Pedagogies for Sustainability, Responsible Enterprise and Innovation: 11th July 2018

seeg event full

On the 11th July research group SEEG in partnership with Centre of Excellent in Learning and Teaching (CELT) are hosting a joint workshop: Pedagogies for Sustainability, Responsible Enterprise and Innovation.

The workshop draws together in-house MMU expertise, recent CELT-funded research , and good practice from external and international case studies to look at how new and innovative pedagogical approaches, including Problem and Enquiry Based Learning (PEBL) short training courses (Carbon Literacy) and online-technology facilitated learning can help us stay at the forefront of enhanced student experience and pedagogical innovation. We will hear about case examples from Nottingham Trent University, and internationally from colleagues from Arizona State (USA) and Aalborg (DK) Universities.

The whole schedule for the workshop is now fully confirmed, please click the Eventbrite link to book your place:

If you have any questions about the event, please direct them to Valeria Vargas ( or Sally Randles (


Student Engagement in Higher Education Journal – new issue

Volume 2, issue 1 of the Student Engagement in Higher Education Journal,the journal of the RAISE network,  has just been published. The longer articles focus on promoting effective relationships between staff and students, whilst a series of case studies looks at the practical implications of various techniques for enhancing student engagement. We also have an opinion piece critiquing the appropriation of the term ‘student engagement’ and an article from a student reflecting on the value of her engagement

SEHEJ is an Open Access journal edited in CELT and is part of our contribution to the international community of scholars of teaching and learning. We see it as an open, inclusive, community which provides opportunities to novice authors and reviewers, but a lot of generous contributions of time are needed to make this work. We welcome both experienced and new reviewers and authors, so please get in touch if you are able to participate in the journal activities. If you know of any students who would like to write for the journal, we do offer a developmental route to publication, so please encourage them to consider this.

Full list of articles in Volume 2, issue 1:

Angera, J., et al. (2018). “Launching an Interdisciplinary Network for Understanding Student Engagement (INFUSE).” 2018 2(1): 93-98.

Bramley, G. (2018). “How to help engage students in flipped learning: a flipping eventful journey.” 2018 2(1): 78-85.

Bryson, C., et al. (2018). “Proceedings of the RAISE International Colloquium on Partnership.” 2018 2(1): 99-136.

Davies, M. K. (2018). “‘The SLL Resilience Programme: The Route to Success’: Implementing Wellbeing Skills at the University of Reading.” 2018 2(1): 55-60.

Dyer, J., et al. (2018). “Field trips, friendships and societies: Exploring student engagement in the School of Earth and Environment, University of Leeds.” 2018 2(1): 30-54.

Fotinatos, N. and Sabo, E. (2018). “Impact of centrally coordinated higher education pre-commencement of teaching student support initiative (FedReady) on student engagement: A regional university case study.” 2018 2(1): 86-92.

Lowe, T. (2018). “Data Analytics – A critique of the appropriatisation of a new measure of ‘Student Engagement’.” 2018 2(1): 2-6.

Marie, J. and Azuma, F. (2018). “Partnership support for departments with low student satisfaction.” 2018 2(1): 71-77.

Mercer-Mapstone, L. D., et al. (2017). “Breaking Tradition Through Partnership: Navigating Identities and Dissonance in Student-Staff Partnerships.” 2017 2(1): 12-30.

Simpson, C. and Clark, T. (2018). “Reflections on the development of a model of partnership designed to enhance the ‘digital curriculum’ of Sociological Studies programmes.” 2018 2(1): 61-70.

Sum, K. (2018). “Growing from a Seed” 2018 2(1): 7-11

Student Engagement in Higher Education Journal

Did you know that the Student Engagement in Higher Education Journal is edited in CELT? The current issue brings together a series of articles which show the value of student engagement in the curriculum and daily life of universities. Alison Cook-Sather and Peter Felten provide an inspiring introduction to the issue, with their opinion piece which relates pedagogical partnership to feelings of belonging for both students and members of staff. This theme is illustrated starkly in an open and honest piece by Jasmin Brooke, who is a current undergraduate student in the UK. She talks about how she overcame feelings of loneliness and difficulty in integration by engaging with student partnership activities and I applaud her generosity in sharing her experiences; I am sure that many staff and students will identify with her feelings and that it will prompt discussion and planning about ways to provide similar opportunities.

There are three articles which examine the different conceptions of student engagement and the way it surfaces in university activities. Tom Lunt analyses student discourse in an online environment for clues to the ways digital literacy and social capital may relate to student engagement. Sandeep Gakhal et al analyse student satisfaction data to assess differences in experiences of students who attend a UK university depending on whether they are from the UK or other countries and found that student engagement in large classes may have been more of a factor in the data they examined. This has implications for course development and planning. Inger Mewburn considers whether student engagement can be rewarded using digital badges; as well as explaining their use, she shares the results of a pilot study which reveals the complexity of such an initiative.

Our five case studies provide glimpses into a wide range of considerations of student engagement. Within the curriculum, Helen Page et al describe a project to engage Biosciences students in research-informed teaching and its effects on their skills and confidence.  Michael Nelson and Simon Tweddell consider academic staff reactions to the introduction of team-based learning and make some general recommendations for others who may want to implement the approach.

Looking at extra-curricular activity, Katie Strudwick et al have provided a piece written in partnership with student participants, which considers active student engagement in extra-curricular activities and suggest some ways to make this more effective. In another student-staff jointly-authored piece, Licia Calagno et al describe a review of a new personal tutoring system and its impact on student engagement. Katie Carpenter and Claire Kennan share their experience of a cross-disciplinary project in which theatre skills were employed to support students in developing their public-speaking skills.

If you would like to get involved with the journal as an author or reviewers, please do get in touch. We are always happy to discuss ideas at an early stage, and we have a mentoring system in place for novice authors and reviewers, so don’t let lack of confidence dissuade you from considering the journal.

Full Contents list

Cook-Sather, A. and Felten, P. (2017). “Where Student Engagement Meets Faculty Development: How Student-Faculty Pedagogical Partnership Fosters a Sense of Belonging.” Student Engagement in Higher Education Journal 1(2): 3-11.

Brooke, J. (2017). “Mental Health and Student Engagement – A Personal Account.” Student Engagement in Higher Education Journal 1(2): 12-15.

Lunt, T. (2017). “Police, politics and democratic learning communities in Higher Education.” Student Engagement in Higher Education Journal 1(2): 16 – 39.

Mewburn, I. (2017). “A PhD should not look like it’s fun: an actor network theory analysis of digital badges.” Student Engagement in Higher Education Journal 1(2): 40 – 53.

Gakhal, S., et al. (2017). “Evaluating student satisfaction at a top-performing UK university.” Student Engagement in Higher Education Journal 1(2): 54 – 70.

Page, H., et al. (2017). “Engaging students in bioscience research to improve their learning experience.” Student Engagement in Higher Education Journal 1(2): 71 – 80.

Strudwick, K., et al. (2017). “Understanding the gap – to participate or not? Evaluating student engagement and active participation.” Student Engagement in Higher Education Journal 1(2): 81-87.

Calcagno, L., et al. (2017). “Building Relationships : A Personal Tutoring Framework to Enhance Student Transition and Attainment.” Student Engagement in Higher Education Journal 1(2): 88-99.

Carpenter, K. R. and Kennan, C. (2017). “Developing Public Speaking Skills in Undergraduates: A Two-Day Event.” Student Engagement in Higher Education Journal 1(2): 117-124.

Nelson., M. and Tweddell, S. (2017). “Leading Academic Change: Experiences of Academic Staff Implementing Team-Based Learning.” Student Engagement in Higher Education Journal 1(2): 100 – 116.