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Target Audience: Strathclyde staff who are interested in working with students as partners

This is a live in-person event.  The session will be interactive and there will be a handout to download and read parts of BEFORE the session.  This will be sent in advance to all participants registering for the session. 

“Universities need to move towards creating inclusive scholarly knowledge-building communities. … The notion of inclusive scholarly knowledge-building communities invites us to consider new ideas about who the scholars are in universities and how they might work in partnership.” (Brew 2007, 4)

Ways of engaging students in higher education as partners in learning and teaching is arguably one of the most important issues facing higher education in the 21st Century and is a key factor influencing student success. We will unpack what is meant by students as partners and examine four ways in which students may be engaged as partners through: a) Learning, teaching and assessment; b) Subject-based research and inquiry; c) Scholarship of teaching and learning; and d) Curriculum design and pedagogic advice and consultancy. The themes will be illustrated with mini case studies from different parts of the world. We will also discuss the values which should underpin student-staff partnerships. Participants will be asked to share their stories and approaches to student-staff partnerships at the University, and begin to think about how they can build on and develop new initiatives to engage students as active participants in their education through student-staff partnerships taking on board core considerations of partnership practice.  

Biographies 

We have presented together many times, including giving keynotes and workshops in Australia, Canada, Netherlands, Ireland, Hong Kong, Singapore, UAR, United Kingdom, and United States.  

Mick Healey is an HE Consultant and Researcher and Emeritus Professor at the University of Gloucestershire, UK. He is The Humboldt Distinguished Scholar in Research-Based Learning at McMaster University, Canada and a Visiting Professor at The University of Westminster, UK. Mick is an experienced presenter. Since 1995 he has given over 600 educational presentations in more than 25 different countries.  He has written and edited 250 papers, chapters, books and guides on various aspects of teaching and learning in HE, and has 16,500 citations. His latest book is Writing about Learning and Teaching in Higher Education: Creating and Contributing to Scholarly Conversations across a Range of Genres (Healey, Mick, Kelly Matthews, and Alison Cook-Sather, 403pp) and may be downloaded for free. He is the inaugural Senior Editor of the International Journal for Students as Partners. He is one of the founding members of the International Society for the Scholarship of Teaching and Learning (ISSoTL), and was made a National Teaching Fellow (NTF) in the first cohort in 2000.  

Ruth Healey is a Professor of Learning and Teaching in Higher Education at the University of Chester, UK where she has been since 2009.  In 2016, she joined Healey HE Consultants.  She has actively researched learning and teaching issues since 2004.  Her pedagogic research interests include teaching for social transformations, debates, ethics, and students as partners.  Ruth has written over 40 pedagogic publications and has given over 50 workshops, presentations, and keynotes in 10 different countries. In 2017 she was awarded an NTF; and in 2019 was awarded one of nine inaugural fellowships of the ISSoTL. She was on the Editorial Board of the Journal of Geography in Higher Education for 15 years (2009-2024) and is one of the inaugural Editors of the International Journal for Students as Partners (2016-). In 2024 she was made a SEDA Senior Fellow.  

Mick and Ruth co-authored Students as Partners guide: Student engagement through partnership - A guide to the Advance HE Framework (2019); two linked articles on ‘Searching and Reviewing the Literature on SoTL: An Academic Literacies Perspective, Part 1 and 2 (2023); and an article on The role of academic developers in initiating, developing, and supporting student-staff partnerships in learning and teaching in higher education: a systematic narrative literature review and a new framework (2024). They are currently running a 2.5 year programme at the University of Strathclyde designed to develop the capacity of staff and students to engage in SoTL. 

A list of references may be found at www.healeyheconsultants.co.uk. Extensive bibliographies on engaging students in research and inquiry, students as partners and change agents, SoTL and writing about learning and teaching are available on our website under resources.  

mhealey@glos.ac.uk; r.healey@chester.ac.uk; www.healeyheconsultants.co.uk 

This is a one-off event, there is no wait list.

Accessibility

On-campus activity

• Full access information for the venue is available via AccessAble [insert link to the info of the specific venue or building listed on http://accessable.co.uk]
• Hybrid provision is available - please contact sean.morrissey@strath.ac.uk for joining information
• There will / will not be audience participation
• You can drop into the session / You are asked to attend the whole session
• There will be a break / There will be several breaks throughout the session
• The session is relaxed – this means you can stretch, move around, stim etc.
• In line with current University health and safety guidance, attendees are encouraged to use face masks
• The room has mechanical ventilation / The room has passive ventilation (i.e. open windows)
• Digital copies of resources will be emailed to participants in advance of delivery as standard / upon request
• Printed materials will be available in different formats (e.g. large print) / Contact [event organiser] to request printed materials in different formats
• [Any other access info, e.g. live captions, British Sign Language interpretation, hearing loop]
• Please contact osdu-equity@strath.ac.uk to discuss any further access requirements

Hybrid activity

For hybrid, this would be a combination of the two lists above, incorporating the online and in-person information. We might also wish to specify:

• The session will take place in a hybrid format, in person and on Zoom / Teams (delete as appropriate)
• To facilitate hybrid participation, we will use [specify software and hardware / equipment to be used]

Prerequisites

Cancellation Policy

When applying for a course, you should note that there will be a £50* charge to your Department / School if you do not attend your place on the course. There will be no charge as long as you cancel your booked place before the event or notify our staff at osdu@strath.ac.uk that you can no longer attend.

A Department / School is welcome to send someone else in your place if they wish without incurring a charge, providing that person has the necessary prerequisites for the course. In the case of courses split over more than one day, you are expected to attend ALL parts of the course.

*This is the standard charge for cancellation or non-attendance of a course of 1-day duration or less. For some courses, there may be a higher cancellation charge and if this is the case you will be advised of this at the time of booking.