Student Engagement and Experience Journal

The Student Engagement & Experience Journal (SEEJ) is an online peer-reviewed journal published by Sheffield Hallam University. The journal aims to reflect innovation in academic practice and support.

To submit a paper you must first Register with SEEJ. If you are already registered and logged in you can make a New Submission.

Who is it for?

The journal will be of interest to all higher education staff and students. SEEJ aims to support writers who are new to academic writing, as well as providing a platform for those with some experience. Writing about academic practice will sometimes require different scholarly conventions to those required by other academic disciplines and the journal editorial group is structured to make transition to the domain of higher education and student experience straightforward.

Publication through SEEJ, and being involved in the peer review of papers, provides a good opportunity for those who want to develop their experience of academic practice and who are seeking professional recognition. Engagement with the journal, therefore, is likely to generate evidence against the UK Professional Standards Framework's Professional Values (e.g. V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development) and its various Areas of Activities and Core Knowledge.

SEEJ accepts papers from higher education academic and learning support staff involved in delivering and supporting a high quality student experience. It also accepts papers from students where these are written in collaboration with university staff or student union officers. The journal and its authors share an enthusiasm for fostering student engagement with learning and providing and outstanding student experiences at all levels.

What is it about?

The journal is about sharing some of the great work we do around student engagement with their learning experiences. It does not restrict itself to engagement in and the experience of the curriculum recognising that student engagement requires a holistic view of being in higher education and the journey through it.

More information about the journal, its scope, focus and purpose is available under the About tab above.



Vol 5, No 1 (2016)

Table of Contents

Preface

Preface XML PDF
Natasha Taylor, Andrew Middleton

Articles

Exploring the processes used by students to apply feedback PDF
Stuart Hepplestone, Gladston Chikwa
The transition to Higher Education for non-traditional, commuter students - a synthesis of recent literature to enhance understanding of their needs. PDF
Jane Southall, Hilary Wason, Barry Avery
Supporting the first year experience in Higher Education in Ireland: Impact on Student Engagement, Teaching Practice and Institutional Policy PDF
Carina Ginty, Josephine Boland
Beginning collaborative learning: student and staff perspectives on its value and challenges
Jackie Cawkwell, Adam Talbot, Mark Boylan

Case studies of practice

“What’s in it for me?” - an investigation into the motivations, challenges and benefits of peer leadership in a School of Education. PDF
Melanie Gill, Catherine McConnell
Diversifying the master's research project: reflections on an initiative in architecture, planning and environmental management PDF
Barry Goodchild, Louisa Cadman, Cate Hammond
Guidance Techniques to Improve Student Engagement in Critical Reflection Regarding the Preparation of Technical Reports PDF
Mike Knowles, Derek Dixon

Viewpoints

Engagement or Distraction: The use of Social Media for Learning in Higher Education PDF
Alison Purvis, Helen Rodger, Sue Beckingham


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