Resources for developing a Student Teaching and Learning Consultant Scheme
How to develop and run a Student/Staff Partnership scheme to enhance teaching and learning
A selection of resources that can be adapted for anyone interested in developing a Student Teaching and Learning Consultant Scheme. This page is a work in progress so if you have any feedback about the materials here please get in touch with Kathrine Jensen.
I recommend that you read the blog posts about the project which provide context and details about the process and experience. They are available on the Student as Teaching and Learning Consultant project page
All of the contents of this guide are available under a Creative Commons Attribution Non-Commercial Share Alike copyright license
- Promotional Flyer for Scheme aimed at staff
- Introduction to scheme to introduce scheme/project to committees etc.
- Information for staff interested in working with a student Teaching and Learning Consultant (can be used in emails etc)
- Project and Role info for Student Consultants - adapted from the University of Lincoln Students Consulting on Teaching (SCOT) project materials
- Case studies for student role play - from University of Lincoln Students Consulting on Teaching (SCOT) project
- Feedback handout for students
- Observation handout students
- Evaluation for students - developed by student consultants - a survey format was used for the questions
- Evaluation form for staff - developed by student consultants for the staff taking part - a survey format was used for the questions
- Consultation prompt sheet developed by students
Lessons learnt and recommendations
- Involve the Students' Union in the design and planning of the recruitment and training of the student consultants.
- Suggest the Students' Union establish sessions to support students outside training sessions.
- Ensure students take the lead in producing materials for consultancy and evaluation as part of the training.
- Students' Union to employ students to ensure some level of operational independence.
- Establish a clear processes for payment.
- Follow up initial training with sessions to capture feedback/progress, share experiences, monitor challenges and develop relevant skills/tasks. It is important to ensure that there is flexibility in deploying the students.
- Capture any reflections on an ongoing basis as this will help with evaluation of the project.
- Ensure consultation feedback is given in a face to face meeting to enable dialogue to take place (just emailing feedback is not conducive to enabling dialogue).
- Incorporate ways to follow up on the impact of a consultation, either follow up observations or focus groups with students on the course about any changes.
- If you are using an online forum for student consultants to reflect in make sure that you engage the students at the beginning. Assign one or two students admin rights and get them to summarise points from training sessions and comment on posts by others. They can also do some follow up to ensure every student is engaged as the online forum is a valuable place for student consultants to see what other student consultants are doing and how they approach tasks.
- Some students will want to work in pairs and there are some advantages to this as they can bounce ideas off each other. A disadvantage is the logistics of arranging meetings when there are more timetables to take into consideration.
- Make use of creative hands-on materials, such as Lego or Play-Doh to get students talking, reflecting and working together in sessions. You could ask them to model an inspirational teaching scenario. Building things together in a group helps get conversation and reflection on what they have done started.
- Involve students in evaluating the consultations and the scheme.
List of relevant literature
Arnstein, S. (1969) A Ladder of Citizen Participation.
Bovill, C., Cook-Sather, A. & Felten, P (2011) ‘Students as co-creators of teaching approaches, course design and curricula: implications for academic developers’, International Journal for Academic Development
Bovill, C., and Bulley, C.J. (2011) ‘A model of active student participation in curriculum design: exploring desirability and possibility’. In: Rust, C. (ed.) Improving Student Learning (ISL) 18: Global Theories and Local Practices: Institutional, Disciplinary and Cultural Variations. Series: Improving Student Learning (18). Oxford Brookes University: Oxford Centre for Staff and Learning Development, Oxford, pp. 176-188. ISBN 9781873576809
Cook‐Sather, Alison (2008) ‘What you get is looking in a mirror, only better’: inviting students to reflect (on) college teaching, Reflective Practice: International and Multidisciplinary Perspectives, 9:4, 473-483.
Cook-Sather, Alison, and Zanny Alter (2011), ‘What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education,’ Anthropology and Education Quarterly 42: 37-53
Crawford, Karin (2012) ‘Rethinking the student/teacher nexus: students as consultants on teaching in higher education’, Towards teaching in public: reshaping the modern university. Continuum. ISBN 9781441124791
Dunne and Zandstra (2011) Students as change agents - New ways of engaging with learning and teaching in Higher Education.
Freeman, R., Millard, L., Brand, S., Chapman, P. (2013) ‘Student academic partners: student employment for collaborative learning and teaching development’, Innovations in Education and Teaching International
Healey, M., Mason O'Connor, K. & Broadfoot, P. (2010): Reflections on engaging students in the process and product of strategy development for learning, teaching, and assessment: an institutional case study, International Journal for Academic Development, 15:1,19-32
Healy, M. (March 2012) Students as change agents: a selected bibliography
Kay, J., Dunne, E., Hutchinson, J (Sep 2010) Rethinking the values of higher education - students as change agents?
Rudd, T., Colligan, F. & Naik, R. (2006) Learnervoice – a handbook from Futurelab