RAISE Reading Group: February and March 2022

Sign up to February 2022's session and vote for the paper to be read in March

Thank you to everyone who has participated in the RAISE reading groups in 2021. It’s been great talking to you all and we look forward to more engaging discussions in 2022!

The meetings are held on the first Tuesday of most months at 4pm UK time. Next year, we will start on 1 February. The group is open to anyone interested in student engagement. You don’t have to be an experienced scholar of student engagement, and there is no expectation about the level or content of the discussion: it’s just interested colleagues talking about the topic of the paper. The group is always inclusive and welcoming, so if you’ve been hesitating to join us, why not take the plunge in 2022? We also welcome suggestions for the readings, and we are always delighted when an author of the paper being discussed is able to join us, so feel free to suggest things via this list or by email to me or Jill.

February 1 2022, 4pm: The paper for February is 'Mapping research in student engagement and educational technology in higher education: a systematic evidence map' by Melissa Bond, Katja Buntins, Svenja Bedenlier, Olaf Zawacki-Richter and Michael Kerres (2020), International Journal of Educational Technology in Higher Education, 17, 2. You can download the paper from the link in this invitation. It is open access. The session is free and informal, but it helps us if you register.

March 1, 2022, 4pm: For the March reading group, we propose one of three papers on student engagement with different aspects of assessment. The papers are listed below.

  • Abstract A: Matshedisho, K. R. (2019). Straddling rows and columns: Students’ (mis)conceptions of an assessment rubric. Assessment & Evaluation in Higher Education, 1-11. https://doi.org/10.1080/02602938.2019.1616671

  • Abstract B: Micari, M., & Calkins, S. (2019). Is it OK to ask? The impact of instructor openness to questions on student help-seeking and academic outcomes. Active Learning in Higher Education, 22(2), 143-157. https://doi.org/10.1177/1469787419846620

  • Abstract C: O’Donovan, B. M. (2019). Patchwork quilt or woven cloth? The student experience of coping with assessment across disciplines. Studies in Higher Education, 44(9), 1579-1590. https://doi.org/10.1080/03075079.2018.1456518

Please use this form to register your choice before 21 January 2022. We will then advertise the final choice in early February.