Apply for the Award
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Course: | ASPIRE submission home |
Book: | Apply for the Award |
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Date: | Sunday, 22 December 2024, 9:05 AM |
Description
In this section
This section contains further detail about the ASPIRE 'Student Engagement' Award.
Please take the time to go through this content thoroughly to familiarize yourself with the application criteria and the expert panel involved in the process. Understanding these elements is crucial for a successful application.
At the end of the content, you will need to fill out the web form to generate the invoice. Completing this form is an essential step in your application process, as it will allow you to proceed with the payment for your selected award. Make sure to provide all the required information to ensure a smooth and efficient processing of your request.
To navigate, use the 'next' and 'back' arrows at the side of the page, or use the Table of Contents to jump to a specific page.
You can also download pdf versions of this guidance and a sample application form for reference.
Introduction
To be identified as excellent in student engagement, there must be evidence that students are actively involved in the school/programme and that their participation has had an impact/led to identified outcomes. Each of the criteria for student engagement has associated sub-criteria. For each sub-criterion, specific examples of activities should be provided that include a description of the number of school/programme students participating in the cited activity, a description of student roles(s), and data, as far as possible, about the results of student participation (for example, changes made based on student input or action). Also include the relevant year(s) (academic or calendar) for the data that you are providing.
Applications for this award must relate to a specific medical, dental, or veterinary school/programme (not to a university as a whole that contains multiple schools/programmes). It is important that the key information regarding the school/programme are summarised on your application form, and that the application refers to only one school/programme (medical, dental, or veterinary).
It is expected that schools will be able to respond to each of the sub-criteria within the four criteria. That is, the application should include examples of activities within each of the sub-criteria. There is also an opportunity to create a new category under each criterion if you believe that certain other activities within the school/programme demonstrate excellence in student engagement.
It is recognised that cultural, social, and other factors are likely to have an influence on the engagement of students in a school and that student engagement will be demonstrated in varying ways from school to school. Excellence may be found in institutions with limited access to resources just as much as in wealthier institutions. Please chose examples related to the criteria that are relevant to your school. If a criterion is not appropriate or relevant to your school, please explain this in the appropriate section of your application. The way in which institutions demonstrate and describe context appropriateness will be taken into account by the panel when reviewing individual submissions.
Glossary
A glossary of the key terms used in criteria as indictors of student engagement are included at the end of this section. Please refer to these definitions in completing the application form.
Expert Panel
- Barbara Barzansky (Co-Chair), USA
- Carmen Fuentealba (Co-Chair), USA
- Khalid Bin Abdulrahman, Saudi Arabia
- Maria Rosa Fenoll-Brunet, Spain
- Kulsoom Ghias, Pakistan
- Madalena Patricio, Portugal
- Celine Marmion, Ireland
- Marietjie Van Rooyen, South Africa
- Danai Wangsaturaka, Thailand
- Marko Zdravkovic, Slovenia
- Gladys Zugwai Ibrahim (Student Member), Nigeria
Prospective applicants are strongly encouraged to contact the panel chair for an informal discussion before beginning their application. The examples provided by the reviewers are shown below under the respective criteria. These examples are intended to be indicative and not exhaustive. You may have other evidence that would be equally important and which support your case for excellence.
Criterion 1
Student Engagement in policy and decision-making activities at the school/programme
1.1. Students actively participate in medical school governance, including having formal representation on committees and other policy-making bodies of the school/programme and opportunities to respond to school/programme policy statements and guidelines.
Examples
Students may participate on a range of committees in the school/programme, such as curriculum, quality assurance, assessment. Note if student participation in some or all committees is mandated in school or university bylaws and if they have both voice and vote. Describe how students are selected for committee membership (for example, are they selected/elected by their peers, selected by administration). Note the number of students participating in each committee and examples of outcomes that have been achieved resulting from student participation. Examples of supporting documentation that may be included are: minutes of meetings showing student membership, examples of student participation and contributions.
1.2. Students have a formal (such as, management/leadership) role related to aspects of the educational programme and school/programme planning.
Examples
Students may participate in planning for the educational programme, for example as members of strategic planning groups and involvement in planning activities. They may be involved in the development of policy statements or guidelines related to education, student services, student life or be asked to respond to proposed changes in policies/guidelines, either as individuals or through student government. Policies/guidelines may have been suggested by students or student government and then been formally considered and, if relevant adopted by the school. Examples of supporting documentation could be planning documents that illustrate student participation, student consultations or feedback on proposed changes, student-initiated polices that have been adopted. Do not provide specific information about the role of students in evaluating the curriculum; that will be included in sub-criterion 2.1.
1.3. Students have the opportunity to provide input related to faculty (teaching staff) recruitment, retention, and promotion.
Examples
Faculty as a term can be used to refer to an organisational division in a university (e.g., Faculty of Medicine) or the academic staff. In the context of this application faculty refers to academic staff. Note if information from students is included in a faculty member’s promotion materials (for example, student evaluations of the faculty member’s teaching). Note if student evaluations are a required part of a faculty member’s promotion/retention materials.
These examples are provided by reviewers and are intended to be indicative rather than exhaustive. You may have other evidence that would be equally important and which support your case for excellence.
Criterion 2
Student Engagement in the provision and evaluation of the school's education programme
2.1. Students evaluate their courses, including the teaching and learning formats used and the faculty (teaching staff) who deliver the course.
Examples
Describe if students have an opportunity to evaluate some or all courses and/or segments of courses and the methods (e.g., questionnaire, focus groups) that are used in the evaluation. Also note if students also evaluate the faculty teaching in the course. Note if students are required to complete evaluations of courses and/or faculty or if participation is voluntary. Describe the individuals/groups (for example, members of the medical school administration, committee(s), course directors, department chairs) receiving the results of the evaluations. Include typical response rates to course evaluations and supply examples of evaluation forms.
2.2. Student feedback is taken into account in curriculum development and revision
Examples
Building on the response to sub-criterion 2.1, describe how and by what group(s), such as the curriculum/education committee, the results of student evaluations of courses or the curriculum are used. Include examples of how student feedback has led to curriculum change at the level of courses or the curriculum as a whole. For example, provide copies of committee minutes or reports that illustrate the outcomes of student feedback.
2.3. Students have opportunities to take responsibility for their own learning (such as participating in aspects of the curriculum as active learners, assessing their own competence)
Examples
Provide examples of where in the curriculum students independently or as groups determine what they will learn. For example, are there opportunities for students to independently seek and apply information to answer a question or to fill in a gap in knowledge that they have identified? Are there opportunities for students to self-assess their competence in a given area? Include examples, including when and how such self-assessment occurs, how students are prepared to take responsibility for their learning and self-assessment, and how they are provided with feedback on the outcome.
2.4. Students play a supportive role for other students (such as peer teaching, tutoring, mentoring)
Examples
Describe the various ways that students are actively engaged in supporting other students. Peer teaching involves students taking an active role in presenting and discussing content and learning from each other in ways that supplement the teaching of academic staff. Examples may include a student taking responsibility, to investigate one aspect of a topic and give a short summary to the group, or leading/facilitating discussions. If students serve as tutors for other students, describe whether this is a formal school-sponsored activity or informally organized by student groups (for example student clubs or student government). If students serve as mentors for other students for academic or personal support (for example, senior students mentoring more junior students), summarize how these programs are organized and how students are selected to be mentors. Also describe the various ways that students are prepared for peer teaching, tutoring, and mentoring and the numbers of students engaged in these activities.
These examples are provided by reviewers and are intended to be indicative rather than exhaustive. You may have other evidence that would be equally important and which support your case for excellence.
Criterion 3
Student Engagement in the academic community
3.1. Students are actively engaged in research/scholarly projects carried out or supervised by faculty members and/or are mentored by faculty in student-led research.
Examples
This criterion is concerned with whether students, as part of the academic community of the school, engage in the research of the faculty or in their own research under faculty guidance, not with research as a subject in the curriculum or research assignments carried out by the student as a course requirement. Provide details of the ways in which students are involved in research and scholarly activities at the school. Include the number of students involved and note if this research is part of an additional degree (beyond the medical, dental, or veterinary medicine degree), such as a PhD or master’s degree, and/or if such research is recognized by the school/programme in some way (such as through a certificate).
3.2. The school/programme supports student participation at local, regional or international medical, dental, veterinary and/or health professions education or scientific meetings
Examples
Describe whether students are members of student associations or medical, dental, or veterinary education associations. How do they participate? Supply evidence of the involvement of students in meetings connected to research, practice, or scientific advancement in their chosen discipline. Evidence should be provided as to the number of students attending national and international meetings and how this is encouraged and supported by the school, including the resources allocated. Students’ involvement in assisting with the organisation of local meetings should also be described.
These examples are provided by reviewers and are intended to be indicative rather than exhaustive. You may have other evidence that would be equally important and which support your case for excellence.
Criterion 4
Student Engagement in the local community, in extracurricular activities, and in service delivery
4.1 Students engage with the local community (for example, through student run projects) and have opportunities to participate in student-generated extracurricular activities.
Examples
Local community projects are those that exist in the local area which provide support and services for the local population. Students may become involved on a voluntary basis, be required to participate as part of their studies (for example, as required service learning), or act as employees. Such projects may or may not relate to their professional programme. Evidence should be provided of students’ involvement in community activities, for example, in a community health promotion initiative, and of the information provided by the school/programme and the resources available to support students’ activities in this area. The delivery of health care services in the community should be discussed in 4.2.
Extracurricular activities are chosen or designed by the student or student groups to meet their interests and support their wellbeing. They may include a wide range of activities (e.g., student sports teams, clubs, music groups). Note the types of extracurricular activities that are available, how students are supported in creating these activities, if the school/programme supplies resources to support activities, and the level of student participation.
4.2 Students engage in healthcare delivery locally and/or internationally during volunteer activities or electives.
Examples
Describe opportunities for students to participate in the local delivery of healthcare services, for example, in voluntary health promotion activities, community drop-in clinics, first aid stations. This does not include participation in required clinical experiences as part of the curriculum. Students may also participate in regional, national, or international healthcare delivery experiences as electives. For each example, include how students learn about the volunteer or elective opportunities and/or are supported developing new electives and the number of students participating. Note if participation in student-selected healthcare electives in a curriculum requirement.
These examples are provided by reviewers and are intended to be indicative rather than exhaustive. You may have other evidence that would be equally important and which support your case for excellence.
Ready to apply?
Before deciding to submit an application, we recommend that you spend some time discussing the application criteria and required evidence with your team. If you have any questions, please reach out to us prior to submitting your application.
Student evaluation of the information in the application
The provision of corroborative evidence from students is important to the assessment of excellence in student engagement. Students are expected to review and provide a response to the school’s submission. The application form includes a summary checklist where students rate whether they consider the school submission to be accurate, partially accurate or not accurate in relation to each of the sub-criteria. There are also open response questions and a request for information on how the student report was compiled. The school and students are free to choose the best means for them to gather the student perspective. However, it is essential that information in the student form is based on a representative sample of students and that this sample is representative of the student body.
It is suggested that the views of a minimum sample of at least 25 representative students are gathered before the form is completed. All students should have the opportunity to view and comment on the completed application. The consensus report, reflecting the views of and approved by a representative groups of students should be submitted with the application form. You will be asked to describe in detail the number of students who reviewed the application and the number involved in developing the response, as well as how they were selected (for example by their peers, as a consequence of their roles in student government).
Several different examples exist from successful applicants of ways of gathering the student perspective. One school used a social media site to share the document with all students and gather responses. Another conducted a survey of a small but representative group of students.
Pricing
The standard charge per submission is £2,500 for each Area of Excellence to be assessed. This is reduced to £2,000 per submission for two or more submissions in the same twelve-month period. The charge for institutions from emerging economies is £1,500 per submission, and £1,250 for two or more submissions in the same calendar year. View the list of emerging economies to see if your institution is eligible. Payment must be received before submissions are sent out for review. Resubmissions are accepted within three years of the original application, with a charge of £2,000 for a resubmission.
Standard Charge
£2,500
Emerging Economies Charge
£1,500
Multiple Standard Submissions
£2,000 per submission
for two or more submissions
in the same twelve-month period.
Multiple Emerging Economies Submissions
£1,250 per submission
for two or more submissions
in the same twelve-month period.
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Glossary
Extracurricular activities: Extracurricular activities are those performed by students that fall outside the realm of the normal curriculum of school or university education. Such activities may form an important part of integrating students into university life and offer opportunities for developing key life and social skills. Examples may include: sports, drama, languages, politics, debating, journalism, music, among many others.
Faculty: Faculty as a term can be used to refer to an organisational division in a university (e.g. Faculty of Medicine) or the academic staff. In the context of this application faculty refers to academic staff.
Local community projects: Local community projects are those that exist in the local area which provide support and services for local groups. Students may become involved on a voluntary basis, as part of their studies or as employees. Such projects may or may not relate to their professional studies.
Mentor role: A mentor is usually a person with greater experience in the same field than the mentee, who can offer advice, information and critically, support in times of need. Peer mentoring involves a relationship between people at the same stage of experience in a mutually supportive relationship.
Peer teaching: Peer teaching involves students taking an active role in presenting and discussing content and issues and learning from each other in ways that supplement the teaching of academic staff. Examples may include a student taking responsibility, perhaps within a small group, to investigate one aspect of a topic and give a short summary to the group, leading or facilitating discussions.
Self-assessment: Self-assessment is the process of evaluating one’s own achievements, strengths, weaknesses, development, performance and competencies against a pre-defined set of standards.