{"id":1155,"date":"2017-02-14T17:13:34","date_gmt":"2017-02-14T17:13:34","guid":{"rendered":"http:\/\/blog.westminster.ac.uk\/ceti\/?page_id=1155"},"modified":"2024-08-27T17:01:59","modified_gmt":"2024-08-27T17:01:59","slug":"student-engagement","status":"publish","type":"page","link":"https:\/\/blog.westminster.ac.uk\/ceti\/student-engagement\/","title":{"rendered":"Student engagement"},"content":{"rendered":"<h3>Student Engagement<\/h3>\n<p>At the University of Westminster\u2019s Centre for Education and Teaching Innovation (CETI), student engagement is a core focus in fostering an inclusive and dynamic learning environment. From nurturing student engagement principles to practical toolkits for supporting diversity, CETI is committed to empowering students to thrive throughout their educational journey.<\/p>\n<p><div class=\"fusion-fullwidth fullwidth-box nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\"  style='background-color: rgba(255,255,255,0);background-position: center center;background-repeat: no-repeat;padding-top:20px;padding-right:0px;padding-bottom:20px;padding-left:0px;'><div class=\"fusion-builder-row fusion-row \"><div  class=\"fusion-layout-column fusion_builder_column fusion_builder_column_1_2  fusion-one-half fusion-column-first 1_2\"  style='margin-top:0px;margin-bottom:20px;width:50%;width:calc(50% - ( ( 4% ) * 0.5 ) );margin-right: 4%;'>\n\t\t\t\t\t<div class=\"fusion-column-wrapper\" style=\"padding: 0px 0px 0px 0px;background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;\"  data-bg-url=\"\">\n\t\t\t\t\t\t<span class=\"fusion-imageframe imageframe-none imageframe-1 hover-type-none\"><img fetchpriority=\"high\" fetchpriority=\"high\" decoding=\"async\" src=\"https:\/\/blog.westminster.ac.uk\/ceti\/wp-content\/uploads\/sites\/61\/2017\/02\/MClayton_20140115_UoW_Prospectus_0075_Music-1.png\" width=\"800\" height=\"533\" alt=\"\" title=\"westminster centre for teaching innovation_resources 11\" class=\"img-responsive wp-image-1178\" srcset=\"https:\/\/blog.westminster.ac.uk\/ceti\/wp-content\/uploads\/sites\/61\/2017\/02\/MClayton_20140115_UoW_Prospectus_0075_Music-1-200x133.png 200w, https:\/\/blog.westminster.ac.uk\/ceti\/wp-content\/uploads\/sites\/61\/2017\/02\/MClayton_20140115_UoW_Prospectus_0075_Music-1-400x267.png 400w, https:\/\/blog.westminster.ac.uk\/ceti\/wp-content\/uploads\/sites\/61\/2017\/02\/MClayton_20140115_UoW_Prospectus_0075_Music-1-600x400.png 600w, https:\/\/blog.westminster.ac.uk\/ceti\/wp-content\/uploads\/sites\/61\/2017\/02\/MClayton_20140115_UoW_Prospectus_0075_Music-1.png 800w\" sizes=\"(max-width: 800px) 100vw, 800px\" \/><\/span><div class=\"fusion-clearfix\"><\/div>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><div  class=\"fusion-layout-column fusion_builder_column fusion_builder_column_1_2  fusion-one-half fusion-column-last 1_2\"  style='margin-top:0px;margin-bottom:20px;width:50%;width:calc(50% - ( ( 4% ) * 0.5 ) );'>\n\t\t\t\t\t<div class=\"fusion-column-wrapper\" style=\"padding: 0px 0px 0px 0px;background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;\"  data-bg-url=\"\">\n\t\t\t\t\t\t<span class=\"fusion-imageframe imageframe-none imageframe-2 hover-type-none\"><img decoding=\"async\" src=\"http:\/\/blog.westminster.ac.uk\/ceti\/wp-content\/uploads\/sites\/61\/2017\/02\/Cavendish_Mix_Sofas-e1487640319452.png\" width=\"\" height=\"\" alt=\"\" title=\"\" class=\"img-responsive\"\/><\/span><div class=\"fusion-clearfix\"><\/div>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><\/div><\/div><div class=\"fusion-fullwidth fullwidth-box nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\"  style='background-color: rgba(255,255,255,0);background-position: center center;background-repeat: no-repeat;padding-top:10px;padding-right:0px;padding-bottom:10px;padding-left:0px;'><div class=\"fusion-builder-row fusion-row \"><div  class=\"fusion-layout-column fusion_builder_column fusion_builder_column_3_4  fusion-three-fourth fusion-column-first 3_4\"  style='margin-top:0px;margin-bottom:20px;width:74%; margin-right: 4%;'>\n\t\t\t\t\t<div class=\"fusion-column-wrapper\" style=\"padding: 0px 0px 0px 0px;background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;\"  data-bg-url=\"\">\n\t\t\t\t\t\t<div class=\"fusion-text\"><h5><strong>Engagement: escaping education\u2019s &#8216;death valley&#8217;<\/strong><\/h5>\n<p>Talking about student engagement, <strong><a href=\"http:\/\/sirkenrobinson.com\/\" target=\"_blank\" rel=\"noopener\">Sir Ken Robinson<\/a><\/strong> outlines 3 principles crucial for the human mind to flourish \u2014 and how current education culture works against them<\/p>\n<\/div><div class=\"fusion-video fusion-youtube\" style=\"max-width:600px;max-height:360px;\"><div class=\"video-shortcode\"><iframe title=\"YouTube video player\" src=\"https:\/\/www.youtube.com\/embed\/wX78iKhInsc?wmode=transparent&autoplay=0\" width=\"600\" height=\"360\" allowfullscreen><\/iframe><\/div><\/div><div class=\"fusion-clearfix\"><\/div>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><div  class=\"fusion-layout-column fusion_builder_column fusion_builder_column_3_4  fusion-three-fourth fusion-column-last 3_4\"  style='margin-top:0px;margin-bottom:20px;'>\n\t\t\t\t\t<div class=\"fusion-column-wrapper\" style=\"padding: 0px 0px 0px 0px;background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;\"  data-bg-url=\"\">\n\t\t\t\t\t\t<div class=\"fusion-text\"><h5><strong>Student access, retention, attainment and progression in higher education toolkit <\/strong><\/h5>\n<\/div><div class=\"fusion-text\"><p>This framework has been designed by the <strong><a href=\"https:\/\/www.heacademy.ac.uk\/\">HEA<\/a><\/strong> to support institutions and individuals in ensuring that all students have the opportunity to succeed in higher education, and to develop skills, knowledge and attributes to make successful transitions into, through and beyond HE, including further study, training and employment or self-employment.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><div  class=\"fusion-layout-column fusion_builder_column fusion_builder_column_3_4  fusion-three-fourth fusion-column-first 3_4\"  style='margin-top:0px;margin-bottom:20px;width:74%; margin-right: 4%;'>\n\t\t\t\t\t<div class=\"fusion-column-wrapper\" style=\"padding: 0px 0px 0px 0px;background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;\"  data-bg-url=\"\">\n\t\t\t\t\t\t<div class=\"fusion-text\"><h5 align=\"LEFT\"><strong><a href=\"https:\/\/www.nus.org.uk\/global\/lgbt-research.pdf\">Education Beyond the Straight and Narrow: LGBT students\u2019 experience in higher education<\/a><\/strong><\/h5>\n<\/div><div class=\"fusion-text\"><p align=\"LEFT\">In-depth research carried out by the <strong><a href=\"https:\/\/www.nus.org.uk\/\">NUS<\/a><\/strong> into the specific experiences and attainment of LGBT students in Higher Education.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><div  class=\"fusion-layout-column fusion_builder_column fusion_builder_column_3_4  fusion-three-fourth fusion-column-last 3_4\"  style='margin-top:0px;margin-bottom:20px;'>\n\t\t\t\t\t<div class=\"fusion-column-wrapper\" style=\"padding: 0px 0px 0px 0px;background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;\"  data-bg-url=\"\">\n\t\t\t\t\t\t<div class=\"fusion-text\"><h5 align=\"LEFT\"><strong><a href=\"http:\/\/ss-web-stag.westminster.ac.uk\/teachingandlearning\/wp-content\/uploads\/sites\/61\/2014\/08\/LGBT_AcademicDevelopmentDiscussionPaper.pdf\">Academic Development Discussion Briefing: Lesbian, Gay, Bisexual, and Transgender (LGBT) Perspectives and Learning at University<\/a><\/strong><\/h5>\n<\/div><div class=\"fusion-text\"><p>A\u00a0joint report published by <strong><a title=\"Stonewall\" href=\"http:\/\/www.stonewall.org.uk\/\" target=\"_blank\" rel=\"noopener\">Stonewall<\/a><\/strong> and the <strong><a title=\"University of Glasgow\" href=\"http:\/\/www.gla.ac.uk\/\" target=\"_blank\" rel=\"noopener\">University of Glasgow<\/a><\/strong>.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><\/div><\/div><div class=\"fusion-fullwidth fullwidth-box nonhundred-percent-fullwidth non-hundred-percent-height-scrolling\"  style='background-color: rgba(255,255,255,0);background-position: center center;background-repeat: no-repeat;padding-top:20px;padding-right:0px;padding-bottom:20px;padding-left:0px;'><div class=\"fusion-builder-row fusion-row \"><div  class=\"fusion-layout-column fusion_builder_column fusion_builder_column_3_4  fusion-three-fourth fusion-column-first 3_4\"  style='margin-top:0px;margin-bottom:20px;width:74%; margin-right: 4%;'>\n\t\t\t\t\t<div class=\"fusion-column-wrapper\" style=\"padding: 0px 0px 0px 0px;background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;\"  data-bg-url=\"\">\n\t\t\t\t\t\t<div class=\"fusion-text\"><h5><a href=\"http:\/\/www.ecu.ac.uk\/\"><strong>Equality Challenge Unit<\/strong><\/a><\/h5>\n<\/div><div class=\"fusion-text\"><p>The ECU approach is evidence-based, using research to identify and change practices that unfairly exclude, marginalise or disadvantage people. This evidence supports institutions to remove barriers to progression and success for all staff and students.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><div  class=\"fusion-layout-column fusion_builder_column fusion_builder_column_3_4  fusion-three-fourth fusion-column-last 3_4\"  style='margin-top:0px;margin-bottom:20px;'>\n\t\t\t\t\t<div class=\"fusion-column-wrapper\" style=\"padding: 0px 0px 0px 0px;background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;\"  data-bg-url=\"\">\n\t\t\t\t\t\t<div class=\"fusion-text\"><h5><strong><a href=\"https:\/\/edu.admin.ox.ac.uk\/transgender-guidance\">University of Oxford transgender guidance<\/a><\/strong><\/h5>\n<div class=\"group\/conversation-turn relative flex w-full min-w-0 flex-col agent-turn\">\n<div class=\"flex-col gap-1 md:gap-3\">\n<div class=\"flex max-w-full flex-col flex-grow\">\n<div class=\"min-h-&#091;20px&#093; text-message flex w-full flex-col items-end gap-2 break-words &#091;.text-message+&amp;&#093;:mt-5 overflow-x-auto whitespace-normal\" dir=\"auto\" data-message-author-role=\"assistant\" data-message-id=\"209481b5-39d2-48ac-8033-30bb14cd6c9f\">\n<div class=\"flex w-full flex-col gap-1 empty:hidden first:pt-&#091;3px&#093;\">\n<div class=\"markdown prose w-full break-words dark:prose-invert light\">\n<p>The Transgender Guidance at the University of Westminster provides essential support and protocols to ensure an inclusive and respectful environment for individuals transitioning or who have transitioned.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><div class=\"fusion-clearfix\"><\/div>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><div  class=\"fusion-layout-column fusion_builder_column fusion_builder_column_3_4  fusion-three-fourth fusion-column-first 3_4\"  style='margin-top:0px;margin-bottom:20px;width:74%; margin-right: 4%;'>\n\t\t\t\t\t<div class=\"fusion-column-wrapper\" style=\"padding: 0px 0px 0px 0px;background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;\"  data-bg-url=\"\">\n\t\t\t\t\t\t<div class=\"fusion-text\"><h5><strong><a href=\"https:\/\/www.heacademy.ac.uk\/enhancement\/toolkits\/internationalising-higher-education-toolkit\">Internationalising higher education toolkit <\/a><\/strong><\/h5>\n<\/div><div class=\"fusion-text\"><p>This <strong><a href=\"https:\/\/www.heacademy.ac.uk\/\">HEA <\/a><\/strong>toolkit complements the strategic direction set out in the HEA&#8217;s <strong><a href=\"https:\/\/www.heacademy.ac.uk\/enhancement\/frameworks\/framework-internationalising-higher-education\">Framework for internationalising higher education <\/a><\/strong>and offers <strong><a href=\"https:\/\/www.heacademy.ac.uk\/download\/internationalising-higher-education-tools\">tools<\/a><\/strong> for reflection and planning\u00a0 to help you embed the framework into policy and practice.<\/p>\n<\/div><div class=\"fusion-clearfix\"><\/div>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><div  class=\"fusion-layout-column fusion_builder_column fusion_builder_column_3_4  fusion-three-fourth fusion-column-first 3_4\"  style='margin-top:0px;margin-bottom:20px;width:75%;width:calc(75% - ( ( 4% ) * 0.75 ) );margin-right: 4%;'>\n\t\t\t\t\t<div class=\"fusion-column-wrapper\" style=\"padding: 0px 0px 0px 0px;background-position:left top;background-repeat:no-repeat;-webkit-background-size:cover;-moz-background-size:cover;-o-background-size:cover;background-size:cover;\"  data-bg-url=\"\">\n\t\t\t\t\t\t<div class=\"fusion-clearfix\"><\/div>\n\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div><\/div><\/div><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Student Engagement At the University of Westminster\u2019s Centre for Education and Teaching Innovation (CETI), student engagement is a core focus in fostering an inclusive and dynamic learning environment. From nurturing student [&hellip;]<\/p>\n","protected":false},"author":375,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"footnotes":""},"categories":[],"tags":[],"class_list":["post-1155","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blog.westminster.ac.uk\/ceti\/wp-json\/wp\/v2\/pages\/1155","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.westminster.ac.uk\/ceti\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blog.westminster.ac.uk\/ceti\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blog.westminster.ac.uk\/ceti\/wp-json\/wp\/v2\/users\/375"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.westminster.ac.uk\/ceti\/wp-json\/wp\/v2\/comments?post=1155"}],"version-history":[{"count":8,"href":"https:\/\/blog.westminster.ac.uk\/ceti\/wp-json\/wp\/v2\/pages\/1155\/revisions"}],"predecessor-version":[{"id":6138,"href":"https:\/\/blog.westminster.ac.uk\/ceti\/wp-json\/wp\/v2\/pages\/1155\/revisions\/6138"}],"wp:attachment":[{"href":"https:\/\/blog.westminster.ac.uk\/ceti\/wp-json\/wp\/v2\/media?parent=1155"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.westminster.ac.uk\/ceti\/wp-json\/wp\/v2\/categories?post=1155"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.westminster.ac.uk\/ceti\/wp-json\/wp\/v2\/tags?post=1155"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}