Understanding and Promoting Student Engagement in GEES Learning Communities

GEES 11: Teaching and Learning for GEES students, 30th June – 1st July 2011

Katie LiveseyStudent Experience Officer, School of Earth and Environment (SEE),

University of Leeds

The next 15 minutes

Brief overview of Countdown to University Study Resource

Talking about how student ambassadors have been used in promoting student engagement

Introduction to on going project:Understanding and Promoting Student Engagement in GEES Learning Communities

The project environment

Project focus: Undergraduate students within the School of Earth & Environment •Approx 750 undergraduate students (approx. 15% international students)•Entry requirements for UG courses are ABB•Courses offer year in industry/study abroad and 4 year Masters programmes

Across the Earth and Environmental Sciences:BSc - Environmental Conservation/Geological Sciences/Geopyhsical Sciences/Meteorology and Climate Science/Environmental ScienceBA – Environmental Management/Environment and Business/Environmental Sustainability

http://www.see.leeds.ac.uk/countdown/SEE/

Student Engagement in SEE

Countdown to University Study

•Web based resource designed to help with transition to HE study•Made available through the university VLE to all students who have accepted their offer•Provides course specific introductions•General information about Leeds•Study advice and activities•Link to Facebook page to meet other new students

Evaluation of the project revealed that students would welcome:•A resource that extends beyond induction, bringing together the student population•A deeper understanding of academic life and research within SEE

Introducing the project

Identifying the:•gaps in•barriers to•facilitators to •opportunities for……student engagement

About understanding the how, what and why of student engagement

Implementing initiatives for facilitating student engagement

Exploring student engagementIdentifying the how, what and why (through informal discussions, observations, student ambassadors, focus groups)

HOW: Can students get engaged?•Contribution in lectures•Membership of student societies•Active participation in activities e.g. focus groups, helping out at open days•Membership of social network sites (e.g. facebook)•Formal involvement in school activities e.g. student rep•Actively seeking support from academic staff•Positive involvement in tutorial process•Attendance at teaching sessions•Willingness to build knowledge, understanding and experience of subject area and/or school e.g. reading websites/newsletters•Committee member of student society•Integration with peers in programme

HOW: Can students get engaged?•Contribution in lectures•Membership of student societies•Active participation in activities e.g. focus groups, helping out at open days•Membership of social network sites (e.g. facebook)•Formal involvement in school activities e.g. student rep•Actively seeking support from academic staff•Positive involvement in tutorial process•Attendance at teaching sessions•Willingness to build knowledge, understanding and experience of subject area and/or school e.g. reading websites/newsletters•Committee member of student society•Integration with peers in programme

WHAT: Are the opportunities for engagement in SEE?•Membership of student groups/societies and chapters –also committee members•Attend research institute seminars and other talks and lectures•Attend other activities promoted within the school e.g. building open evening, careers fairsBeing actively involved in tutorial system – proactive use of Leeds for Life (LfL) systemStudent reps – different levels of engagement – do reps actively participate in forums? School repMembership of professional organisations e.g. orgs supporting student chapters, SEG, AAPG, also RMetS, IEMA Involvement in activities and groups related to studies e.g. Green Impact Team, Bardon Grange AllotmentsBeing a proactive learner – contribute in lecturers, ask questions, seek assistanceSocial network groups by course Induction activities – trip to Malham/societies bbqStudent ambassador/intern – LfL opportunitiesBeing aware of what is going within the school through reading emails/ looking at tv displays/reading website news

Classifying student engagement

Engagement Audit - to identify the way students can and do engage in the School

Individual learner

level

Curriculum design and

deliverylevel

Discipline level

School / department

level

HEA DIMENSIONS OF STUDENT ENGAGEMENT

Institutional level

UK policy level

Involvement in study groups Proactively using Leeds for LifeAttendance & attitudeContribution in classInvolvement with peer group

Module surveyDissertation / research projects

Membership of student societies, chapters & groups Attending Research Institute seminars Membership of societies & professional bodies e.g. Leeds Geological SocietyAn awareness of current affairs related to studies

Course repsAttendance at staff-student forumPhoto competitionInvolvement in induction activitiesReading website/ newslettersParticipation in events

Completing NSS School RepInvolvement in institution wide initiatives Member of UoL clubs and societies e.g. International Student SocietyInvolvement with NUS Student ambassador

National Student ForumCampaign/protest e.g. march against introduction of student fees

Barriers, Gaps and Facilitators

The School building (new building)-no physical identity (no ‘home’ School)-Students unaware of research activity-had heard about equipment but never seen it

Lines of communication-not aimed specifically at UG-too much irrelevant information-email overload

Level of research seminars-too specific (students felt intimidated)-unsure if UGs welcome

Inconsistency with student groups/societies-unsure of what they did and who they were

Building engagement: first steps

Creating a sense of belonging to an academic communityBuilding the School student community identity-open evening-School Facebook group-dedicated noticeboards-celebrating success – Results Day-launch of student newsletter (LEEP)

LEEP: Leeds Earth and Environment Pages•Produced by students for students•Termly newsletter Features include :•LEEP likes (activities)•LEEP forward (careers, continuing education) fieldtrip reports, •lecturer interviews, •what’s on/forthcoming events•society news and events

Introduction of SEE Undergraduate Seminar Series-run by societies-relevant across all disciplines-at an appropriate level for UG audience

Focusing on improved communication-removal of UGs from School email circular-one line of communication (reinforce purpose of LEEP)-regular forthcoming events list and notices from LEEP

Launch of Student Societies and Groups Forum-building links-identifying opportunities-sharing ideas and knowledge

Building engagement: first steps

Student Engagement Ambassadors

2 ambassadors recruited (one from each of the Earth & Environmental Sciences)Paid during term time – 5 hours per week

Overview of process and experience•Recruitment process was very useful•Their student perspective was very helpful•Useful for their knowledge of student groups and societies and contacts•Overall 5 hours too much (work load and responsibilities need reviewing)•Flexible approach not the most effective •Useful to have perspectives from Earth Sciences and Environmental Sciences•Greater responsibility – single project?•Greater involvement from induction

Further and on going, in depth research

Survey of all UG students in SEE-survey adapted from NSSE-explores activities relevant to the individual learner level-examines the relationship between students & their peers, teaching & support staff-investigates how students perceive the activity of the School in providing opportunities for engagement-more in–depth than NSS (55 questions and 2 open questions, excluding personal details)

-survey delivered on-line and face to face (distributed in lectures) -prize draw offered

-approximately 450 responses (online and face to face) from 750 students -survey closed mid June

Early findings from survey

Q.1: Are you an active member of a club, society or organisation within your School of study that is related to your studies? (e.g. RocSoc/EnviroSoc)Q.2: Are you an active member of a club, society or organisation within the university that is related to your studies? (e.g. Green Action)

Q.3: Are you an active member of any other club or society within your School of study or the university that is not related to your studies? (e.g. sports/drama/debating etc)

Q.4: Are you, or have you previously been a course rep/student rep at this University?Q.5: Are you, or have you previously been a student ambassador (or similar) whilst studying at this university? (e.g. guide on open days)Q.6: Are you regularly involved in any activities outside of the university? (e.g. sports and fitness, drama, evening classes, etc)Q.7: Are you, or have you been involved in any initiatives or projects within your School of study? (e.g. green audit/focus group participant)

Q.8: Have you participated in voluntary/community work?

Q.9: Do you have paid employment?

Q.10: Have you used Leeds for Life to search for opportunities within the School or university?

Results from face to face survey (345)

Further and on going, in depth research

•From UG survey results – is there a need for further research, i.e. focus groups?

•Exploring the staff dimension to engagement-How do staff perceive engagement?-Do they want to be engaged in School/with students?

•Carry out the survey in other GEES subject centres (national study)

•Establish a network of interested parties to share good practice

PLEASE CONTACT US IF YOU ARE INTERESTED….

Acting on the findings to make positive changes towards student engagement-School Student Experience Officer being employed-Employability Assistant-3 student ambassadors-Build on the potential student societies and groups have to generate engagement

Beyond research