In this week’s post, Prof Cathy Bovill and Matt Lawson, previous SACHA Think Tank Challenge Hosts, share their own experiences of hosting a challenge question. They discuss the surprises that often come from deeply engaging with students’ ideas, share how they’ve taken Change Agents’ suggestions forward post-programme, and reflect on how their experiences as Challenge Hosts can inform their own work with students in the future. This post belongs to June-July Hot Topic series: Students as Change Agents (SACHA)↗️.
Cathy’s Challenge Question: How might students influence the design of courses at The University of Edinburgh? - SACHA Think Tank ‘24
Matt’s Challenge Question: How can teaching and learning at the university enable everyone to take meaningful action to address the climate and environmental crisis? – SACHA Think Tank ‘23
What was your experience of being a challenge host like? Were there any unexpected benefits or challenges?
Matt: Being a Challenge Host, alongside Dr Jeni Harden, was an incredibly valuable experience and helped to generate momentum behind efforts to meaningfully embed climate and sustainability into the curriculum. I had been a Coach on the programme and had gained a strong insight into how it supported students, however I had limited knowledge of how external Challenge Hosts had directly benefitted from the programme. Being a Challenge Host provided me with that opportunity.
Cathy: The experience of being a host is very rewarding. The ideas that emerged were not necessarily what I expected students to focus on – and to me that is the added value of SACHA Think Tank, to create unexpected outcomes and ideas to challenge our thinking.
Early in the process challenge hosts offer an information session for students with an introduction and background to the question, alongside offering a range of statistics, evidence and resources that could be helpful in answering the question.
The tricky bit was trying not to steer or lead the students too much, as I was really keen to see what they would be most interested to explore.
They put me through my paces with some great questions!
What were your thoughts on the groups’ final outputs?
Cathy: The four groups came up with very different ideas, approaching the challenge question in ways I hadn’t expected. One thing I noticed in particular, was the emphasis placed on the role of different student representatives by many of the groups rather than course enhancements that might take place between teachers and students in class. Ideas included: enhancing student representative systems to close the feedback loop more effectively; increasing student belonging through developing a ‘We belong’ orientation programme; introducing inclusivity reps so under-represented groups can better voice their concerns; embedding sustainability into courses; involving alumni in course design; and creating an international student representation committee, who could offer input on course design as well as ensuring under-represented students are involved in course design.
Matt: Students identified a series of practical recommendations to improve the range of climate and sustainability learning, as well as ways to improve awareness of existing opportunities. Some memorable examples include hosting a sustainability fair, promoting outdoor learning and arts integration in the curriculum, and the introduction of an ongoing sustainability course run in parallel with degree programmes. These recommendations were drawn directly from their own student experience. This was incredibly valuable, as it allowed us to better understand trends and differences across different levels of study and degrees. Students enthusiastically provide us with approaches we could use to embed climate and sustainability into degree programmes, as well as highlighting the importance of providing students with ongoing opportunities to help drive the change required.
How have you taken Change Agents’ ideas on board since your SACHA challenge?
Cathy: Since the final presentations by the students we have ensured the student reports have been shared among a range of groups. The University’s Curriculum Transformation Project Student Engagement Strategy group have discussed how some of the ideas might be taken forward. We have invited the students to write about their experiences and outcomes for the Teaching Matters blog, and encouraged them to consider embedding some of their ideas through applying for Student Partnership Agreement Funding.
Matt: Following the programme, we have worked with colleagues from across the University to fund and support several internships for both undergraduates and postgraduate students over the last two years. Recognising that students should have an active role in embedding climate and sustainability within the Curriculum Transformation Project, and their own curriculum.
Students have worked with academic and professional services colleagues to map curriculum against the Sustainable Development Goals in academic schools; identified and created case studies of good practice; and have interviewed colleagues to better understand potential solutions to common challenges to embed climate and sustainability into the curriculum. We will continue to provide student internships into next year, including opportunities for postgraduate research students.
What are your key takeaways from your Challenge Host experience?
- Students have some great ideas. It can be difficult to let go of your own notions of how a problem should be approached or a question should be answered. But, if you are able to step back and give students opportunities to share and develop their ideas they’re likely to come up with something you’d never have thought of on your own.
- Follow-through and follow-up shows students that their input is meaningful. In an environment where students all too often don’t get to see the impact of their feedback, following up – with something as simple as an email or as in-depth as an internship – can remind students that their voice matters and promotes future engagement.
- Build in time to be able to incorporate student ideas and be clear about timelines. Some of the ideas that students come up with require time and effort to share with colleagues or advocate for within appropriate committees. Ensure that, before asking students for their ideas, that you have thought about how you will be able to take action. Be clear with students that some actions might not be immediate, but explain your planned actions.
Catherine Bovill
Professor Catherine Bovill is Co-Director, Institute for Academic Development and Professor of Student Engagement in Higher Education. She is a National Teaching Fellow and Principal Fellow of the Higher Education Academy, Visiting Professor at the University of Bergen, External Examiner at the University of Hong Kong and Editorial Board member for the journal, Higher Education. She has published and presented internationally on student engagement and student-staff co-creation of curricula.
Matthew Lawson
Matthew Lawson is currently Senior SRS Learning, Teaching and Reporting Manager. His current role includes responsibility for leading the department’s efforts to embed climate and sustainability into the academic curriculum and student experience. He has responsibility for the University’s reporting on sustainability, social and civic responsibility issues. His role also includes oversight of department operations.
He is the Coordinator of the UNICA Green and Sustainable Development Goals Working Group and an alumni of the EAUC Leadership Academy Programme. Matthew has worked for the University since 2011 in various sustainability roles in Estates and Transition Edinburgh University.
