Inclusive partnership: enhancing student engagement in geography

Abstract

Partnership is currently the focus of much work within higher education and advocated as an important process to address a range of higher education goals. In this paper, we propose the term inclusive partnership to conceptualise a non-selective staff?student relationship. While recognising the challenges of inclusive partnership working for institutions, staff and students, this paper outlines the opportunities it offers and provides detailed case studies of inclusive partnerships within the geography curriculum. We conclude with some guiding principles to inform the development of inclusive partnerships in a range of settings.Peer reviewe

Co-creation in learning and teaching: the case for a whole-class approach in higher education

“…Two important potential benefits of whole-class co-creation in learning and teaching are worthy of further exploration. First, several authors have argued that whole-class co-creation is inherently more inclusive than co-creation approaches that involve selecting students to participate (Bovill et al 2016;Bryson et al 2015;Moore-Cherry et al 2016). Second, I propose here that whole-class approaches require, but also enhance, positive relationships between the teacher and a whole group of students, and between the students in a class.…”

Geographers and the scholarship of teaching and learning

“…Notably, due to the social nature of field and laboratory work, geographers are comfortable working and learning with their students. As such, they are potentially more normalised, when compared with other academics, to partnership working (Kent et al, 1997;Marvell et al, 2013;Moore-Cherry et al, 2016). This links with the point made by Alan Jenkins that he persistently thinks of himself as a learner, and this rings true for many geographers.…”

“…Box 3 starts here * Case study 3: Inclusive Partnership Enhancing Student Engagement(Moore-Cherry et al, 2016) This paper is co-authored by members of the International Network for the Learning and Teaching of Geography in Higher Education (INLT). The team reviews a wide base of higher education literature within and beyond the discipline to make a reasoned argument for inclusive partnership in geography learning, teaching and assessment.The paper begins by defining inclusive partnership as a relationship that facilitates better and more meaningful engagement of all students with staff, constructed within the framework of the formal curriculum.…”

Exploring and Improving Student Engagement in an Accelerated Undergraduate Nursing Program through a Mentoring Partnership: An Action Research Study

“…Reported and discussed in this paper are the results from a Participatory Action Research (PAR) study, designed as an exploratory project to increase understanding of and foster nursing, paramedic and interdisciplinary student engagement on campus. Worldwide, universities have adopted multiple initiatives to improve student engagement on campuses, through increasing diversity either in course offerings or in their student population (Kahu & Nelson, 2017;Moore-Cherry, Healey, Nicholson, & Andrews, 2016). In contemporary higher education, staff-student partnerships have become a focus for working with specific student groups to achieve goals such as fostering social inclusion and student involvement to improve academic success (Bovill, Cook-Sather, Felten, Millard, & Moore-Cherry, 2016;Moore-Cherry et al, 2016).…”

“…Worldwide, universities have adopted multiple initiatives to improve student engagement on campuses, through increasing diversity either in course offerings or in their student population (Kahu & Nelson, 2017;Moore-Cherry, Healey, Nicholson, & Andrews, 2016). In contemporary higher education, staff-student partnerships have become a focus for working with specific student groups to achieve goals such as fostering social inclusion and student involvement to improve academic success (Bovill, Cook-Sather, Felten, Millard, & Moore-Cherry, 2016;Moore-Cherry et al, 2016). These partnerships acknowledge the importance of building supportive campus community strategies both for staff and student personal development and engagement (Bambrick, 2002).…”