All Ireland Society for Higher Education (AISHE), AISHE-C 2008: Encouraging Student Engagement

Font Size: 
Them and Us - What do they expect of us and themselves?
Viv Lever, Professor Judy Giles

Last modified: 2009-01-22


Students and subject staff have experienced a day of dialogue off campus, exchanging feedback and exploring expectations - of themselves and of the course & University.
These days have been organised by subjects in turn: music, literature, design, performance, film & video, dance; and included between 2 and 6 staff and 5 and thirty students in each group.

Co-facilitated by a Faculty Professor and an Educational Developer specialising in Neuro Linguistic Programming
( NLP), each day has consisted of a range of experiential and discursive activities.

These have been:
o creation of 'rich' pictures in small groups, including staff groups, of their experiences of the course;
o exploration of students' placing of themselves on a 'timeline' in relation to their own perceptions of successful outcomes of their undergraduate studies
o discussion about what constitutes success
o minimalist voicing ofwhat might contribute to or mitigate against the achievement of their goals
o discussion about assessment
o exploration of what constitutes effective feedback, via a card sort in groups

The presenters will describe the rationale for the dialogue days, the specific activities, the feedback from students and staff post event, and proposals for future development of this concept.
It is intended to give attendees an experience of the timeline and expression of limiting beliefs.

Individual follow up sessions using NLP were offered to students, as part of a University Teacher Fellowship on the use of NLP to support student confidence, and discussion will include the subsequent outcomes and benefits of these support interventions.

Additionally, comment will be made on the cost-effectiveness and practical challenges regarding the engagement of students and academics.


Dialogue;expectations;self-limiting beliefs;feedback;NLP