Student Voice

Human-Centred Approaches to Understanding Student Partnerships’ Impact Setting the Scene: Who the Changemakers Are This #Take5 blog is brought to you from a team of Changemakers at the London College of Communication (LCC), part of the University of the Arts London (UAL). Guided by their lead, Kevin J. Brazant – Senior Educational Developer at the college – they work on projects in collaboration with staff, students and external partners, to advance social and racial justice within the university, with a focus on curricula and pedagogies. Their programme has been developed through the students-as-partners model from Advance HE. This blog explores […]

Abstract: Student voice has been identified as a central aspect of students’ empowerment and students’ learning in Higher Education (HE). This LD@3 presents the proposal and first steps of an action research project that aims to use poetry and other creative writing strategies as a reflective tool for our students to engage with each module’s content during the taught sessions to empower students’ voices. The intention is to promote students’ participation and attainment through writing. The underlying assumption of this project is that writing is a way of learning (e.g. van Dijk, 2022), as students have to reason through their […]

This #Take5 is brought to you from Luke Basford a student at Portsmouth University who delivered a riveting keynote at #ALDcone23 online in June last year. We were so impressed with Luke that we asked him for this blog also. In this #Take5 Luke shares his journey to Learning Development and support as a mature student. Who, me? At first, I never believed that I would be able to attend university. It seemed like something that was expected of me by those around me, rather than a personal aspiration. I vividly remember the eulogy at my grandad’s funeral, where each […]

By Kate Coulson – Head of Learning and Teaching Enhancement, University of Northampton “Never work with students”.W.C. Fields (plus a K. V. Coulson embellishment) In my role as Head of Learning and Teaching Enhancement at the University of Northampton, I have a bullet point on my job description that states I must: ‘Lead on the development of mechanisms to enhance student voice involvement as co-creators in learning and teaching’. I have excellent working relationships with our Students Union and their sabbatical officers and take those relationships very seriously: we meet regularly, I support them, they talk to me about concerns […]