidence, trust
Mercer-Mapstone et al, 2017

8. Student-staff relationships

9. "When you come to class on the first day and the teacher says 'We notice your attitude,' they forget that we notice their attitude too. Students do the same thing." (Gozemba, 2002: 132)

10. “In general, the more contact between students and faculty both inside and outside the classroom, the greater the student development and satisfaction”
(Kuh & Hu 2001, p309)

11. Evidencing impact of stud-staff relationships
Academic success, higher educational aspirations, personal and intellectual development, student satisfaction and enhanced motivation
(e.g. Chickering & Gamson 1986; Cooper et al 1982; Cuseo 2007; Jacobi, 1991; Komarraju et al 2010; Kuh & Hu 2001; Lamport, 1993; Pascarella & Terenzini, 1978 & 2005).
Staff characteristics, attitude and personality (e.g. Gaff 1973; Gadzella, 1977; Jacobsen, 1982; Lamport, 1993; Long, 1977; Powell, 1976; Rogers, 1962 Scheck & Bizio, 1977; Thephides & Terenzini, 1981)
- warm and informal; friendly and flexible; accessible, approachable and available; empathetic, genuine and respectful; understanding and honest

12. How are you or could you enhance relationships between students and staff?
Arrive early / slow packing
Learn names
Eat together

13. Concluding messages Have high expectations of students
Communicate expectations early and regularly
Increase opportunities for staff and students to
talk about learning and teaching
Start small

14. Student engagement in L&T
Edinburgh Network: Growing
Approaches to Genuine Engagement
Xxx Learning & Teaching Conversations
Xxx Assessment and Feedback

15. References
Bovill, C. (2014) An investigation of co-created curricula within higher education in the UK, Ireland and the USA. Innovations in Education and Teaching International 51 (1)
Bovill, C., Cook-Sather, A., Felten, P., Millard, L. and Moore-Cherry, N. (2016) Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education 71(2),
Chickering, A.W. and Gamson, Z.F. (1987) Seven principles for good practice in undergraduate education. AAHE Bulletin March,
pp3-7.
Cook-Sather, A., Bovill, C. & Felten, P. (2014) Engaging students as partners in learning and teaching: a guide for faculty. San Francisco: Jossey Bass.
Cooper, P.J., Stewart, L.P. & Gudykunst, W.B. (1982) Relationship with instructor and other variables influencing student
evaluations of instruction. Communication Quarterly 30,
Cuseo, J. (2007) The empirical case against large class size: adverse effects on the teaching, learning and retention of first-year
students. The Journal of Faculty Development 21 (1) 5-21.
Gadzella, B.M. (1977) How college students view a professor’s role. College Student Journal 11, 2-8.
Gozemba (Eds) Pockets of hope: how students and teachers change the world. London: Bergin and Garvey.
Jacobsen, C.R. (1982) Instructional development report. Outstanding teachers: how do UND students describe them. North Dakota University. (Eric Reproduction Service No ED )
Komarraju, M., Musulkin, S., & Bhattacharya, G. (2010). Role of student-faculty interactions in developing college students' academic self-concept, motivation, and achievement. Journal of College Student Development, 51(3),
Kuh, G.D. & Hu, S.(2001) The effects of student-faculty interaction in the 1990s. The Review of Higher Education 24 (3)

16. References cont…
Lamport, M. A. (1993) Student-faculty informal interaction and the effect on college student outcomes: a review of the literature.
Adolescence 28 (112) p
Long, L (1977) The effects of pre-teaching teacher interaction style on student achievement. Catholic University of America
Washington DC.
Mercer-Mapstone, L., Dvorakova, S.L., Matthews, K.E., Abbot, S., Cheng, B., Felten, P., Knorr, C., Marquis, E., Shammas, R., Swaim, K. (2017) A systematic literature review of students as partners in higher education. International Journal for Students as Partners 1 (1).
Mihans, R., Long, D. & Felten, P. (2008) Student-Faculty Collaboration in Course Design and the Scholarship of Teaching and Learning. International Journal for the Scholarship of Teaching and Learning, 2, 2.
Pascarella, E. & Terenzini, P.C. (1978) Student faculty informal relationships and freshman year educational outcomes. Journal of Educational Research 71,
Pascarella, E. & Terenzini, P. (2005) How college affects students Vol 2: a third decade of research. San Francisco: Jossey Bass.
Powell, J.P. (1976) Informal staff student contact at the University of NSW. TERC Research and Development Paper 42. New
South Wales University, Kensington, Australia
Rogers, C.R. (1962) The interpersonal relationship: the core of guidance. Harvard Educational Review
Scheck D.C. & Bizio, S (1977) Students’ perceptions of the ideal professor. College Student Journal
Thephilides C. & Terenzini, P.C. (1981) The relation between non classroom contact with faculty and students’ perceptions of
instructional quality. Research in Higher Education

17. The Institute for Academic Development