Practices that Foster Engagement
Authors: Picton Catherine , Baik Chi 
Published: December 2024

This special issue of Student Success celebrates the work of Professor Ella Kahu and her substantial contribution to the advancement of our collective understanding of student engagement. In June 2024 Professors Karen Nelson and Chi Baik, and Dr Cat Picton sat down with Ella for a reflective conversation about her work, and additional insights in her theorising and research on student experience and engagement. In this special issue, we present the interview transcript in three parts and showcase Ella’s key publications.
The publications discussed in this section explore innovative practices that promote engagement. From the exploration of student interest as a key driver for first-year students in a regional Australian university to the critical role of tutor-student relationships, these publications shed light on the various elements that contribute to a vibrant and engaging educational experience. The integration of communication tools such as Discord and Teams alongside traditional learning management systems like Moodle demonstrates the evolving nature of student interaction and community building in both face-to-face and online environments. In addition, the incorporation of personal experiences in critical reading and writing pedagogies highlights the importance of connecting academic content with students' lives. Together, these publications offer a range of strategies that educators and institutions can employ to cultivate an engaging and supportive educational environment that support student learning across diverse contexts.

Publications
Journal articles:
Heinrich, E., Thomas, H., & Kahu, E. R. (2022). An exploration of course and cohort communication spaces in Discord, Teams, and Moodle. Australasian Journal of Educational Technology, 38(6), 107–120. https://doi.org/10.14742/ajet.7633
Kahu, E. R., & Gerrard, H. (2018). The use of personal experience as a strategy for critical reading and writing. A practice report. Student Success, 9(3), 71-77. https://doi.org/10.5204/ssj.v9i3.470
Kahu, E. R., Nelson, K., & Picton, C. (2017). Student interest as a key driver of engagement for first year students. Student Success, 8(2), 55-66. https://doi.org/10.5204/ssj.v8i2.379
Kahu, E. R., & Picton, C. (2019). The benefits of good tutor-student relationships in the first year. Student Success, 10(2), 23-33. https://doi.org/10.5204/ssj.v10i2.1293
Kahu, E. R., Thomas, H. G., & Heinrich, E. (2022). “A sense of community and camaraderie”: Increasing student engagement by supplementing an LMS with a Learning Commons Communication Tool. Active Learning in Higher Education, 25(2), https://doi.org/10.1177/14697874221127691
Book chapters:
Kahu, E. R. (2023). Fostering student engagement: The importance of relationships and belonging face-to-face and online. In Baik, C & Kahu, E. (Eds.) Research handbook on the student experience in higher education pp. 58-73 https://doi.org/10.4337/9781802204193.00012
Kahu, E. R., Thomson, A., & English, B. (2020). Identity and belonging of mature-aged students engaged in distance learning: A reflective conversation. In S. Mawani & A. A. Mukadam (Eds.), Student empowerment in higher education: Reflecting on teaching practice and learner engagement (Vol. 1, pp. 213-230). Logos Verlag.
Conference presentations:
Kahu, E. R., & Gerrard, H. (2018, April). Engaging online students in citizenship through weekly critical reflections. In Conference proceedings: Inception to infinty (pp. 36-39). Flexible Learning Association of New Zealand
Kahu, E. R. (2021). The importance of whanaungatanga: Building relationships with first-year online students. In Proceedings of STARS: Students Transitions Achievement Retention and Success Conference [Online]. https://www.tec.govt.nz/assets/Publications-and-others/The-importance-of-Whanaungatanga-online_Massey-Uni.pdf