Enhancing Student-Centred Teaching in Higher Education: The Landscape of Student-Staff Research Partnerships

Foreword
Contents
Notes on Contributors
List of Figures
List of Tables
1 Introduction: Context and Scope
	References
2 The Emerging Landscape of Student–Staff Partnerships in Higher Education
	What Is a Student–Staff Partnership?
	Benefits of Student–Staff Partnerships for Students
		Enhanced Engagement and Learning
		Personal Development
		Positive Relationships
		Skills Development/Employability
	Benefits of Student–Staff Partnerships for Staff
	Challenges to a Successful Partnership
		Power Relations
		Curriculum Design
		Transience/Time
		Capability
		Authorship
		Representation
	Implications for Future Practice of Partnerships
	Reflective Vignette
		Lucie
		Karen
	References
Part I Collaboration and Creativity: Exploring Innovative Partnership Approaches
3 Student Experience: Perspectives on Learning in the University and the Conservatoire
	Introduction
		Teaching Spaces: Traditional Actor Training Conservatoire Settings
		Teaching Spaces: Traditional Lecture Halls
		Parallels and Dichotomies
		Conclusions
	Reflective Vignette
	References
4 Exploring the Actor–Director Relationship in the Drama School Through a Student–Tutor Dialogue
	Introduction
	Background
	The Rehearsal Project
	Dialogue
	Conclusion
	Reflective Vignette
	References
5 Escaping the Norm of Student–Staff Partnerships
	Introduction
		Student Needs and Developing Opportunities
		High Achieving Students
	The Educational Escape Room
		How We Set up the Project
		Our Escape Room
		Created by Students for Students
	Research Design
	Findings and Discussion
		The Student/Staff Partnership
		Partnerships Across Disciplines
		Partnership Between Chidera and the Creator Team
	Conclusion
	Reflective Vignette
	References
6 Building Knowledge and Learning Communities Using LEGO® in Nursing
	Introduction
		LEGO® SERIOUS PLAY®
		Ensuring Pedagogic Value
		Contexts and Rationale for Using an Adapted LSP Approach
	The Workshops
		Child Nursing
		Adult Nursing
	Findings
	Conclusions
	Reflective Vignette
		The Student Perspective
		Staff Perspective
	References
7 3D Printers in Engineering Education
	Introduction
	Educational Use of 3D Printers
	Methodology
	Results and Discussion
	Conclusions
	Reflective Vignette
		Student Perspective (Atefeh Eslahi)
		Staff Perspective
	References
Part II Evaluating Teaching and Learning Approaches
8 Captured Content and Lecture Recordings: Perceptions and Experiences of Students and Lecturers
	Introduction
	Methodology
	Data Analysis—Focus Group
		Captured Content
		Lecture Capture
		Flipped Classroom
		Sensitivity
		Lecturer Performance
		Attendance
	Data Analysis—Online Survey
		Panopto Experience
		Engagement with the Content
		Attendance
		Captured Content
	Data Analysis: The Lecturer’s Perspective
		Lecture Capture vs. Captured Content: Pedagogical Benefits
		The Issue of Attendance
		Topic Sensitivity and Lecturer Performance
	Conclusion
	Reflective Vignette
		Student’s Perspective
		Staff Perspective
	References
9 Captured Content: Captured Attention?
	Introduction
	Literature Review
	Methodology
	Results and Discussion
		Advantages and Disadvantages of Lecture Recording
		Flipped Learning
		Live Learning Experiences and Lecture Recordings
		Lecturer Perspectives
	Conclusion
	Reflective Vignette
		Student Perspective
		Staff Perspective
	References
10 A Comparison of Student Perceptions of Physical and Virtual Engineering Laboratory Classes
	Introduction
	Potential Benefits of Laboratory Work
	Perceived Drawbacks of Laboratory Work
	Review of Virtual Experiments
	Experimental Work Within Mechanical Engineering Sciences
	Methods
		Focus Groups
	Results and Discussion
		Focus Group Results Pre Virtual Laboratory Trial
		Cognitive Learning
		Inquiry Methodology
		Vocational Aims
		Development of Personal Skills
		Focus Group Results Post Virtual Laboratory Trial
	Conclusions
	Reflective Vignette
		Student Perspective
		Staff Perspective
	References
11 Skills Developed by Economics Students During Their Professional Training Year
	Introduction
	Methodology and Data
	Results and Discussion
	Conclusion
	Reflective Vignette
	References
12 Exploring the Benefits of Project-Based Pilot Plant Experience for Chemical Engineering Undergraduates
	Introduction
	The Pilot Plant
	The POM Module
	Methodology
		Student Groups
		Questionnaire Design and Execution
	Results During the Module
		Improvements in Transferable Skills
		Leadership Self-Efficacy
	Results After the Module
	Limitations
	Conclusions
	Reflective Vignette
		Student Perspective
		Staff Perspective
	References
13 Student Perspectives on a Nutrition Curriculum
	Introduction
	Aims and Method
	Data Collection
	Data Analysis
		Module Content and Structure
		The Support of Teaching Staff
		Lack of Professional Role Training
		Teaching
	Curriculum Design and Value of Threshold Concepts
	Reflective Vignette
		Katrina
		Adam
	References
14 Learner Engagement on a Blended Ethics Education Programme: Perspectives of Students and Teachers
	Introduction
	Student Engagement: What It Means and Why It Matters
	Context
	Methodology
	Findings
		Staff Views
		Student Views
	Discussion
	Conclusion and Recommendations
		Recommendations
	Reflective Vignette
		Staff Perspective
		Student Perspective
	References
Part III Partnership Approaches to Assessment, Feedback, and Student-Staff Dialogue
15 Student Nurses’ Experiences of Receiving Verbal Feedback Within the Clinical Learning Environment: To What Extent Does This Promote Sustainable Feedback Practices?
	Introduction
	The Clinical Context
	High-Quality Feedback
	Sustainable Feedback Practices
	Methodology
	Results
	Themes Representing High-Quality Feedback
	Conclusion
	Reflective Vignette
		Julie
		Cathy
		In Partnership
	References
16 Facilitating Students’ Proactive Recipience of Feedback with Feedback Portfolios
	Introduction
	Proactive Recipience of Feedback
	Facilitating Proactive Recipience with Feedback Portfolios
	Case Study: Students’ Perceptions of How Their Recipience Skills Are Facilitated by a Feedback Portfolio
	Methodology
		Participants
		Procedure
		Analytical Approach
	Findings and Discussion
		Self-Appraisal Skills
		Goal Setting and Self-Regulation Skills
		Engagement and Motivation
	Conclusion
	Reflective Vignette
		Aka
		Kieran
	References
17 An Innovative Presentation Tool as an Alternative to Traditional Methods for Student Assessments
	Introduction
		Assessment in Contemporary Higher Education
		Assessment Strategy and Transferable Skills
		Presentation Tools for the New Generation of Students
		Rationale for this Design
	Methodology
		Study Participants
		Questionnaire Data (Quantitative Data Analysis)
		Focus Group Data (Qualitative Data Analysis)
	Results
		It Takes Longer, But We like It! (Questionnaire Data)
		Room for More (Focus Group Data)
		Knowledge and Understanding
		Challenges
		Presentation
	Conclusions
	Reflective Vignette
		Andrew
		Kyle
	References
18 Maximising Student Participation: Factors That Facilitate Dialogue
	Introduction
	Methods
	The Results
		Lecture and Tutorial Observations
		The Questionnaires
		The Focus Group Discussions and Interviews
	The Way Forward—Some Practical Considerations
		Tutor Traits
		Familiarity of Students with Peers
		Allocated Time for Discussion
		Dealing with Difficult Content
	Conclusion
	Reflective Vignette
		Saima
		Katerina
	References
19 Using Mindfulness Meditation Techniques to Support Peer-to-Peer Dialogue in Seminars
	Introduction and Context
	Methodology
	Findings and Discussion
	Conclusion
	Reflective Vignette
		Didi
		Allan
	References
Part IV Staff-Student Partnerships: Reflections and Considerations
20 Creating Space for New Expertise: Considerations for Setting-Up Student–Staff Partnerships
	Introduction
	Methodology
		Qualitative Analysis of Interview Data
	Findings
		Setting-Up Student–Staff Partnerships: Advertising Partnership Opportunities
		Creating Space for Collaboration: Initial Project Briefing and Introduction
		Approaches to Student and Staff Training
	Discussion and Conclusion
	Reflective Vignette
		Simran Nagpal
		Irina Niculescu
		Roger Rees
	References
21 Student–Staff Partnerships in Higher Education as Process and Approach
	Introduction
	Terminology
	Roles and Identities of Students and Staff
	Power Dynamics
	Inclusivity
	Conclusion
	Reflective Vignette
		Ameena
		Marion
	References
22 The Future of Student–Staff Partnerships
	Introduction
	What Are the Challenges of Partnership?
	What Have We Learnt About Partnership Working?
	Crossing Thresholds
	Changing Perspectives
	Future Recommendations
	References
Index