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Reflections on engaging students in the process and product of strategy development for learning, teaching, and assessment: an institutional case study

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Abstract:

Two areas of growing importance for academic developers are: first, their involvement in the development of institutional and faculty learning and teaching strategies; and second, how to engage students in academic development activity at institutional, department and discipline levels. This paper explores both interests by considering how academic developers may engage students in the development of both the process and product of institutional learning and teaching strategies. Following a discussion of the nature of strategy and why student engagement is important, this paper presents the authors' reflections on how one UK institution, the University of Gloucestershire, has sought to engage students in the process of strategy development. It concludes that those who lead strategy, especially academic developers, should purposefully engage students in both the process and product of strategy development. This approach of co-generation is equally applicable to ensuring that learning perspectives and requirements specific to particular groups of learners are addressed strategically, such as those of international students and disabled students. Deux domaines d'importance grandissante pour les conseillers pedagogiques peuvent etre envisages: premierement, leur implication dans l'elaboration de strategies institutionnelles et facultaires liees a l'enseignement et a l'apprentissage, et, deuxiemement, comment impliquer les etudiants dans les activites de developpement pedagogique aux niveaux institutionnel, departemental et disciplinaire. Cet article explore ces deux themes en considerant comment les conseillers pedagogiques peuvent impliquer les etudiants dans le developpement du processus et du produit associes aux strategies institutionnelles liees a l'enseignement et a l'apprentissage. Apres une discussion de la notion meme de strategie et de l'importance de l'implication etudiante, cet article presente les reflexions des auteurs au sujet de comment une institution du Royaume-Uni, la University of Gloucestershire, a cherche a impliquer les etudiants dans le processus de developpement de sa strategie. L'article conclut que ceux qui menent la strategie, particulierement les conseillers pedagogiques, devraient resolument impliquer les etudiants a la fois dans le processus et le produit associes au developpement de la strategie. Cette approche de cogeneration peut egalement s'appliquer si l'on vise a s'assurer que les perspectives et besoins lies a l'apprentissage specifiques a certains groupes d'apprenants, tels que les etudiants etrangers ou handicapes, soient strategiquement prises en compte.

Keywords: academic developers; co-authoring; co-generation; engaging students; learning, teaching and assessment strategies; process and product of strategy development

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/13601440903529877

Affiliations: 1: Centre for Active Learning, University of Gloucestershire, Cheltenham, Gloucestershire, UK 2: Vice-Chancellor's Office, University of Gloucestershire, Cheltenham, Gloucestershire, UK

Publication date: March 1, 2010

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