A blog post for all those interested in Student Engagement and Inclusion in Higher Education

By Elisa Valentin

A few months ago, I received an open call to join a reflective research project on students’ perceptions of generative AI in education led by UCL Arena researcher Jesper Hansen and Faculty Learning Technology Lead (UCL A&H) Abbi Shaw. Having mulled over that question throughout my master’s, I jumped at the opportunity to reflect on my own and hear about other students’ experiences. Fast-forward to September, I had the honour of sharing my experience as a participant in this project alongside Selin Abdik (see her blog about her experiences) at the RAISE (Researching, Advancing & Inspiring Student Engagement) conference in Leicester. This blog post is a reflection on this experience.

Over the course of my studies, I have encountered numerous ways of questioning systems of power and how to act within them. The RAISE Conference was one such space where I got to hear from those researching and working to advance inclusion and student engagement in Higher Education. Hearing from a mix of student engagement leads, faculty leads, student union officers, activists, and students like me felt like sharing perceptions of what the ‘elephant’ looks like, except that, unlike the parable of the six blind men, we were actually united by the commitment to improving student engagement and inclusion.

Placing Care at the Heart of Education

Dr. Iwi Ugiagbe’s keynote set the stage for this year’s topic on Equity in Attainment and Student Success. With the pandemic and the cost-of-living crisis as background, the racial and ethnic achievement gap is increasing. In parallel, students’ expectations of and engagement in higher education have changed. Not only this, the challenges that higher education institutions face regarding student engagement differ based on their unique geographical and institutional context and their student body.

Among the topics raised were the need to adapt learning spaces, focus on delivering quality teaching, and mediate the external factors affecting attendance and achievement, such as costs of living, commuting, and caring responsibilities. This was all part of a broader reflection on what ‘education for the 21st century’ and the ‘post-covid’ model should look like. Presenters and participants did not shy away from relating this to structural inequalities and injustices. Through these discussions, it became clear how the questions of student engagement and achievement are intimately connected to questions of care.

A clear message I left the conference with was the need more than ever to place care at the centre of educational approaches and redefine ‘student success’ in academic and professional terms. To do so, we must start by seeking and hearing students’ voices to inform solutions and co-creation and involve them in improving and solving the diverse issues that concern them. This does not mean putting the onus solely on students to do this work. The RAISE Conference had some good examples of how student-led or student-staff collaboration gives centre stage to the voices it aims to empower.

The Power of Student Voice

From initially contributing as a research participant to co-presenting alongside Abbi and Jesper and attending the conference, it was powerful and validating to feel that people looked positively upon Selin and my input and even sought it. Equally powerful and a source of pride was witnessing fellow students being vocal about their experiences and sharing their projects at the conference.

The MedRACE Project left a notable impression on me as an example of what student voices coming together and receiving an attentive ear can achieve. Presented by medical students from the University of Leicester, MedRACE is a great example of a successful student-staff partnership that has grown over the years, working to foster equality in the medical curriculum and address racial harassment.

In the words of one of the student presenters: ‘We’re at the forefront of experiences, so we can highlight issues to staff.’ This encapsulates the need for student voice. Who else is better than the primary concerned to know what is needed for our education experience? Nonetheless, as the students repeatedly stated: ‘We could not have achieved all this without the help of our staff’.

Methods that Bring Value

Any project or initiative that seeks to improve the conditions of students should therefore strive to have them take an active voice on the issues that concern them. The question, then, is how to reach students when they are not engaging as much?

Effectively engaging students (or any target group) requires them to feel that there are benefits to getting involved.

Drawing on their experiences of doing anti-racism work in sports societies, doctoral researchers Rhianna Garret and Iman Khan made the case for the value of student-led advocacy in developing valuable skills for employability. Starting from the observation that ‘it’s really hard to do critical thinking and problem-solving out of context’, their point is that students can pick up valuable transferable skills from getting involved in issues they care about. Crucially, these advocacy initiatives must be institutionally backed and connected to an employability approach to yield such benefits.

The presentation highlighted the need to see students as agents rather than passive beneficiaries and, as a consequence, the need to also hold them accountable. Connected to this is the idea that students should be taught that they can and should be compensated for their work, notably when this generates an emotional or psychological cost.

Another way to encourage student engagement is through adopting research and data collection methods that bring value to the participants themselves. While surveys and questionnaires have their place to gather input, they can provide a thin understanding of a phenomenon. This can feel especially frustrating when grappling with questions of student satisfaction and expectations as a module leader, programme director or at the faculty level. On students’ end, this kind of practice can often feel extractive, of little value, or perceived as unlikely to achieve much change.

This brings me to my last point, which was the object of my participation in Abbi and Jesper’s research. As a student and former academic representative, I can speak from personal experience about the value of creating spaces to exchange with staff and faculty on topics that are relevant to me and to the broader student body.

For certain ‘controversial’ topics, such as the use and perceptions of AI, disconnecting these spaces from the academics that teach and assess you on a daily basis increases trust. Equally, using alternative methods of inquiry, such as reflective research, co-creation or ‘embodied’ methodologies, can be perceived as more enriching by participants as it is an opportunity to gain insights on a topic relevant to their life and contribute to shaping the debate.

Final Thoughts

Through this experience, I developed a greater understanding of the power of the ‘student voice’ and the impact we can have as students on people in the room, probably beyond what was anticipated! Of course, this requires being (en)able(d) to make it into the room in the first place. The key is, therefore, to create spaces and opportunities for students to share their thoughts and get involved with issues that they care about in a way that can benefit them personally and professionally. Students must be given opportunities to join these spaces and be vocal about their need for them. This requires dedicating adequate resources to creating these spaces and exchanges.

Here are three takeaways I invite you to consider:

• We should approach issues of engagement and inclusion from a perspective and pedagogy of care.
• To increase student engagement and inclusion, seek initiatives and methods that bring value to all involved. Practices that invite reflection and contribute to an experience that participants might value intrinsically are especially interesting.
• To my student peers, your voices and experiences matter, let them be heard

As a recent UCL IOE graduate in Educational Planning, Economics and International Development, I am passionate about researching education equity, its connections to the ‘poly-crisis’, and what achieving quality education might look like depending on each context. A legacy of my Arts and Sciences (BASc) studies, I enjoy applying my ‘research imagination’ to investigate interdisciplinary issues. 

LinkedIn: https://www.linkedin.com/in/elisa-valentin/?locale=en_US

RAISE 2025 will be happening on September 4-5 September at the University of Glasgow.

In May 2024, an email popped into my inbox that would unexpectedly lead to a great academic experience: presenting at a national conference on student engagement. In the email from Abbi Shaw and Jesper Hansen, they were looking for students to take part in their research about how Arts and Humanities students engage with and think about AI. As an undergraduate Arts and Sciences student with an interest in artificial intelligence, faculty research being conducted about our perceptions of AI as students intrigued me, so I expressed my interest in being a part of this research. Fast forward to September, I was a student co-presenter at the 2024 RAISE (Researching, Advancing & Inspiring Student Engagement) Conference at the University of Leicester.

After expressing my interest in participating in the research, we were tasked with writing a series of reflections on five key questions and then joining a focus group to discuss them with other students. The questions were not just technical—they asked us to reflect on our personal relationships with AI, from the role it plays in our academic work to how we see it shaping our future careers. The questions were designed to enable us to dig deep into our feelings about generative AI, with questions about what reflections the term ‘generative AI’ triggers, or about how AI shows up in our daily life, or even in our studies at UCL. The introspective nature of the questions made me want to answer them and hear about what the other participants said.

A few months later, I received an exciting email from Abbi and Jesper about another opportunity: to be a student co-presenter at the RAISE Conference at the University of Leicester. If you have never heard of RAISE, it is a conference that focuses on research around student engagement, with themes like accessibility, equity, and celebrating diversity. This year’s theme was “Equity in Attainment & Student Success,” which was very fitting with the nature of our participation in this research. The purpose was to amplify student voices and make them part of the broader academic conversation. At the time, I did not know what the conference was about or what to expect from presenting, but I wanted to give it a go. So, Elisa Valentin (who has also written a blog on her experiences) and I joined the team as student co-presenters and had the chance to extend our participation.

Our presentation at RAISE focused on UCL’s ongoing efforts to incorporate a wide range of perspectives—from both staff and students—into the research process. Elisa and I shared our experiences of participating in faculty-led research, talking about how meaningful it was to be seen not just as participants, but as active contributors to the project.

Standing up there as a co-presenter, I realised that this kind of student engagement—where our insights are valued on an equal footing with those of staff—is exactly what conferences like RAISE are all about, and it fits into this broader discussion of co-creation. Co-creation was indeed a recurring theme throughout the conference, and it became clear that involving students in shaping their own learning is not just beneficial—it is necessary. Whether it is redesigning assessments, building inclusive learning environments, or making decisions about course content, there was a strong push for universities to break down traditional hierarchies and engage students as equal partners.

At the conference, there were people from various universities, all with different experiences and backgrounds, who gathered to discuss how we can reshape higher education. One of the parallel sessions that stood out to me was the one about “Why are students not attending in-person classes post-COVID-19?” by Conor Naughton (Education and Student Experience Manager at the University of Nottingham), Tom Lowe (Assistant Head of School (Student Experience), School of Finance and Accounting at the University of Westminster), and Tania Struetzel (Director of Student Success at Southampton Solent University). This session, delivered as an interactive workshop, explored the students’ perceptions of the necessity of in-person attendance after the pandemic. The majority of the room was academic staff members, and as a student, it was interesting to hear the academic staff discuss what they think the reasons for students’ low attendance to in-person classes might be.

As I listened to the discussions on post-COVID attendance, I realized just how complex student engagement is. While many staff members pointed to flexibility and convenience as factors, I found myself thinking about the importance of mental health, diverse learning preferences, and the need for universities to adapt. It was reassuring to see that the conversation was not about ‘blaming’ students for lower attendance, but about rethinking how we deliver education in a way that truly meets the needs of today’s learners.

This whole experience left me with a deeper understanding of equity in education, and how essential it is for students to be included in the shaping of our academic environments. It was pleasant to see so many educators and students working together to reimagine what inclusive education looks like. From being involved in the research to presenting at the RAISE Conference, this experience has shown me that students have a pivotal role to play in shaping not only our own learning journeys but also the broader academic landscape.

Author Bio: Selin Abdik is a second-year BASc Arts and Sciences student at UCL, specialising in the interdisciplinary application of technology. Selin has a strong interest in how technology can drive innovation and create impactful change across various fields. As a co-presenter at the 2024 RAISE Conference, Selin contributed insights on student involvement in research and policy changes within higher education. You can find out more about Selin’s work via Linkedin.

This project was supported by funding from UCL’s Centre for Humanities Education. The author wished to express their thanks to UCL CHE and the Randolph Quirk Endowment.

RAISE 2025 will be happening on September 4-5 September at the University of Glasgow.

by Poppy Shortmoor and Ella Bosworth-Gerbino (Department of Greek and Latin)

What was Rome’s ideal woman? Selflessness, sexuality, and dependency on men – these were the values that coloured the depiction of female characters in Roman epic, mythology, and elegy.

But this idealised helplessness of women in Roman literature is juxtaposed against their real economic liberties, where there was much more freedom and agency than is generally believed.

Our paper, titled “How the Economic Role of Roman Women both Challenges and Conforms to Literary Ideals”, focused on this juxtaposition, and was one of many presented at this year’s Greek and Latin Speaker Series, titled New Frontiers in the Ancient World.

The Speaker Series, organised this year by Mairead McAuley and Ronald Chiu, aims to diversify the curriculum and encourage students to explore new perspectives with regards to Classics.

Placing student work front and centre

Student participants volunteered to give a short lecture on a topic of their choosing within the themes of sexuality, gender, identity, race, and otherness.

After participants had their abstract approved, they independently researched and created their presentations over a few weeks. These projects covered topics like femininity in Sumerian literature, sexuality in Greek art, and feminist analyses of mythology and theatre.

A commitment to equality, diversity, and inclusion is at the centre of this year’s Speaker Series. This focus allows for new topics not commonly discussed to be introduced to students, which hopefully will aid the process of broadening the wider curriculum.

Additionally, it highlights what students are interested in, fostering a more welcoming environment and allowing new perspectives into the discussion on the ancient world.

This interest in diversity was particularly evident in the wide variety of talks from other students. Not only were they able to explore their own interests, as we were, but also to illuminate topics that other participants might not have been aware of before.

Karen Guo’s talk “I petrify: Medusa and the Stone Butch” was a particular standout.

Bringing together contemporary queer theory and ancient mythology, she discussed parallels between the concept of the Stone Butch popularised by Feinberg in the late twentieth century, and the themes of sexuality in Medusa’s story.

Mitigating historical bias on modern literary reception

Our own paper was illustrated through an exploration of the historic figures including Ummidia Quadratilla and other Roman women.

Together, we set out a rough plan of our presentation, then went on to conduct our research separately before combining our arguments.

Ultimately, we reached the conclusion that it is important – when studying classics – not to take literature as unequivocal, historical fact, due to its intrinsic links to the ideals of its time and culture.

This topic was particularly interesting to both of us, because, as women studying in a traditionally male dominated field, we understand the importance of recognising the impacts of historical bias on modern literary reception, and of highlighting female history.

Exploring student interests beyond modules

The Speaker Series gave us an opportunity to explore our subjects outside of the modules available in the Greek and Latin department.

Being able to investigate a particular area of Classics that we are especially interested in, we were able to develop a sense of independence within our studies. In particular, the Speaker Series allowed us to develop skills that we have not had much opportunity to exercise as of yet.

Additionally, as we both plan on going into higher education, this project has provided an invaluable introduction into a more self-directed line of study, giving us skills that will no doubt be useful in our educational journey.

Poppy Shortmoor is a second year ancient world student who is planning on doing a masters in economic and social history and is particularly interested in the economy of the early Roman imperial era. Ella Bosworth Gerbino is a 2^nd year French and Latin student who is planning on going into teaching and is interested in the modern reception of classics. 

Or you can listen to a podcast made by students Maya Servio and Michela Capretto:

Michela: Anyway, so Maya now, I am curious, so tell me a story that encapsulates your entire experience of the summer school. Would you have a story for that?

Maya: So, we had, as Michela said before, we had night Portuguese classes. And during our last class for Portuguese, before we came back to the UK and everything, the teacher invited her friend, who was a professional Samba dancer. And she actually, while we were doing Portuguese, like everything was in Portuguese still, and we were still learning the language and everything, we were also learning Samba. And that was so fun because not only was I being exposed to a new language, but also the culture and the openness and everything. And then at the end, because there was two Portuguese classes, the other class all came looking through the door, being like, oh my gosh, I wanna do Samba as well. And then the teacher came through dancing, and it was just a very friendly, fun vibe. And that’s kind of what the uni was like as well. The student blog also features a suggested reading list and highlights from the summer school programme. Click here to explore the blog!

The student blog also features a suggested reading list and highlights from the summer school programme.

Click here to explore the blog!

This student blog was made possible by CHE’s Education Enhancement Grant, which was awarded to Dr. Ana Cláudia Suriani da Silva (SELCS).