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The application of a set of principles to safeguard student learning engagement

By Tracy A. Creagh, Karen J. Nelson and John A. Clarke

Abstract

Student engagement is a key contributor to student achievement and retention. Increasingly, international and Australasian universities are introducing a range of specific initiatives aimed at monitoring and intervening with students who are at risk of disengaging, particularly in their first year of study. A multi-site case study formed the focus of a national learning and teaching project to develop a suite of resources to guide good practice for safeguarding student learning engagement that were consistent with the notions of equity and social justice. Pivotal to the suite of resources is the Social Justice Framework and a set of social justice principles that emerged through a synthesis of existing literature and were further refined through the examination of qualitative data collected across the participating institutions. These social justice principles reflect general notions of equity and social justice, embrace the philosophical position of recognitive social justice, and are presented in an interconnected and co-dependent way within the framework. Participants will be provided with the opportunity to identify and discuss the practical applications of the principles to student engagement activities in their own institutions

Topics: 130103 Higher Education, 130305 Educational Counselling, social justice, good practice, monitoring student learning engagement, social justice principles, retention, attrition, student support, HERN
Year: 2013
OAI identifier: oai:eprints.qut.edu.au:59464

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