![\"\"](\"https:\/\/blogs.manchester.ac.uk\/itl\/wp-content\/uploads\/sites\/262\/2021\/06\/John-owen-bw-150x150.png\")
Continuing our Institute Fellows series is John Owen, a Lecturer in Technology Enhanced Learning in the in the <\/strong>i3HS Hub<\/strong><\/a>, School of Health Sciences, who was appointed as one of our inaugural Institute of Teaching and Learning Fellows in March 2020. In this post John reflects on the experience of leading his Fellowship project over the past year.<\/strong><\/p>\n<\/p>\n
What did you set out to do, and did this change during the progress of your project?\u00a0\u00a0<\/strong><\/h6>\nMy project proposed the expansion of student-staff partnerships (SSP) across the University and included a successful application to the International Institute on Students as Partners\u2019\u00a0Change Institute Programme<\/a>. I had previously worked on two SSP projects where I developed and piloted an approach called\u00a0Micro-sprints<\/a>, which applies iterative, reflective team working in 3-hour blocks with the aim of achieving something useable. I wanted to raise awareness and increase the adoption of SSP and share the Micro-sprint approach as an effective way to work with students, particularly for teaching and learning projects.<\/p>\nWhat has (or will) come out of your project?\u00a0<\/strong><\/h6>\nI started by surveying university staff to ask about their experience of working with students as partners and launched a new blog called\u00a0Student and Teaching Engagement through Partnerships<\/a>\u00a0(STEP), to share experiences of students and staff working on a range of partnership projects and initiatives.<\/p>\nThe\u00a0survey results<\/a> highlighted lots of SSP practice happening across the university. Some colleagues had been working with students for years and considered SSP a normal part of their teaching practice. This surprised me a little as I hadn\u2019t heard much talk of (or seen examples of) students as partners at the University. The overall positive responses to the survey were encouraging. In response to the survey question \u2018why do you want to work in partnership with students?\u2019 one colleague replied \u2013 \u2018Because we should – it is amazing – why would you NOT want to should be the question!\u2019<\/p>\nInformed by the findings of the survey I also –\u00a0<\/p>\n
\n- ran introductory staff workshops<\/a><\/li>\n
- supported and mentored students and staff on several SSP projects<\/li>\n
- co-authored two papers (in press) for\u00a0The International Journal for Students as Partners<\/a>\u00a0and\u00a0Compass: Journal of Learning and Teaching<\/a><\/li>\n
- presented at two Teaching and Learning conferences with student partners<\/li>\n
- published several blog posts<\/a><\/li>\n<\/ul>\n
What was new for you in this experience?\u00a0 Were there any surprises?\u00a0\u00a0<\/strong><\/h6>\nCovid had some impact on my project, most notably from missing the opportunity to attend the Change Institute, scheduled for May 2020 at McMaster University in Ontario, Canada, due to Covid travel restrictions. I therefore needed to amend my proposal to expand SSP practice but without the support from the Change Institute.\u00a0<\/p>\n
The shift to remote working was mostly smooth though: I was working on a SSP project with undergraduate Psychology students and we had completed two Micro-sprints before we went into full lockdown, and the\u00a0cloud-based tools<\/a>\u00a0that support Micro-sprints meant the team were able to quickly\u00a0move the approach online<\/a>. After the first online session, we realised we needed to\u00a0adapt the approach<\/a>\u00a0slightly to get the best out of our team\u2019s dispersed, global locations.<\/p>\nWe were also using\u00a0ABC Learning Design<\/a>\u00a0in the project, which \u2018was\u2019 very much a face-to-face workshop event. I\u00a0developed an online process<\/a>\u00a0to adapt ABC LD so we could continue using it remotely. This online curriculum design approach is now being used by many colleagues across the university.<\/p>\nHow did you find working with a student partner?\u00a0<\/strong><\/h6>\nThe two Student Partner Interns working with me were very engaged and contributed so much to the project, suggesting ideas I never would have considered. They certainly helped me reflect on their perspective and experience as students. We developed open and productive relationships and they used their experience to move the project along as well as contributing to the\u00a0STEP blog<\/a>.<\/p>\nWhat did you get out of the Fellowship, as a practitioner?\u00a0<\/strong><\/h6>\nMy project has helped me develop my reflective practice, particularly from a student (and staff) experience perspective. I have implemented SSP approaches in my teaching<\/a> – co-creating content and assessments with students – and also presented at two conferences, also with students.<\/p>\nThe opportunity to work with colleagues and students from outside my initial team (and institution<\/a>) has been rewarding, as has learning about other disciplines and innovative methods to teaching, learning and assessment, and seeing\u00a0students<\/a>\u00a0and\u00a0colleagues<\/a>\u00a0apply the approaches I\u2019ve shared through my Fellowship.<\/p>\nIt seems that across The University of Manchester many more students and colleagues are aware of the benefits of working together in this way, and I\u2019m heartened that there appears to be greater consideration for including students in current projects, initiatives and more directly within teaching and learning.<\/p>\n
For further reading on my Fellowship project and student-staff partnerships more generally, follow any of the links in this article and see links below:<\/p>\n
\n- Student and Teaching Engagement through Partnerships Blog<\/a><\/li>\n
- Blended Online Learning The New Normal: Developing Community Between Staff and Students<\/a>\u00a0(student partner reflections)<\/li>\n
- Practical Guide: Scaling up student-staff partnership in higher education<\/a>\u00a0(University of Edinburgh)<\/li>\n<\/ul>\n
If you\u2019d like to discuss any of John\u2019s Fellowship work you can contact him on John.owen@manchester.ac.uk<\/a>.\u00a0 You can also read more about student experiences of Micro-sprints in Emma Smith\u2019s blog post<\/a>.\u00a0 <\/strong><\/p>\n[\/et_pb_text][et_pb_post_nav in_same_term=”off” prev_text=”Previous” next_text=”Next” _builder_version=”3.0.106″ locked=”on”][\/et_pb_post_nav][et_pb_comments show_count=”off” _builder_version=”3.17.6″ header_font_size_tablet=”51″ header_line_height_tablet=”2″ custom_button=”on” button_text_color=”#ffffff” button_use_icon=”off” locked=”on” button_text_size__hover_enabled=”off” button_text_size__hover=”null” button_one_text_size__hover_enabled=”off” button_one_text_size__hover=”null” button_two_text_size__hover_enabled=”off” button_two_text_size__hover=”null” button_text_color__hover_enabled=”off” button_text_color__hover=”null” button_one_text_color__hover_enabled=”off” button_one_text_color__hover=”null” button_two_text_color__hover_enabled=”off” button_two_text_color__hover=”null” button_border_width__hover_enabled=”off” button_border_width__hover=”null” button_one_border_width__hover_enabled=”off” button_one_border_width__hover=”null” button_two_border_width__hover_enabled=”off” button_two_border_width__hover=”null” button_border_color__hover_enabled=”off” button_border_color__hover=”null” button_one_border_color__hover_enabled=”off” button_one_border_color__hover=”null” button_two_border_color__hover_enabled=”off” button_two_border_color__hover=”null” button_border_radius__hover_enabled=”off” button_border_radius__hover=”null” button_one_border_radius__hover_enabled=”off” button_one_border_radius__hover=”null” button_two_border_radius__hover_enabled=”off” button_two_border_radius__hover=”null” button_letter_spacing__hover_enabled=”off” button_letter_spacing__hover=”null” button_one_letter_spacing__hover_enabled=”off” button_one_letter_spacing__hover=”null” button_two_letter_spacing__hover_enabled=”off” button_two_letter_spacing__hover=”null” button_bg_color__hover_enabled=”off” button_bg_color__hover=”null” button_one_bg_color__hover_enabled=”off” button_one_bg_color__hover=”null” button_two_bg_color__hover_enabled=”off” button_two_bg_color__hover=”null”][\/et_pb_comments][et_pb_text admin_label=”Related posts” _builder_version=”3.0.106″ locked=”on”]<\/p>\n
Related<\/h1>\n
Related posts:<\/h3><\/div><\/div><\/div>Shaping teaching practice: Dr Nick Weise and PASS scheme students<\/h2><\/div><\/div><\/a><\/div>The Changing Landscape of Online Teaching: Exploring the Impact on Teacher Identity and Professional...<\/h2><\/div><\/div><\/a><\/div>Reflection Matters - Developing Resources that Matter<\/h2><\/div><\/div><\/a><\/div><\/div><\/div><\/div>
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Continuing our Institute Fellows series is John Owen, a Lecturer in Technology Enhanced Learning in the in the <\/strong>i3HS Hub<\/strong><\/a>, School of Health Sciences, who was appointed as one of our inaugural Institute of Teaching and Learning Fellows in March 2020. In this post John reflects on the experience of leading his Fellowship project over the past year.<\/strong><\/p>What did you set out to do, and did this change during the progress of your project?\u00a0\u00a0<\/strong><\/h6>My project proposed the expansion of student-staff partnerships (SSP) across the University and included a successful application to the International Institute on Students as Partners\u2019\u00a0Change Institute Programme<\/a>. I had previously worked on two SSP projects where I developed and piloted an approach called\u00a0Micro-sprints<\/a>, which applies iterative, reflective team working in 3-hour blocks with the aim of achieving something useable. I wanted to raise awareness and increase the adoption of SSP and share the Micro-sprint approach as an effective way to work with students, particularly for teaching and learning projects.<\/p>What has (or will) come out of your project?\u00a0<\/strong><\/h6>I started by surveying university staff to ask about their experience of working with students as partners and launched a new blog called\u00a0Student and Teaching Engagement through Partnerships<\/a>\u00a0(STEP), to share experiences of students and staff working on a range of partnership projects and initiatives.<\/p>The\u00a0survey results<\/a> highlighted lots of SSP practice happening across the university. Some colleagues had been working with students for years and considered SSP a normal part of their teaching practice. This surprised me a little as I hadn\u2019t heard much talk of (or seen examples of) students as partners at the University. The overall positive responses to the survey were encouraging. In response to the survey question \u2018why do you want to work in partnership with students?\u2019 one colleague replied \u2013 \u2018Because we should - it is amazing - why would you NOT want to should be the question!\u2019<\/p>Informed by the findings of the survey I also -\u00a0<\/p>
- ran introductory staff workshops<\/a><\/li>
- supported and mentored students and staff on several SSP projects<\/li>
- co-authored two papers (in press) for\u00a0The International Journal for Students as Partners<\/a>\u00a0and\u00a0Compass: Journal of Learning and Teaching<\/a><\/li>
- presented at two Teaching and Learning conferences with student partners<\/li>
- published several blog posts<\/a><\/li><\/ul>
What was new for you in this experience?\u00a0 Were there any surprises?\u00a0\u00a0<\/strong><\/h6>Covid had some impact on my project, most notably from missing the opportunity to attend the Change Institute, scheduled for May 2020 at McMaster University in Ontario, Canada, due to Covid travel restrictions. I therefore needed to amend my proposal to expand SSP practice but without the support from the Change Institute.\u00a0<\/p>
The shift to remote working was mostly smooth though: I was working on a SSP project with undergraduate Psychology students and we had completed two Micro-sprints before we went into full lockdown, and the\u00a0cloud-based tools<\/a>\u00a0that support Micro-sprints meant the team were able to quickly\u00a0move the approach online<\/a>. After the first online session, we realised we needed to\u00a0adapt the approach<\/a>\u00a0slightly to get the best out of our team\u2019s dispersed, global locations.<\/p>We were also using\u00a0ABC Learning Design<\/a>\u00a0in the project, which \u2018was\u2019 very much a face-to-face workshop event. I\u00a0developed an online process<\/a>\u00a0to adapt ABC LD so we could continue using it remotely. This online curriculum design approach is now being used by many colleagues across the university.<\/p>How did you find working with a student partner?\u00a0<\/strong><\/h6>The two Student Partner Interns working with me were very engaged and contributed so much to the project, suggesting ideas I never would have considered. They certainly helped me reflect on their perspective and experience as students. We developed open and productive relationships and they used their experience to move the project along as well as contributing to the\u00a0STEP blog<\/a>.<\/p>What did you get out of the Fellowship, as a practitioner?\u00a0<\/strong><\/h6>My project has helped me develop my reflective practice, particularly from a student (and staff) experience perspective. I have implemented SSP approaches in my teaching<\/a> - co-creating content and assessments with students - and also presented at two conferences, also with students.<\/p>The opportunity to work with colleagues and students from outside my initial team (and institution<\/a>) has been rewarding, as has learning about other disciplines and innovative methods to teaching, learning and assessment, and seeing\u00a0students<\/a>\u00a0and\u00a0colleagues<\/a>\u00a0apply the approaches I\u2019ve shared through my Fellowship.<\/p>It seems that across The University of Manchester many more students and colleagues are aware of the benefits of working together in this way, and I\u2019m heartened that there appears to be greater consideration for including students in current projects, initiatives and more directly within teaching and learning.<\/p>
For further reading on my Fellowship project and student-staff partnerships more generally, follow any of the links in this article and see links below:<\/p>
- Student and Teaching Engagement through Partnerships Blog<\/a><\/li>
- Blended Online Learning The New Normal: Developing Community Between Staff and Students<\/a>\u00a0(student partner reflections)<\/li>
- Practical Guide: Scaling up student-staff partnership in higher education<\/a>\u00a0(University of Edinburgh)<\/li><\/ul>
If you\u2019d like to discuss any of John\u2019s Fellowship work you can contact him on John.owen@manchester.ac.uk<\/a>.\u00a0 You can also read more about student experiences of Micro-sprints in Emma Smith\u2019s blog post<\/a>.\u00a0 <\/strong><\/p>[\/et_pb_text][et_pb_post_nav _builder_version=\"3.0.106\" in_same_term=\"off\" show_prev=\"on\" show_next=\"on\" prev_text=\"Previous\" next_text=\"Next\" locked=\"on\" parent_locked=\"off\" \/][et_pb_comments _builder_version=\"3.17.6\" show_count=\"off\" header_font_size_tablet=\"51\" header_line_height_tablet=\"2\" custom_button=\"on\" button_text_color=\"#ffffff\" button_use_icon=\"off\" locked=\"on\" parent_locked=\"off\" button_text_size__hover_enabled=\"off\" button_text_size__hover=\"null\" button_one_text_size__hover_enabled=\"off\" button_one_text_size__hover=\"null\" button_two_text_size__hover_enabled=\"off\" button_two_text_size__hover=\"null\" button_text_color__hover_enabled=\"off\" button_text_color__hover=\"null\" button_one_text_color__hover_enabled=\"off\" button_one_text_color__hover=\"null\" button_two_text_color__hover_enabled=\"off\" button_two_text_color__hover=\"null\" button_border_width__hover_enabled=\"off\" button_border_width__hover=\"null\" button_one_border_width__hover_enabled=\"off\" button_one_border_width__hover=\"null\" button_two_border_width__hover_enabled=\"off\" button_two_border_width__hover=\"null\" button_border_color__hover_enabled=\"off\" button_border_color__hover=\"null\" button_one_border_color__hover_enabled=\"off\" button_one_border_color__hover=\"null\" button_two_border_color__hover_enabled=\"off\" button_two_border_color__hover=\"null\" button_border_radius__hover_enabled=\"off\" button_border_radius__hover=\"null\" button_one_border_radius__hover_enabled=\"off\" button_one_border_radius__hover=\"null\" button_two_border_radius__hover_enabled=\"off\" button_two_border_radius__hover=\"null\" button_letter_spacing__hover_enabled=\"off\" button_letter_spacing__hover=\"null\" button_one_letter_spacing__hover_enabled=\"off\" button_one_letter_spacing__hover=\"null\" button_two_letter_spacing__hover_enabled=\"off\" button_two_letter_spacing__hover=\"null\" button_bg_color__hover_enabled=\"off\" button_bg_color__hover=\"null\" button_one_bg_color__hover_enabled=\"off\" button_one_bg_color__hover=\"null\" button_two_bg_color__hover_enabled=\"off\" button_two_bg_color__hover=\"null\" \/][et_pb_text admin_label=\"Related posts\" _builder_version=\"3.0.106\" background_layout=\"light\" locked=\"on\" parent_locked=\"off\"]<\/p>
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What has (or will) come out of your project?\u00a0<\/strong><\/h6>\nI started by surveying university staff to ask about their experience of working with students as partners and launched a new blog called\u00a0Student and Teaching Engagement through Partnerships<\/a>\u00a0(STEP), to share experiences of students and staff working on a range of partnership projects and initiatives.<\/p>\nThe\u00a0survey results<\/a> highlighted lots of SSP practice happening across the university. Some colleagues had been working with students for years and considered SSP a normal part of their teaching practice. This surprised me a little as I hadn\u2019t heard much talk of (or seen examples of) students as partners at the University. The overall positive responses to the survey were encouraging. In response to the survey question \u2018why do you want to work in partnership with students?\u2019 one colleague replied \u2013 \u2018Because we should – it is amazing – why would you NOT want to should be the question!\u2019<\/p>\nInformed by the findings of the survey I also –\u00a0<\/p>\n
\n- ran introductory staff workshops<\/a><\/li>\n
- supported and mentored students and staff on several SSP projects<\/li>\n
- co-authored two papers (in press) for\u00a0The International Journal for Students as Partners<\/a>\u00a0and\u00a0Compass: Journal of Learning and Teaching<\/a><\/li>\n
- presented at two Teaching and Learning conferences with student partners<\/li>\n
- published several blog posts<\/a><\/li>\n<\/ul>\n
What was new for you in this experience?\u00a0 Were there any surprises?\u00a0\u00a0<\/strong><\/h6>\nCovid had some impact on my project, most notably from missing the opportunity to attend the Change Institute, scheduled for May 2020 at McMaster University in Ontario, Canada, due to Covid travel restrictions. I therefore needed to amend my proposal to expand SSP practice but without the support from the Change Institute.\u00a0<\/p>\n
The shift to remote working was mostly smooth though: I was working on a SSP project with undergraduate Psychology students and we had completed two Micro-sprints before we went into full lockdown, and the\u00a0cloud-based tools<\/a>\u00a0that support Micro-sprints meant the team were able to quickly\u00a0move the approach online<\/a>. After the first online session, we realised we needed to\u00a0adapt the approach<\/a>\u00a0slightly to get the best out of our team\u2019s dispersed, global locations.<\/p>\nWe were also using\u00a0ABC Learning Design<\/a>\u00a0in the project, which \u2018was\u2019 very much a face-to-face workshop event. I\u00a0developed an online process<\/a>\u00a0to adapt ABC LD so we could continue using it remotely. This online curriculum design approach is now being used by many colleagues across the university.<\/p>\nHow did you find working with a student partner?\u00a0<\/strong><\/h6>\nThe two Student Partner Interns working with me were very engaged and contributed so much to the project, suggesting ideas I never would have considered. They certainly helped me reflect on their perspective and experience as students. We developed open and productive relationships and they used their experience to move the project along as well as contributing to the\u00a0STEP blog<\/a>.<\/p>\nWhat did you get out of the Fellowship, as a practitioner?\u00a0<\/strong><\/h6>\nMy project has helped me develop my reflective practice, particularly from a student (and staff) experience perspective. I have implemented SSP approaches in my teaching<\/a> – co-creating content and assessments with students – and also presented at two conferences, also with students.<\/p>\nThe opportunity to work with colleagues and students from outside my initial team (and institution<\/a>) has been rewarding, as has learning about other disciplines and innovative methods to teaching, learning and assessment, and seeing\u00a0students<\/a>\u00a0and\u00a0colleagues<\/a>\u00a0apply the approaches I\u2019ve shared through my Fellowship.<\/p>\nIt seems that across The University of Manchester many more students and colleagues are aware of the benefits of working together in this way, and I\u2019m heartened that there appears to be greater consideration for including students in current projects, initiatives and more directly within teaching and learning.<\/p>\n
For further reading on my Fellowship project and student-staff partnerships more generally, follow any of the links in this article and see links below:<\/p>\n
\n- Student and Teaching Engagement through Partnerships Blog<\/a><\/li>\n
- Blended Online Learning The New Normal: Developing Community Between Staff and Students<\/a>\u00a0(student partner reflections)<\/li>\n
- Practical Guide: Scaling up student-staff partnership in higher education<\/a>\u00a0(University of Edinburgh)<\/li>\n<\/ul>\n
If you\u2019d like to discuss any of John\u2019s Fellowship work you can contact him on John.owen@manchester.ac.uk<\/a>.\u00a0 You can also read more about student experiences of Micro-sprints in Emma Smith\u2019s blog post<\/a>.\u00a0 <\/strong><\/p>\n[\/et_pb_text][et_pb_post_nav in_same_term=”off” prev_text=”Previous” next_text=”Next” _builder_version=”3.0.106″ locked=”on”][\/et_pb_post_nav][et_pb_comments show_count=”off” _builder_version=”3.17.6″ header_font_size_tablet=”51″ header_line_height_tablet=”2″ custom_button=”on” button_text_color=”#ffffff” button_use_icon=”off” locked=”on” button_text_size__hover_enabled=”off” button_text_size__hover=”null” button_one_text_size__hover_enabled=”off” button_one_text_size__hover=”null” button_two_text_size__hover_enabled=”off” button_two_text_size__hover=”null” button_text_color__hover_enabled=”off” button_text_color__hover=”null” button_one_text_color__hover_enabled=”off” button_one_text_color__hover=”null” button_two_text_color__hover_enabled=”off” button_two_text_color__hover=”null” button_border_width__hover_enabled=”off” button_border_width__hover=”null” button_one_border_width__hover_enabled=”off” button_one_border_width__hover=”null” button_two_border_width__hover_enabled=”off” button_two_border_width__hover=”null” button_border_color__hover_enabled=”off” button_border_color__hover=”null” button_one_border_color__hover_enabled=”off” button_one_border_color__hover=”null” button_two_border_color__hover_enabled=”off” button_two_border_color__hover=”null” button_border_radius__hover_enabled=”off” button_border_radius__hover=”null” button_one_border_radius__hover_enabled=”off” button_one_border_radius__hover=”null” button_two_border_radius__hover_enabled=”off” button_two_border_radius__hover=”null” button_letter_spacing__hover_enabled=”off” button_letter_spacing__hover=”null” button_one_letter_spacing__hover_enabled=”off” button_one_letter_spacing__hover=”null” button_two_letter_spacing__hover_enabled=”off” button_two_letter_spacing__hover=”null” button_bg_color__hover_enabled=”off” button_bg_color__hover=”null” button_one_bg_color__hover_enabled=”off” button_one_bg_color__hover=”null” button_two_bg_color__hover_enabled=”off” button_two_bg_color__hover=”null”][\/et_pb_comments][et_pb_text admin_label=”Related posts” _builder_version=”3.0.106″ locked=”on”]<\/p>\n
Related<\/h1>\n
Related posts:<\/h3><\/div><\/div><\/div>Shaping teaching practice: Dr Nick Weise and PASS scheme students<\/h2><\/div><\/div><\/a><\/div>The Changing Landscape of Online Teaching: Exploring the Impact on Teacher Identity and Professional...<\/h2><\/div><\/div><\/a><\/div>Reflection Matters - Developing Resources that Matter<\/h2><\/div><\/div><\/a><\/div><\/div><\/div><\/div>
\n[\/et_pb_text][\/et_pb_column_inner][\/et_pb_row_inner][\/et_pb_column][et_pb_column type=”1_3″ _builder_version=”3.0.47″ parallax=”off” parallax__hover=”off” parallax_method=”on” parallax_method__hover=”on”][et_pb_sidebar area=”sidebar-1″ show_border=”off” _builder_version=”3.0.106″ locked=”on”][\/et_pb_sidebar][\/et_pb_column][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"Continuing our Institute Fellows series is John Owen, a Lecturer in Technology Enhanced Learning in the in the i3HS Hub, School of Health Sciences, who was appointed as one of our inaugural Institute of Teaching and Learning Fellows in March 2020. In this post John reflects on the experience of leading his Fellowship project over […]<\/p>\n","protected":false},"author":4771,"featured_media":1851,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"
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Continuing our Institute Fellows series is John Owen, a Lecturer in Technology Enhanced Learning in the in the <\/strong>i3HS Hub<\/strong><\/a>, School of Health Sciences, who was appointed as one of our inaugural Institute of Teaching and Learning Fellows in March 2020. In this post John reflects on the experience of leading his Fellowship project over the past year.<\/strong><\/p>What did you set out to do, and did this change during the progress of your project?\u00a0\u00a0<\/strong><\/h6>My project proposed the expansion of student-staff partnerships (SSP) across the University and included a successful application to the International Institute on Students as Partners\u2019\u00a0Change Institute Programme<\/a>. I had previously worked on two SSP projects where I developed and piloted an approach called\u00a0Micro-sprints<\/a>, which applies iterative, reflective team working in 3-hour blocks with the aim of achieving something useable. I wanted to raise awareness and increase the adoption of SSP and share the Micro-sprint approach as an effective way to work with students, particularly for teaching and learning projects.<\/p>What has (or will) come out of your project?\u00a0<\/strong><\/h6>I started by surveying university staff to ask about their experience of working with students as partners and launched a new blog called\u00a0Student and Teaching Engagement through Partnerships<\/a>\u00a0(STEP), to share experiences of students and staff working on a range of partnership projects and initiatives.<\/p>The\u00a0survey results<\/a> highlighted lots of SSP practice happening across the university. Some colleagues had been working with students for years and considered SSP a normal part of their teaching practice. This surprised me a little as I hadn\u2019t heard much talk of (or seen examples of) students as partners at the University. The overall positive responses to the survey were encouraging. In response to the survey question \u2018why do you want to work in partnership with students?\u2019 one colleague replied \u2013 \u2018Because we should - it is amazing - why would you NOT want to should be the question!\u2019<\/p>Informed by the findings of the survey I also -\u00a0<\/p>
- ran introductory staff workshops<\/a><\/li>
- supported and mentored students and staff on several SSP projects<\/li>
- co-authored two papers (in press) for\u00a0The International Journal for Students as Partners<\/a>\u00a0and\u00a0Compass: Journal of Learning and Teaching<\/a><\/li>
- presented at two Teaching and Learning conferences with student partners<\/li>
- published several blog posts<\/a><\/li><\/ul>
What was new for you in this experience?\u00a0 Were there any surprises?\u00a0\u00a0<\/strong><\/h6>Covid had some impact on my project, most notably from missing the opportunity to attend the Change Institute, scheduled for May 2020 at McMaster University in Ontario, Canada, due to Covid travel restrictions. I therefore needed to amend my proposal to expand SSP practice but without the support from the Change Institute.\u00a0<\/p>
The shift to remote working was mostly smooth though: I was working on a SSP project with undergraduate Psychology students and we had completed two Micro-sprints before we went into full lockdown, and the\u00a0cloud-based tools<\/a>\u00a0that support Micro-sprints meant the team were able to quickly\u00a0move the approach online<\/a>. After the first online session, we realised we needed to\u00a0adapt the approach<\/a>\u00a0slightly to get the best out of our team\u2019s dispersed, global locations.<\/p>We were also using\u00a0ABC Learning Design<\/a>\u00a0in the project, which \u2018was\u2019 very much a face-to-face workshop event. I\u00a0developed an online process<\/a>\u00a0to adapt ABC LD so we could continue using it remotely. This online curriculum design approach is now being used by many colleagues across the university.<\/p>How did you find working with a student partner?\u00a0<\/strong><\/h6>The two Student Partner Interns working with me were very engaged and contributed so much to the project, suggesting ideas I never would have considered. They certainly helped me reflect on their perspective and experience as students. We developed open and productive relationships and they used their experience to move the project along as well as contributing to the\u00a0STEP blog<\/a>.<\/p>What did you get out of the Fellowship, as a practitioner?\u00a0<\/strong><\/h6>My project has helped me develop my reflective practice, particularly from a student (and staff) experience perspective. I have implemented SSP approaches in my teaching<\/a> - co-creating content and assessments with students - and also presented at two conferences, also with students.<\/p>The opportunity to work with colleagues and students from outside my initial team (and institution<\/a>) has been rewarding, as has learning about other disciplines and innovative methods to teaching, learning and assessment, and seeing\u00a0students<\/a>\u00a0and\u00a0colleagues<\/a>\u00a0apply the approaches I\u2019ve shared through my Fellowship.<\/p>It seems that across The University of Manchester many more students and colleagues are aware of the benefits of working together in this way, and I\u2019m heartened that there appears to be greater consideration for including students in current projects, initiatives and more directly within teaching and learning.<\/p>
For further reading on my Fellowship project and student-staff partnerships more generally, follow any of the links in this article and see links below:<\/p>
- Student and Teaching Engagement through Partnerships Blog<\/a><\/li>
- Blended Online Learning The New Normal: Developing Community Between Staff and Students<\/a>\u00a0(student partner reflections)<\/li>
- Practical Guide: Scaling up student-staff partnership in higher education<\/a>\u00a0(University of Edinburgh)<\/li><\/ul>
If you\u2019d like to discuss any of John\u2019s Fellowship work you can contact him on John.owen@manchester.ac.uk<\/a>.\u00a0 You can also read more about student experiences of Micro-sprints in Emma Smith\u2019s blog post<\/a>.\u00a0 <\/strong><\/p>[\/et_pb_text][et_pb_post_nav _builder_version=\"3.0.106\" in_same_term=\"off\" show_prev=\"on\" show_next=\"on\" prev_text=\"Previous\" next_text=\"Next\" locked=\"on\" parent_locked=\"off\" \/][et_pb_comments _builder_version=\"3.17.6\" show_count=\"off\" header_font_size_tablet=\"51\" header_line_height_tablet=\"2\" custom_button=\"on\" button_text_color=\"#ffffff\" button_use_icon=\"off\" locked=\"on\" parent_locked=\"off\" button_text_size__hover_enabled=\"off\" button_text_size__hover=\"null\" button_one_text_size__hover_enabled=\"off\" button_one_text_size__hover=\"null\" button_two_text_size__hover_enabled=\"off\" button_two_text_size__hover=\"null\" button_text_color__hover_enabled=\"off\" button_text_color__hover=\"null\" button_one_text_color__hover_enabled=\"off\" button_one_text_color__hover=\"null\" button_two_text_color__hover_enabled=\"off\" button_two_text_color__hover=\"null\" button_border_width__hover_enabled=\"off\" button_border_width__hover=\"null\" button_one_border_width__hover_enabled=\"off\" button_one_border_width__hover=\"null\" button_two_border_width__hover_enabled=\"off\" button_two_border_width__hover=\"null\" button_border_color__hover_enabled=\"off\" button_border_color__hover=\"null\" button_one_border_color__hover_enabled=\"off\" button_one_border_color__hover=\"null\" button_two_border_color__hover_enabled=\"off\" button_two_border_color__hover=\"null\" button_border_radius__hover_enabled=\"off\" button_border_radius__hover=\"null\" button_one_border_radius__hover_enabled=\"off\" button_one_border_radius__hover=\"null\" button_two_border_radius__hover_enabled=\"off\" button_two_border_radius__hover=\"null\" button_letter_spacing__hover_enabled=\"off\" button_letter_spacing__hover=\"null\" button_one_letter_spacing__hover_enabled=\"off\" button_one_letter_spacing__hover=\"null\" button_two_letter_spacing__hover_enabled=\"off\" button_two_letter_spacing__hover=\"null\" button_bg_color__hover_enabled=\"off\" button_bg_color__hover=\"null\" button_one_bg_color__hover_enabled=\"off\" button_one_bg_color__hover=\"null\" button_two_bg_color__hover_enabled=\"off\" button_two_bg_color__hover=\"null\" \/][et_pb_text admin_label=\"Related posts\" _builder_version=\"3.0.106\" background_layout=\"light\" locked=\"on\" parent_locked=\"off\"]<\/p>
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The\u00a0survey results<\/a> highlighted lots of SSP practice happening across the university. Some colleagues had been working with students for years and considered SSP a normal part of their teaching practice. This surprised me a little as I hadn\u2019t heard much talk of (or seen examples of) students as partners at the University. The overall positive responses to the survey were encouraging. In response to the survey question \u2018why do you want to work in partnership with students?\u2019 one colleague replied \u2013 \u2018Because we should – it is amazing – why would you NOT want to should be the question!\u2019<\/p>\n Informed by the findings of the survey I also –\u00a0<\/p>\n Covid had some impact on my project, most notably from missing the opportunity to attend the Change Institute, scheduled for May 2020 at McMaster University in Ontario, Canada, due to Covid travel restrictions. I therefore needed to amend my proposal to expand SSP practice but without the support from the Change Institute.\u00a0<\/p>\n The shift to remote working was mostly smooth though: I was working on a SSP project with undergraduate Psychology students and we had completed two Micro-sprints before we went into full lockdown, and the\u00a0cloud-based tools<\/a>\u00a0that support Micro-sprints meant the team were able to quickly\u00a0move the approach online<\/a>. After the first online session, we realised we needed to\u00a0adapt the approach<\/a>\u00a0slightly to get the best out of our team\u2019s dispersed, global locations.<\/p>\n We were also using\u00a0ABC Learning Design<\/a>\u00a0in the project, which \u2018was\u2019 very much a face-to-face workshop event. I\u00a0developed an online process<\/a>\u00a0to adapt ABC LD so we could continue using it remotely. This online curriculum design approach is now being used by many colleagues across the university.<\/p>\n The two Student Partner Interns working with me were very engaged and contributed so much to the project, suggesting ideas I never would have considered. They certainly helped me reflect on their perspective and experience as students. We developed open and productive relationships and they used their experience to move the project along as well as contributing to the\u00a0STEP blog<\/a>.<\/p>\n My project has helped me develop my reflective practice, particularly from a student (and staff) experience perspective. I have implemented SSP approaches in my teaching<\/a> – co-creating content and assessments with students – and also presented at two conferences, also with students.<\/p>\n The opportunity to work with colleagues and students from outside my initial team (and institution<\/a>) has been rewarding, as has learning about other disciplines and innovative methods to teaching, learning and assessment, and seeing\u00a0students<\/a>\u00a0and\u00a0colleagues<\/a>\u00a0apply the approaches I\u2019ve shared through my Fellowship.<\/p>\n It seems that across The University of Manchester many more students and colleagues are aware of the benefits of working together in this way, and I\u2019m heartened that there appears to be greater consideration for including students in current projects, initiatives and more directly within teaching and learning.<\/p>\n For further reading on my Fellowship project and student-staff partnerships more generally, follow any of the links in this article and see links below:<\/p>\n If you\u2019d like to discuss any of John\u2019s Fellowship work you can contact him on John.owen@manchester.ac.uk<\/a>.\u00a0 You can also read more about student experiences of Micro-sprints in Emma Smith\u2019s blog post<\/a>.\u00a0 <\/strong><\/p>\n [\/et_pb_text][et_pb_post_nav in_same_term=”off” prev_text=”Previous” next_text=”Next” _builder_version=”3.0.106″ locked=”on”][\/et_pb_post_nav][et_pb_comments show_count=”off” _builder_version=”3.17.6″ header_font_size_tablet=”51″ header_line_height_tablet=”2″ custom_button=”on” button_text_color=”#ffffff” button_use_icon=”off” locked=”on” button_text_size__hover_enabled=”off” button_text_size__hover=”null” button_one_text_size__hover_enabled=”off” button_one_text_size__hover=”null” button_two_text_size__hover_enabled=”off” button_two_text_size__hover=”null” button_text_color__hover_enabled=”off” button_text_color__hover=”null” button_one_text_color__hover_enabled=”off” button_one_text_color__hover=”null” button_two_text_color__hover_enabled=”off” button_two_text_color__hover=”null” button_border_width__hover_enabled=”off” button_border_width__hover=”null” button_one_border_width__hover_enabled=”off” button_one_border_width__hover=”null” button_two_border_width__hover_enabled=”off” button_two_border_width__hover=”null” button_border_color__hover_enabled=”off” button_border_color__hover=”null” button_one_border_color__hover_enabled=”off” button_one_border_color__hover=”null” button_two_border_color__hover_enabled=”off” button_two_border_color__hover=”null” button_border_radius__hover_enabled=”off” button_border_radius__hover=”null” button_one_border_radius__hover_enabled=”off” button_one_border_radius__hover=”null” button_two_border_radius__hover_enabled=”off” button_two_border_radius__hover=”null” button_letter_spacing__hover_enabled=”off” button_letter_spacing__hover=”null” button_one_letter_spacing__hover_enabled=”off” button_one_letter_spacing__hover=”null” button_two_letter_spacing__hover_enabled=”off” button_two_letter_spacing__hover=”null” button_bg_color__hover_enabled=”off” button_bg_color__hover=”null” button_one_bg_color__hover_enabled=”off” button_one_bg_color__hover=”null” button_two_bg_color__hover_enabled=”off” button_two_bg_color__hover=”null”][\/et_pb_comments][et_pb_text admin_label=”Related posts” _builder_version=”3.0.106″ locked=”on”]<\/p>\n Continuing our Institute Fellows series is John Owen, a Lecturer in Technology Enhanced Learning in the in the i3HS Hub, School of Health Sciences, who was appointed as one of our inaugural Institute of Teaching and Learning Fellows in March 2020. In this post John reflects on the experience of leading his Fellowship project over […]<\/p>\n","protected":false},"author":4771,"featured_media":1851,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":" [et_pb_section bb_built=\"1\" admin_label=\"section\" fullwidth=\"on\" next_background_color=\"#000000\" global_module=\"322\"][et_pb_fullwidth_menu global_parent=\"322\" _builder_version=\"3.0.106\" menu_id=\"7\" submenu_direction=\"downwards\" fullwidth_menu=\"off\" background_layout=\"dark\" module_class=\"main-navigation\" \/][\/et_pb_section][et_pb_section bb_built=\"1\" fullwidth=\"off\" specialty=\"on\" prev_background_color=\"#000000\" next_background_color=\"#1d1d1d\"][et_pb_column type=\"2_3\" specialty_columns=\"2\"][et_pb_row_inner locked=\"off\"][et_pb_column_inner type=\"4_4\" saved_specialty_column_type=\"2_3\"][et_pb_post_title _builder_version=\"3.17.6\" featured_placement=\"above\" locked=\"on\" parent_locked=\"off\" featured_image=\"off\" comments=\"off\" \/][et_pb_text _builder_version=\"3.17.6\" background_layout=\"light\" parent_locked=\"off\"]<\/p> Continuing our Institute Fellows series is John Owen, a Lecturer in Technology Enhanced Learning in the in the <\/strong>i3HS Hub<\/strong><\/a>, School of Health Sciences, who was appointed as one of our inaugural Institute of Teaching and Learning Fellows in March 2020. In this post John reflects on the experience of leading his Fellowship project over the past year.<\/strong><\/p> My project proposed the expansion of student-staff partnerships (SSP) across the University and included a successful application to the International Institute on Students as Partners\u2019\u00a0Change Institute Programme<\/a>. I had previously worked on two SSP projects where I developed and piloted an approach called\u00a0Micro-sprints<\/a>, which applies iterative, reflective team working in 3-hour blocks with the aim of achieving something useable. I wanted to raise awareness and increase the adoption of SSP and share the Micro-sprint approach as an effective way to work with students, particularly for teaching and learning projects.<\/p> I started by surveying university staff to ask about their experience of working with students as partners and launched a new blog called\u00a0Student and Teaching Engagement through Partnerships<\/a>\u00a0(STEP), to share experiences of students and staff working on a range of partnership projects and initiatives.<\/p> The\u00a0survey results<\/a> highlighted lots of SSP practice happening across the university. Some colleagues had been working with students for years and considered SSP a normal part of their teaching practice. This surprised me a little as I hadn\u2019t heard much talk of (or seen examples of) students as partners at the University. The overall positive responses to the survey were encouraging. In response to the survey question \u2018why do you want to work in partnership with students?\u2019 one colleague replied \u2013 \u2018Because we should - it is amazing - why would you NOT want to should be the question!\u2019<\/p> Informed by the findings of the survey I also -\u00a0<\/p> Covid had some impact on my project, most notably from missing the opportunity to attend the Change Institute, scheduled for May 2020 at McMaster University in Ontario, Canada, due to Covid travel restrictions. I therefore needed to amend my proposal to expand SSP practice but without the support from the Change Institute.\u00a0<\/p> The shift to remote working was mostly smooth though: I was working on a SSP project with undergraduate Psychology students and we had completed two Micro-sprints before we went into full lockdown, and the\u00a0cloud-based tools<\/a>\u00a0that support Micro-sprints meant the team were able to quickly\u00a0move the approach online<\/a>. After the first online session, we realised we needed to\u00a0adapt the approach<\/a>\u00a0slightly to get the best out of our team\u2019s dispersed, global locations.<\/p> We were also using\u00a0ABC Learning Design<\/a>\u00a0in the project, which \u2018was\u2019 very much a face-to-face workshop event. I\u00a0developed an online process<\/a>\u00a0to adapt ABC LD so we could continue using it remotely. This online curriculum design approach is now being used by many colleagues across the university.<\/p> The two Student Partner Interns working with me were very engaged and contributed so much to the project, suggesting ideas I never would have considered. They certainly helped me reflect on their perspective and experience as students. We developed open and productive relationships and they used their experience to move the project along as well as contributing to the\u00a0STEP blog<\/a>.<\/p> My project has helped me develop my reflective practice, particularly from a student (and staff) experience perspective. I have implemented SSP approaches in my teaching<\/a> - co-creating content and assessments with students - and also presented at two conferences, also with students.<\/p> The opportunity to work with colleagues and students from outside my initial team (and institution<\/a>) has been rewarding, as has learning about other disciplines and innovative methods to teaching, learning and assessment, and seeing\u00a0students<\/a>\u00a0and\u00a0colleagues<\/a>\u00a0apply the approaches I\u2019ve shared through my Fellowship.<\/p> It seems that across The University of Manchester many more students and colleagues are aware of the benefits of working together in this way, and I\u2019m heartened that there appears to be greater consideration for including students in current projects, initiatives and more directly within teaching and learning.<\/p> For further reading on my Fellowship project and student-staff partnerships more generally, follow any of the links in this article and see links below:<\/p> If you\u2019d like to discuss any of John\u2019s Fellowship work you can contact him on John.owen@manchester.ac.uk<\/a>.\u00a0 You can also read more about student experiences of Micro-sprints in Emma Smith\u2019s blog post<\/a>.\u00a0 <\/strong><\/p> [\/et_pb_text][et_pb_post_nav _builder_version=\"3.0.106\" in_same_term=\"off\" show_prev=\"on\" show_next=\"on\" prev_text=\"Previous\" next_text=\"Next\" locked=\"on\" parent_locked=\"off\" \/][et_pb_comments _builder_version=\"3.17.6\" show_count=\"off\" header_font_size_tablet=\"51\" header_line_height_tablet=\"2\" custom_button=\"on\" button_text_color=\"#ffffff\" button_use_icon=\"off\" locked=\"on\" parent_locked=\"off\" button_text_size__hover_enabled=\"off\" button_text_size__hover=\"null\" button_one_text_size__hover_enabled=\"off\" button_one_text_size__hover=\"null\" button_two_text_size__hover_enabled=\"off\" button_two_text_size__hover=\"null\" button_text_color__hover_enabled=\"off\" 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What was new for you in this experience?\u00a0 Were there any surprises?\u00a0\u00a0<\/strong><\/h6>\n
How did you find working with a student partner?\u00a0<\/strong><\/h6>\n
What did you get out of the Fellowship, as a practitioner?\u00a0<\/strong><\/h6>\n
\n
Related<\/h1>\n
Related posts:<\/h3>
Shaping teaching practice: Dr Nick Weise and PASS scheme students<\/h2><\/div><\/div><\/a>
The Changing Landscape of Online Teaching: Exploring the Impact on Teacher Identity and Professional...<\/h2><\/div><\/div><\/a>
Reflection Matters - Developing Resources that Matter<\/h2><\/div><\/div><\/a><\/div>
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What has (or will) come out of your project?\u00a0<\/strong><\/h6>
What was new for you in this experience?\u00a0 Were there any surprises?\u00a0\u00a0<\/strong><\/h6>
How did you find working with a student partner?\u00a0<\/strong><\/h6>
What did you get out of the Fellowship, as a practitioner?\u00a0<\/strong><\/h6>
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