Student Staff Partnership Project
Presentations and Papers
Below are our engaging asynchronous sessions for the Change Agents’ Network Conference 2023, with posters, case studies and videos for you to explore in your own time.
The mutual benefits of partnership
Working with widening participation at the University of Hertfordshire.
Dr Julie Vuolo, Rachel Nield, Joanna Paul, Tiana Rawlins, Krystian Jakubczyk & Harvinder Sokhal, University of Hertfordshire
In the widening participation team at Herts, we have worked hard to embed student-staff partnership approaches into our everyday working practice. As well as thinking about how student feedback, consultation and co-production activities can inform our programme of work, we have also developed several paid student roles which harness the assets that our widening participation students bring to the university setting. In our micro-video contribution, we outline the mutual benefits of these partnership roles, and our student partners will share how they feel their contribution makes a difference to the work we do. They will also share how they bring their background and experiences to the role as well as what they feel the benefits are to their own personal and professional development.
Drusilla Anang, Selena Evans, Pierette Fortuna, Kimberley Neeson, Kirsty Spicer, Aimalohi Ugbiyobo, Nina Walker, University of Hertfordshire
This project aims to use collaborative partnership working to create resources which support University of Hertfordshire students who experience Imposter Syndrome. Currently in person Imposter Syndrome workshops run within the School of Life and Medical Sciences. Due to the nature of Imposter Syndrome, attendance at face to face events can be daunting. As a results, Student Partners from the School of Life and Medical Sciences have driven the scoping and creation of resources to support students experiencing Imposter Syndrome in an asynchronous or virtual manner. Being part way through the project, this submission highlights some of the benefits and challenges associated with partnership working and also showcases the outline of the resources being created within the partnership.
Student Led Social Media
Priya Mahey, Dang Ta, George Sapcaliu, Adedeji Sodeinde, University of Hertfordshire
The Student Technology Mentors (STMs) of the University have adopted a new way of learning via social media and have been working hard to promote digitally themed help videos for both students and staff that works towards our Herts Learning Strategy and wider digital transformation. The idea of using TikTok and Instagram is capturing the popular platforms and enhance them for learning purposes. This project has been a great way to promote student and staff partnership and student led content authorship by creating short videos that can be saved or to look back on. The STMs have fully engrossed themselves into this project and are always innovating on what is needed for our students and staff community.
(Re)imagining Higher Education
Sonia Kamal, Sandra Abegglen, Tom Burns, & Maryam Akhbari, University of Calgary
The Building Higher Education Project supported by the Association for Learning Development in Higher Education (ALDinHE) in partnership with the University of Calgary and London Metropolitan University invited faculty and students to reflect on the status of Higher Education (HE) and, at the same time, to envision what form a welcoming, humane, and inclusive academia would look like. The outcome of this will be an open-source Guide of HE models – real and idealized - to seed discussion of what sort of HE we want and what HE would fit an uncertain future. This poster showcases initial results, visions and visualizations by faculty and students.
Using student journals in the classroom
Dr Nick Naumov & Anita Lunati, University of Northampton
As students progress through their education, they are expected to be able to practice, enhance and develop their reflection skills and critical thinking. Writing a study/learning journal (or a study diary) is a tool often used to engage students, place responsibility for active engagement and increase students' motivation to study. This research is focused the use of journals in teaching and learning and explores undergraduate students' perceptions on how they use journals. Based on a qualitative approach focused on focus groups with final year students, the paper seeks to explore the potential of journals as a tool to facilitate critical thinking and reflection and examine the potential contribution of journal writing to construct and develop arguments, summaries, and critical standpoints.
The why, how and when of LGBT+ education
Emma Whewell & Alison Power, University of Northampton
This study aims to contribute to the field of primary education and inclusive practices by discussing when and how lesbian, gay, bisexual, transgender plus (LGBT+) education is being taught and what primary school teachers need to feel confident to teach it. It is not compulsory for LGBT+ content to be taught in primary schools causing conflict for school leaders and an inconsistent approach regarding LGBT+ content and teaching. This poster will explore when teachers feel LGBT+ education should first be taught, what impacts teachers’ confidence, and effective teaching strategies. Findings suggest that most teachers consider LGBT+ education an important and that reception and year one is an ideal point at which to cultivate a respectful and tolerant environment. There is scope to improve initial teacher education and in service training for practicing teachers to build confidence and share practice through subject content knowledge and mentor training.
Read more about the why, how and when of LGBT+ education poster
Are feelings and knowledge amalgamated?
A reflective capacity for understanding if a early career researchers place attachment needs post-pandemic are associated with higher education curriculum and researchers success
Yasmin Garcia Sterling
Early career researchers experience after the pandemic has had a disruptive interruption to existing PhD researchers traditions. From the welcome inductions, networking within cohorts, presenting and the travel opportunities all transcribed into a virtual interface. It is argued that this disruption should be reflected upon to ensure that wellbeing and PhD impacts are now revisited, where place attachment need post-pandemic are prioritised. This shift requires departmental tutors and doctoral schools to practice student-led learning resilience, by nesting the EDI domain of student experience within student representatives and into space engagement domains. Drawing on the social theory disparity between ‘structure and agency’, this research explores the transforming omnipresent movement, zoning into the experience found from of a faculty representative, whom consulted lead student representatives and supported a global key higher education school of the Built Environment.
Read more about understanding if a early career researchers place attachment needs post-pandemic
Making active engagement in co-creation work an institutional priority
Investigating practices, experiences and opportunities
Ana Cabral, Louise Younie, Queen Mary University
In this presentation, we will explore the role of co-creation at an institutional level and the experiences of staff and students involved in co-creation projects in terms of inclusivity, belonging and opportunities for flourishing. We will highlight the relevance of an internal recognition scheme (SEED award: Student Enhanced Engagement & Development) in acknowledging the contribution of student co-creators and creating the institutional conditions/culture for co-creation and discuss the experiences of staff and students who have received the award. The SEED award scheme aligns with the UK Professional Standards Framework: students are invited to submit evidenced reflection on their co-creative work and are endorsed by the member of staff who has worked with them as partners in the project. We will also draw on the findings of two research projects conducted in collaboration with learner interns.
Read more about making active engagement in co-creation work an institutional priority