Assessing student learning
from Public Engagement
David Owen
National Co-ordinating Centre for Public
Engagement
Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust
ENGAGED TEACHING
Developing teaching
activities which positively
impact on the community,
and enhance students’
engagement skills
Education reaches far beyond the classroom.
University of Manchester, Vision
Our Teaching and Learning Strategy has five
Statement
core principles, learner empowerment, active
engagement, learning in communities,
education for sustainable development, and
Professor Craig Mahoney, Chief Executive
The Higher Education Academy.
learning for equality, diversity and intercultural
understanding.
Higher education should be a
transformative process that supports the
University of Gloucestershire,
development of graduates who can make
Teaching and Learning Strategy
a meaningful contribution to wider society,
local communities and to the economy.
Universities engage with a range of professional agencies in different sectors : they can also
engage directly with the public. This diagram ‘maps’ the different external groups with
whom they might engage
The public
The media
Schools,
colleges and
lifelong learning
Public sector
Communities
of interest
Cultural and
leisure
services
Communities
of place
Health and well
being agencies
Policy
community
Quangos
and govt
agencies
RESEARCHER,
STUDENT
Community
organisations
and societies
Local /
regional /
national
govt
Voluntary
organisations
and charities
Local
authorities /
strategic bodies
International
community
Non
Governmental
Organisations
Businesses and
industry
Business
community
Social
enterprises
Community
and 3rd sector
Recognising learning and celebrating
achievement from Public Engagement
These are some of the
approaches which
recognise learning and
achievement
Certification
Graded with
levels
Inclusion on the HEAR
Discipline specific
Curriculum
embedded
Verification
Log of hours or activities
Learning
assessed
Flexible
accreditation
Credit bearing
Reflective journal
Attending
workshops and
classes
Presentations, mock interviews
Embedding Public Engagement in the Curriculum
A FRAMEWORK FOR THE ASSESSMENT
OF STUDENT LEARNING FROM PUBLIC
ENGAGEMENT
Framework Design
• Consultation and events
• Literature and Research
– Attributes Framework for Public Engagement
– Embedding Community Engagement in the Curriculum:
An example of University-Public Engagement – An
extensive literature review
– Bursting the Bubble: Students, Volunteering and the
Community – Engaging with over 5,000 students and
graduates across six universities, this study reported on
the impacts and outcomes from student-community
engagement for students and community groups.
Knowledge Co-Creation
Able to own, review and develop module
concepts in light of experiences
Critically reflects on the manner in which
engagement has influenced subject knowledge
of self and others
Reflective Practice
Demonstrates a capacity to reflect on
engagement activity, using this to evaluate the
programme, and to maintain a process of
continual learning
Communication
Can adapt styles, methods and approaches in
order to effectively communicate with, work with
and inspire target audience
Demonstrates a critical understanding of factors
that influence effective communication
Managing Engagement
Demonstrates a capacity to make management
decisions in ambiguous and connected
circumstances
Able to work across disciplinary and organisational
boundaries to support change
Awareness of Self and Others
Critical understanding of self, society and
context in which module operates
Detailed understanding of the audiences,
communities, institutions and stakeholders
engaged with the project
KNOWLEDGE
 Able to internalise, operationalize, review and develop programme and/or module content and concepts
in light of experiences
 Critically reflects on the manner in which engagement has influenced subject knowledge of self and
others
THRESHOLD
ASSESSMENT CRITERIA

First Class
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Third Class
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Demonstrates an excellent grasp of relevant concepts in relation to their ‘real-world’
application which is thoroughly evidenced
Ideas are applied in a sophisticated and creative way, varying approach with context,
across multiple layers of complexity
Excellent exploration of the manner in which engagement activity influenced the
knowledge of others, explored critically and fully supported with examples
A solid understanding of relevant concepts in relation to their ‘real-world’ application
with adequate appropriate evidence
Ideas are applied in a logical way, varying approach with context
Good exploration of the influences of the project on the knowledge of others but may
lack some critical development
Understanding of relevant concepts and their application to the ‘real-world’ is basic
Ideas are applied competently, but mechanically, in uncomplicated circumstances
A basic understanding of how knowledge of stakeholders may have been influenced, but
may lack evidence or support from appropriate examples
MANAGING ENGAGEMENT

Demonstrates a capacity to make management decisions in ambiguous and connected real-world circumstances

Able to work across disciplinary and organisational boundaries to support change
THRESHOLD

First Class
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Third Class
ASSESSMENT CRITERIA
Demonstrates an excellent level of critical thought around the choice, framing and understanding of
the engagement situation
Provides a comprehensive account of influences of project partners; resources; disciplinary,
organisational boundaries; and different levels of expertise on project management decisions and
delivery
Conflicting goals within the situation are recognised and evaluated in relation to different approaches
to managing them
Reflects critically on how to support the learning of others, to support emergence and selforganisation
The choice, framing and understanding of the engagement situation is good but may need further
critical development and supporting examples
Effective exploration of a wide range of situational influences on decision making
Conflicting goals are recognised, and approaches to managing and evaluating these are explored.
Demonstrates a good understanding of the processes that are important to supporting the learning
of others and provides some relevant examples of how these processes have been implemented
Information about the choice, framing and understanding of the engagement situation is basic and
could be supported with more detailed evidence
Describes a range of situational influences on decision making Conflicting goals are recognised, but
suitable approaches to managing and evaluating these are not offered
Demonstrates some understanding of the processes that are important to supporting the learning of
others and provides some examples of how these processes have been implemented
Embedding Public Engagement in the Curriculum
FURTHER RESOURCES
WWW.PUBLICENGAGEMENT.AC.UK