sparqs Conference 2019: Workshop and Presentation Outlines This document outlines the workshops and presentations running across three sessions during the conference. Some of the sessions comprise two or three presentations which complement one another. Session 1 Session 1.1: Workshop – What does Student-Led Teaching Award data tell us and how can we use it at a national level? Facilitated by: William Hasty (Quality and Student-Led Teaching Awards (SLTAs) are well established within the Scottish higher Enhancement Specialist, QAA Scotland) and Stef Black education sector as a way to recognise and celebrate teaching excellence. With an emphasis (Development Consultant, sparqs) on qualitative rather than quantitative evidence, SLTAs can provide a valuable insight into students’ views on teaching . This workshop will present the summary of a project which drew on an analysis of SLTAs with a specific focus on student views on feedback from assessment. We will present a summary of findings, organised around three key themes emerging from the research, lead a discussion around what STLA data can tell us, and explore what students believe is valuable feedback practice in each of these areas. We will also explore future opportunities for SLTA data, looking at a new data-driven project - led by sparqs, and delivered in partnership with the sector - which considers what other possibilities there are to use, share and understand SLTA data, from the creation of a cross-sector network or community, to the formation of national themes identified and analysed by the sector.
Session 1.2: Presentations – A 2 – Engaging apprentices and articulating students (a) Apprentice engagement at Forth Valley Within the Scottish education system, there are a number of types of apprenticeships, College ranging from Foundation Apprenticeships, to Modern Apprenticeships and newly formulated degree-level Graduate Apprenticeships. They all share an approach to learning which offers Presented by: Eve Lewis (Director, sparqs), Rob work-based opportunities. McDermott (Quality Manager, Forth Valley College) Apprentices often have quite a different learning experience to full-time or other part-time and Liam Williams (Student President, Forth Valley students. C olleges, universities and students’ associations can face a number of challenges in College) hearing the voice of apprentices - but doing so is essential to ensuring we meet their needs. Forth Valley College has created a hive of activity in this area over the last 18 months to ensure they have robust systems in place for apprentice representation. Working with apprentices themselves via a new induction programme and training, they have developed the capacity of apprentices to feed back on issues related to enhancing their experience. Whether this is making sure their college curriculum lines up with the needs of their employer, or ensuring that they receive the best possible careers support, the college is working hard to ensure that the apprentices get the most out of their time with Forth Valley. We would like to share the journey, challenges and successes, and talk about the next steps. In this session, representatives from the University of Stirling and Forth Valley College will (b) Let’s work together – an insight into look at the levels of partnership working involved across both their institutions, from both partnership degrees staff and student perspectives, in the delivery of partnership degree programmes. These integrated degrees offer a blend of academic and practical skills to create 'work ready' Presented by: Muriel Alexander (University graduates, where students spend the first two years of their course studying at Forth Valley Partnerships Officer) and Jessie Henderson (student), College before completing their degree programme at the University of Stirling. An added Forth Valley College; and Tracey Kerr (Widening benefit is that the students have full university status from day one, so they can get involved Participation Manager) and Alan Buchan (student), in all aspects of university life - such as joining students’ u nion clubs, societies and sports University of Stirling teams - even while they are studying at the college, helping them to feel part of the university community and easing the transition between institutions.
Session 1.3: Presentations – Developments in par tnership working in Scotland’s c olleges (a) A new approach to Student Partnership City of Glasgow College and its Students' Association have taken a different approach to Agreements through a dynamic, flexible and creating a Student Partnership Agreement (SPA). While the SPA does recognise all of the responsive online platform formal processes of obtaining and responding to student feedback and ensuring active engagement, it differs in how it seeks to establish partnership working. In this session, we Presented by: Kevin Ward (Students' Association explore our use of an online platform (My Voice) to gather student suggestions on topics Liaison Officer), Madeline Jean (Students' Association based on elements of our Student Experience Strategy. We will look at the process of taking Digital Officer) and Milea Leone (Student President), these ideas and refining them through a range of mechanisms, including our Student City of Glasgow College Representative Council and the City Partnership Forum, and explain how these ideas form the basis for developing partnership projects. Our SPA subsequently reflects these ideas and thereby establishes a way of working that remains relevant to our student body and supports timely interventions with concrete outcomes. (b) Students as partners: Creating a collective As part of a focus on partnership and staff-student relationships at Inverness College (UHI), responsibility for course evaluation and we have recently: improvement Re-framed our Student Partnership Agreement (SPA) to reflect a focus on working Presented by: Cat Meighan (Student Engagement with our students as experts and able members of a learning community. Officer, Inverness College UHI) Included work streams on student representation, evaluation and feedback in our Enhancement Plan - as part of our work with sparqs on HGIOC (How good is our college?). Revised our approach to self-evaluation, including Course Committee Meetings, promoting a shift towards collective responsibility for all stages of the enhancement process, at both FE and HE levels. In this session, we present initial findings of research exploring to what extent these interventions have facilitated empowerment and engagement of students and ultimately enhanced the student experience.
Session 1.4: Presentations – Reviewing provision and engagement for key student groups (a) Thematic review of student support This presentation will explore how we have engaged students in Thematic Reviews, which consider the student experience in relation to a particular ‘theme’ . One of our recent Presented by: Brian Connolly (Academic Policy Officer, reviews focused on support for mature students, and student parents and carers. The The University of Edinburgh) and Isabella Neergaard- theme was proposed by Edinburgh University Students Association, in response to student Petersen (Black and Minority Ethnic Officer, Edinburgh concern at the inconsistent levels of support for these under-served student groups. University Students’ Association ) Students were involved in setting the review’s scope and activity, as well as participating as reviewers and providing evidence to the process. This approach has allowed us to harness the experiences of diverse student groups and make recommendations to the University addressing specific, practical problems faced by our students. (b) Turning up the volume on the distant learner The importance of the student voice at all stages of development and delivery of higher and voice further education provision is increasingly recognised. Monologic, tutor-created module evaluations have given way to much more sophisticated and effective approaches through Presented by: Dr Susie Schofield (Academic Lead for partnerships, leading to transformative learning experiences for all involved. However, full Blended and Distance Learning, University of Dundee) engagement with one group of students continues to be challenging across the sector – the and Stewart Squire (Democratic Support & Policy Co- distance learner. These students tend to be part-time, balancing study with heavy time ordinator, Dundee University Students' Association) commitments elsewhere. Historically, many institutions have used their on-campus student representatives’ model for distance learners, with limited success. Challenges have included difficulties motivating student representatives to apply, involving them with training and support, and communication channels between the rep and the students they represent. This paper reports on a partnership developed between Dundee University Student s’ Association (DUSA) and University of Dundee staff. A working group was created with the remit: ‘to review and enhance distance learning student representation to ensure distance learners have an appropriate voice in improving their student learning experience .’ We present the ensuing internal audit of the distance learning experience, our engagement with the sparqs ’ Distance Learning T oolkit, different models being used across our distance learning programmes, and how the partnership is evolving.
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