Abstract

Presentation focuses on the University of Lincoln as a case study and explores learning gain in the context of meaningful student engagement. The first part of the presentation sets the context – giving information about the HEFCE funded learning gain project at Lincoln, and how it aligns with the culture, ethos and approaches to student engagement at Lincoln. The presentation then looks at ways in which student engagement may impact on student wider learning (learning gain) – HEFCE define learning gain as ‘the difference in student performance between two stages of their studies’ (Hoareau McGrath 2015: xi) – that learning is influenced by the student’s whole experience at University – and in keeping with this, we define the term student engagement, holistically – being both within the curriculum, ‘in learning itself’ (through for example personal tutoring) and beyond the curriculum (in the wider University, in enhancing learning and teaching and so forth).

The presentation also looks at how we, at Lincoln, have and are developing student engagement, before, finally considering the challenges of measuring and evidencing this impact.

This presentation draws heavily on evidence from an HEA funded project undertaken at Lincoln (‘Pedagogies of Partnership’ What Works?’) and the evaluation of the initial Student as Producer project – both referenced on the last slide.