Student Engagement: Body, Mind and Heart – A Proposal for an Embedded Multi-Dimensional Student Engagement Framework

Pickford, R. W.

doi:10.14297/jpaap.v4i2.198

Cited by 13 publications

(18 citation statements)

References 18 publications

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“…For commuting students, engagement in their courses could be limited by such challenges to their participation as having difficulties getting to campus, spending less time with fellow student peers and a reduced or different sense of belonging. If participation by this group of commuting BME students with diverse motivations and goals is to be encouraged, then, as Pickford (2016) states, it is necessary to identify the support and opportunities that could usefully be provided from the start of their HE experiences.…”

Section: Background Literaturementioning

confidence: 99%

The experience of BME commuting students

Smith

2018

EIPC

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The reasons for the black and minority ethnic (BME) student degree attainment gap are complex and multifactorial. However, it appears that increasing numbers of all students are commuting to campus from the parental and family home, something now disproportionately exemplified by BME students at Leeds Beckett University.This paper outlines findings from a small, qualitative project focusing on commuting BME undergraduates and explores how their issues and needs have been addressed through a range of cultural, infrastructural and curricular interventions.The main issue of concern which supports the recent report (Thomas and Jones, 2017) is that many commuting BME students will prioritise academic engagement but are unaware of the wider social and cultural capital that can be gained from participating in extra-curricular activities. It is clear that some difficulties faced by BME commuting students are identical to those faced by all commuting students: stress, impractical timetabling and assessment deadlines, ‘invisibility’. BME students (commuting and non-commuting) are already often disadvantaged by a poorer learning experience than that of their peers and consequently by lower degree attainment (Richardson, 2008a & b, Newbold et al., 2011) and reduced employability (Allen, 2016), an inequality that may be compounded in the case of those disproportionately high numbers of BME students who also commute. University action must be situated within a broader framework of inclusive academic practice, drawing on a “holistic engagement vision” (Pickford, 2016, p. 31) of infrastructural support and partnership working between students and staff.

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Section: Background Literaturementioning

confidence: 99%

The experience of BME commuting students

Smith

2018

EIPC

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“…This must be manifested in opportunities for focused creation of knowledge and application of knowledgeby means of tailored development environments and of developmental activities. Figure 1, which builds on earlier work on orientation of staff and student engagement with HE, demonstrates these conditions in practice (Pickford and Brown, 2013;Pickford, 2016;. This modelfocusing as it does on the creation and application of knowledge, on a rewarding and supportive development environment and on collaborative and creative developmental activitiescan form (and indeed does at the author's home institution) the basis of an institutional strategy to provide opportunities to meet the collective goals of a diverse body of colleagues.…”

Section: Providing Opportunities For Development Of Academic Practicementioning

confidence: 77%

“…b. how this framework could be aligned with institutional approaches to student access, success and progress and to student engagement (Pickford, 2016) and with current metrics relating to teaching excellence and student outcomes to form the basis for a holistic blueprint to enhance the experiences of students and colleagues. Since Gunn and Fisk (op.cit.…”

Section: Conclusion Recommendations and Further Workmentioning

confidence: 99%

A holistic framework for developing excellent academic practice

Pickford

2018

Compass

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This article outlines an original and practical framework that synoptically integrates the factors underpinning a strategic approach to developing excellent academic practice (DEAP) within an institution.It considers recent developments driving development of ‘excellence’ in academic practice and describes a practical model – based on the requirements of the sector, the needs of institutions and the perspectives and goals of staff – that can be used to meet the desires of the various stakeholders.The framework’s philosophy is that outcomes depend upon three factors: individual colleagues’ attributes at different stages of their career; the opportunities provided at each career stage to develop academic practice; and the agency of the colleague and the institution to engage with one another behaviourally, emotionally and/or cognitively to align these attributes and opportunities.The framework is likely to be of practical use to all staff engaged in developing their own or others’ academic practice, while at the same time offering a theoretical framework for scholarship.

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“…The tool itself (and its questions for reflection) is designed around the philosophy that student success is dependent upon individual student engagement and that engagement is an individually-owned and personal concept (Saks, 2006). Our methodology builds on this philosophy by explicitly specifying the requirements for maximising student engagement in a course (table 1, Pickford, 2016). The tool specifically focuses course team reflection on curriculum design, the learning environment and different learning activities.…”

Section: Key Features Of the Icdtmentioning

confidence: 99%

Developing the Inclusive Course Design Tool: a tool to support staff reflection on their inclusive practice

Smith

Pickford

Priestley

et al. 2021

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Inclusivity is fundamental to higher education, its course design, its assessment and its delivery. The principles of inclusivity offer all students the opportunities to achieve to the best of their ability. The purpose of this case-study is to outline the context, process, development and initial evaluation of a newly generated tool designed for academic colleagues. The Inclusive Course Design Tool (ICDT) offers a series of questions for reflection with supporting guidance rooted in theory and research on inclusion, pedagogy, multiculturalism, universal design for learning and implicit and unconscious bias. This first version of the tool encourages course teams to reflect on and interrogate the nature of inclusive academic practice in their courses, in their course curricula, their classrooms (virtual or physical) and their approaches to student learning and support. The contextualised rationale for the tool, its design, the consultation process, its early evaluation and future considerations as an institutional tool are explored. This paper specifically explores its use to try to reduce the black, asian and minority ethnic (BAME) student award gap and enhance success and graduate outcomes, as well as academic practice and staff reflection.

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Student Engagement: Body, Mind and Heart – A Proposal for an Embedded Multi-Dimensional Student Engagement Framework

Cited by 13 publications

References 18 publications

The experience of BME commuting students

The experience of BME commuting students

A holistic framework for developing excellent academic practice

Developing the Inclusive Course Design Tool: a tool to support staff reflection on their inclusive practice

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