At the HEA STEM conference today we launch two reports that look at how adopting a ‘students as partners’ (SaP) approach can help learning and teaching in higher education institutions.
A research team at the University of West London and the University of Roehampton drew on the discipline of Psychology to investigate the impact of teaching and learning methods aimed at fostering partnership in undergraduate students. It also looked at how these experiences are perceived by graduates as relating to their current roles. The findings show that using SaP methods had a measurable impact at the module level on graduate attributes and psychological literacy.
‘Ask, answer, assess’ by Judy Hardy et al at the University of Edinburgh looked at an SaP approach to assessment with Physics and Veterinary Medicine undergraduate students. The research looked at the benefits to students of sharing, evaluating and providing feedback on assignments written by their peers. Students described the benefits of involvement in peer assessment especially in improving their ability to critically evaluate their own work through reflecting on the work of their peers and considering what constitutes ‘good’ work. Staff also saw the process as beneficial to students.
Both reports form part of the HEA’s ‘Pedagogies of Partnership’ project which set out to increase understanding of pedagogical approaches that foster partnership. The context for this is a trend over the past three years for regarding students as active partners in their educational experiences, encompassing student involvement in learning, teaching and research as well as quality enhancement and change.