SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMN925015
Module Leader Fiona Kennedy
School Academic Development & Student Learning
Subject Academic Development
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

Working in a learner/student support or teaching role (normally a minimum of 9 hours student contact per week). Undergraduate degree or equivalent.

Summary of Content

Student Engagement is a work based module designed for early career/ new teaching staff and staff working in a role which is supporting student learning or student engagement in Higher Education. The structure of module activities will provide students with opportunities to explore evidence bases for effective/enhanced student learning and engagement strategies to engender a reflective approach to professional practice. Students will explore a range of adult learning and student engagement theories and models as well as appropriate learning technologies to support learning and engagement. They will consider their relevance and applicability for their own subject/ professional context and demonstrate a critical, in-depth engagement with them. Additionally, they will discuss the benefits and challenges of providing effective feedback and reflect on their own CPD. Students will have opportunities throughout the module to develop an appreciation of the development of an online professional identity in facilitating and supporting student learning. The module will be assessed through a collaborative online writing task and an e-portfolio of practice.


Adult learning theories, models and applied practice in the context of Higher Education Student engagement, models and applied practice in the context of Higher Education Wikis and e-portfolios: Purpose, applications, skills development Information and literature sourcing Learning Technology to support learning and student engagement (what, how, why) Models of Reflective Practice Critical writing Reflective writing Application of technology in student learning and student engagement Feedback practice/ general principles/organisational policy CPD - resources and activities

Learning Outcomes

On successful completion of this module the student should be able to:1. Demonstrate a critical understanding of how students learn in different learning environments 2. Demonstrate an evidence based approach to supporting student engagement 3. Apply and critique effective feedback approaches that support student learning and engagement

Teaching / Learning Strategy

A range of teaching and learning method/strategies and environments will be used which are appropriate to each mode of delivery (face-to-face/blended learning/online) to build a robust foundation of knowledge and skills and promote self-directed learning in students. Dependant on mode this may include: workshops (interactive, face to face, online), participant-led collaborative activities, VLE supported course structure, theory and applied practice content, self-evaluation activities, reflective practice, work based learning, and evidence informed practice. In addition, students will be engaged through: webinar/podcast/online video; guided reading activities; online discussion (synchronous/asynchronous as appropriate for student group); examples of use of learning technology with teaching/learning, support and engagement models/theories integrated through module presentation. Students will be encouraged to recognise the benefits of appropriate information sourcing, peer support, feedback and collaborative social learning through development of a collaborative online task. They will be supported to appreciate the value of reflecting on their own practice and develop a critical approach to evaluating current pedagogical debates through the development of a personal e-portfolio. This module will require substantial independent learning to identify appropriate sources of reading and research and apply this within an authentic work setting. The module will be offered to students in two complementary modes of delivery (dependent on location within the university). For students at the Glasgow campus a face-to-face mode of delivery (with blended elements) will be employed; for students at branch campuses the module will be delivered online.

Indicative Reading

Barkley, E. (2010), Student engagement techniques: a handbook for college faculty, San Francisco: John Wiley and Sons. Fry, H., Ketteridge, S. & Marshall, S. (2015), 4th ed, A handbook for teaching and learning in higher education: enhancing academic practice, Abingdon and New York: Routledge. Harasim, L. M. (2012), Learning theory and online technologies , London: Routledge. Jarvis, P., Holford, J. and Griffin, C (2013), The theory and practice of learning, London: Routledge. Sutton, B. and Basiel, A. (eds) (2014), Teaching and learning online: new models of learning for a connected world volume 2, Abingdon: Routledge. Weller, S. (2016), Academic practice: developing as a professional in higher education, London: Sage.

Transferrable Skills

Effective communication skills Critical thinking and problem solving Critical analysis Use of a range of learning technologies Digital literacy skills Digital learning Effective information retrieval and research skills

Module Structure

Activity Total Hours
Tutorials (PT) 5.00
Assessment (PT) 40.00
Independent Learning (PT) 90.00
Seminars (PT) 15.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 0.00 60.00 45% Individual e-portfolio
Course Work 01 0.00 40.00 45% Collaborative online writing task