spring 2013 hackNY student hackathon

Some thoughts on student engagement from Sherman Young

One of the key components of  a learning and teaching framework is how we think about student engagement.

The most recent examinations period has seen Faculties reporting some issues in this area – with concerns about indicators such as lecture attendance and assignment submission.

Already in train are a number of projects looking at student engagement in learning and teaching (as well as the broader student experience) but I think we need to make a coherent statement about how we wish to engage with students at Macquarie. Following some broader consultation, and drawing on literature and experience such as this, this and this, I’d like to suggest that we consider that we adopt, and build on the following principle:

Students are partners and co-creators of their learning.

  • Our students will be partners, change agents and leaders in their learning; across the formal and informal activities of the University;
  • Our approach will focus on active learning, emphasising collaboration and the co-creation of knowledge;
  • Our students, staff, alumni and industry and community partners will be connected to unlock their potential.

Again, any comments are welcome.

Sherman will be presenting a Learning and Teaching Strategy Update on 22 September at Learning and Teaching Week #mqltweek : register here

4 thoughts on “Some thoughts on student engagement from Sherman Young”

  1. In my class on Thursday, I engaged students in a learning task in which they were required to write a scenario, in collaboration with their group members, and then present and discuss it in class.
    Interestingly, one student did not consider this as part of my teaching. She was indirectly telling me that I need to use the class time to “TEACH” them the content, rather than asking them to talk to each other!

    I am sure this student’s view on “teaching and learning” is shared by many others who decide to not to articulate it.

    We need to address this issue, I think. I mean the “cultural differences” on educational issues and how best to approach our teaching and learning.

    Engaging students in learning activities may not be considered “teaching” by students coming from educational backgrounds which have practiced more a “teacher-centred” approach.

  2. I’ve also heard comments along similar lines (and it’s a view that some parents probably have as well). It can be difficult, but ultimately we want to develop graduates who are able to confront whatever challenges emerge in their lifetimes. And part of our job is in communicating that.

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