Student Engagement in Learning & Teaching
In October 2012, a ‘Student Engagement Working Group’ was formed in order to review the topic of student engagement in learning and teaching.
The group was made up of:
- an academic from each Faculty;
- an undergraduate and a post-graduate student;
- the Education Officer;
- the Student Engagement Adviser;
- professional services staff from 301, the Students’ Union and Learning & Teaching Services.
In accordance with national guidance from the Quality Assurance Agency (QAA), and in consultation with staff and students from across the University, the group developed the below definition and set of principles for student engagement in learning and teaching.
Student Engagement in Learning and Teaching at the University of Sheffield
The University of Sheffield (TUOS) recognises and values the importance of student engagement for the development of a high-quality learning and teaching experience for all.
You are encouraged to become actively engaged with your academic environment through involvement with your individual studies, and the structures and processes that underpin learning and teaching.
Why is student engagement important?
- Active participation enables you to take more responsibility for, and have ownership of, your learning;
- It recognises the different goals, approaches and motivations of each individual student as well as the collective student voice;
- It is the main channel through which the University is able to get your feedback, helping it to develop and improve all aspects of university life;
- Partnership and collaboration between students and staff creates mutually beneficial learning communities;
- Student engagement in learning and teaching underpins deep, transformational learning;
- Student engagement in learning and teaching enables the attainment of skills, thus enhancing your employability.
Student engagement is thus a broad concept, comprising a number of important features. These features are outlined below in a series of ‘Contextualising Principles’ which demonstrate the practical ways in which student engagement in learning and teaching can be understood at TUOS.
Contextualising Principles
- There is a commitment to recognise and address barriers to engagement that exist, so that all students can have an equal voice and opportunity to contribute.
- You are engaged in decision-making processes and are equipped with sufficient background knowledge to make effective contributions. You are encouraged to initiate conversations, make suggestions and ask “why?”. The learning and teaching environment is receptive to your contributions.
- Regular feedback allows you to review your own academic performance and progress. Through dialogue with staff, you are enabled to set your own learning goals appropriate to your own learning and development needs.
- You are encouraged and enabled to learn independently both within and outside your core programme of study.
- Engagement opportunities are recognised as a means to enhance the development of employability, professionalism and active citizenship in a global context. You are able to identify and articulate the skills you gain from these opportunities.
- Opportunities to engage are widely publicised, accessible and flexible, to meet the needs of all students and staff. Expectations on students and staff are made clear.
- You are encouraged to undertake formal roles and are inducted, trained and supported to fulfil these roles. Opportunities also exist for you to contribute more informally at a departmental, Faculty and institutional level, and through the Students’ Union.
- Staff are well-informed about student engagement in learning and teaching, and are appropriately trained in specific roles which support engagement activities.
- Student engagement in learning and teaching is recognised and rewarded appropriately.
- The effectiveness and impact of student engagement in learning and teaching are regularly monitored, reviewed and disseminated.
