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One of the most important challenges that Higher Education providers face is the creation of a student learning environment which maximises the classroom experience, improves student retention and transforms the equity of student opportunities.

It is, however, the case that research demonstrates that many students have limited engagement in extracurricular activities due to personal, work, commuting and caring reasons.

 

Drawing on the expertise across four providers, this project aims to identify, develop and evaluate ways in which Higher Education courses can embed ‘sticky’ approaches in induction, assessment, online peer learning communities and enquiry-based learning pedagogy to maximise student experience and engagement.

 

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In the context of this project, we define ‘sticky’ as something which supports attraction and attachment. Building on existing research around the ‘sticky campus’ and the ‘sticky curriculum’, our view is that a ‘sticky course’ is designed to inspire student engagement, where students ‘stick to’ and ‘stick with’ their course. For us, a sticky course should seek to deliver a student-centred immersive learning experience which builds and maintains student belonging and cohesion.

 

To address the challenge of how best to support the student experience through a sticky course approach, the project team are exploring a range of interventions which reflect typical challenges relating to student engagement, namely: transition, finding belonging and developing meaningful connections with their course. To address these challenges the project is focused on three key strands.



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Explore the project outputs by strand

Students doing an activity
Preparedness for study and managing assessment load via curriculum design


Focus groups are exploring induction, curriculum design and students’ experience of managing assessment loads.

    Students in an online lesson
    Promoting peer communities online


    A review of learning from the sector and a pilot of different approaches and platforms are interpreting how digital communities can contribute towards building community and belonging.

    Student group work
    Enquiry Based Learning pedagogy to support retention


    Analyses of teaching and learning approaches that support engagement and retention, including student focus groups which explore the relationship between each approach and their experience of belonging and community.


    Explore the project outputs from different perspectives

    Students in discussion
    Student Voice

    Students working on a laptop
    In Curriculum

    Students in a library
    Co Curriculum


    Outputs coming soon!

     
    Sticky Courses Toolkit
     
    Course Guidelines
     
    Useful Resources

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    Lead institution: De Montfort University

    Partner institutions


    Project contributors

    • De Montfort University: Dr Jason Eyre and Tracy Slawson
    • Glasgow Caledonian University: Dr Colin Milligan
    • University of the Arts, London: Tanyeem Hussain, Dr Wayne Clark, Siobhan Clay

    Other Collaborative Enhancement Projects

    QAA supports a number of projects every year, covering a range of topics and interest areas. Each is led by a QAA Member, working in collaboration with other members institutions. You can find more information on all projects, and access resources and outputs, on our website.