On behalf of RAISE and the editorial team, we are pleased to announce the publication of the first edition of the RAISE Journal: the Student Engagement in Higher Education Journal. The content of the first edition (titles appended below) is available at the ‘journal website’.
And you can find all about how to submit articles at ‘raise network website‘  or the journal website

The call for submissions to the 2nd and subsequent editions is now open. Read More →

Student engagement in the context of commuter students: Student experiences
Liz Thomas Associates has been commissioned by The Student Engagement Project to explore student engagement in the context of commuter students.  This study recognises that ‘commuter students’, who live away from the university or college and travel to attend, may experience challenges in relation to their engagement beyond the classroom.  It seeks to explore how these issues are experienced by students and institutions, and what can be done to improve engagement and student outcomes.

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UK Engagement Survey 2014, The second pilot year by Dr. Alex Buckley, the Higher Education Academy: click here. UKES_report_2014_v2.pdf

1. Introduction
In 2014 the Higher Education Academy (HEA) ran the second pilot of the UK Engagement Survey, following on from the first pilot in 2013 (reported in Buckley 2013). The 2014 survey was a greatly expanded project, with 32 institutions engaged and around 25,500 responses; an increase from nine institutions and 8,500 responses in 2013. The second pilot was carried out in order to test a broader range of items, with a larger population and a wider range of institutions. Read More →

Online to Improve On-Campus, by Gregor Kiczales on April 14, 2014.
Last week at University of British Columbia we hosted two visitors for a day-long consultation on our Flexible Learning work. Eric Grimson is the the Chancellor for Academic Advancement at MIT, Professor of Computer Science and Engineering and one of the instructors in the first course in MITx series on the foundations of computer science. Tony Bates was Director of Distance Education and Technology in Continuing Studies at UBC from 1995 to 2003, where he was responsible for many of the early developments in online learning at UBC. Prior to that, he was Professor of Educational Media Research at the Open University, where he worked for 20 years as one of the founding members of the staff.

During the course of the day Eric and Tony discussed our plans (University of British Columbia) for Flexible Learning with us in small and large groups of various constituencies. Read More →

From Carel Stolker (2014) Rethinking the law school. Education, research, outreach and governance.  Cambridge University Press.  Paragraph 5.8.2 Some personal ideas to conclude.

To conclude (the chapter Pedagogy: teaching law students), I (prof. dr. C.J.J.M.  Stolker) would like to suggest some personal ideas about what I would recommend for law schools.

  • The legal pedagogy should, in the first place, always be connected to the question addressed in Chapter 4, about what constitutes a good lawyer.
  • Next, I believe that the backbone of our teaching and learning should be legal doctrine, just as the human body is for the medical education – because the large group tradition of legal education will remain strong, especially in the undergraduate years. Read More →

Final Report 2012, Report Authors: Professor Karen Nelson and Tracy Creagh

Executive summary

The commitment of institutions to students is a critical factor in retention—universities need to initiate, support and promote student personal, social and academic engagement, particularly for those students who face the greatest challenges in transition. Many Australasian universities are cognisant of the importance of this and several have adopted and implemented comprehensive strategies for monitoring student learning engagement (MSLE).

There is pressure on the higher education sector for wider participation and improved retention of students from social groups currently under-represented in the Australasian higher education sector. To be consistent with these national imperatives requires constructive alignment between on the one hand policy and practice aimed at widening participation and, on the other, efforts aimed at increasing the retention of these same students. Therefore activities designed to monitor student learning engagement must be founded on a philosophy of social justice and equity. Read More →