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Jane Skalicky

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    Jane Skalicky Jane Skalicky Presentation Transcript

    • Your Experience, Your Wellbeing, Your Learning, Our Advice: Establishing and maintaining learning and academic skills programs that promote student wellbeing •StudentLearningandAcademicDevelopment Dr Jane Skalicky University of Tasmania July 2013
    • Overview Students’ physical, social and emotional wellbeing are fundamental to their success as learners. This presentation will provide an overview of the learning development and academic skills programs at the University of Tasmania and how they are planned and implemented in the context of student wellbeing. Key areas of focus include: • Enabling academic transition to tertiary learning and university culture • Developing academic literacies, English language skills, and discipline specific learning • Engaging students as partners in learning, through peer learning and leadership opportunities • Establishing partnerships for support across a range of student services and in collaboration with academic colleagues • Considering a diversity of student learners through flexible modes of study and by building intercultural competence
    • First day on campus First lecture First tutorial First independent study First assessment Before Easter ...
    • Underlying theories/frameworks http://www.decd.sa.gov.au/learnerwellbeing/ Principles: •Wellbeing is central to learning and learning is central to wellbeing •Wellbeing is built on the strengths of individuals, groups and communities working together • Learner wellbeing • Positive psychology and thriving • Appreciative inquiry • Transition pedagogy and third generation approaches
    • Underlying theories/frameworks Nick Zepke: Keynote at the 2013 First Year in Higher Education Conference (Strong relationship between student engagement and wellbeing) • Engaging teaching considers student well being • One of key indicators of well being is people being engaged • Encourage feelings of autonomy, competence, and relationship • Help develop self esteem, resilience and positive emotions
    • Protective factors • Positive relationships with educators and peers • Feeling safe • Engaging curriculum • Feeling connected • Belonging • Positive climate • Pro-social peer group • Responsibility and required helpfulness • Opportunities for success • Recognition of achievement • Sense of control of learning • Feeling competent • Meaningful pathways through and beyond schooling
    • Context – Student Learning @ UTAS
    • Enabling academic transition • Early connections to university community and culture • Range of support staff • Strong peer networks developed • Learning in context • Culture shock made explicit • Social constructivist program “UniStart was awesome  I think it should be compulsory! For example – I am regularly talking to …….. – all met in UniStart. I have a new besty who is with me most everyday. This has given me confidence to approach and befriend others who now also know my name. And I learned that the lecturer knowing my name increases my chances of success”
    • Developing academic literacies • Students as individuals • Relationship and rapport building • Confidence building • Set expectations high • Open ended questioning • Acknowledge students’ strengths, skills and abilities http://www.appreciativeadvising.net/ • Individual consultations • Workshops • Speaking groups • Discipline connections “Yes if you don’t mind we need every week group face-to-face discussion with students about their study and about their condition”
    • Engaging students as partners • Student Learning Drop In – Peer support for writing and study skills • Peer Assisted Study Sessions (PASS) – Discipline specific peer led study groups • Leaders – modelling elements of wellbeing; beyond cognitive
    • Engaging students as partners • Active and relaxed learning environments • Relationships • PASS – building relationships with a group – enabling networks “A good way to revise in a stress free environment.” (PASS) “Gave me confidence I would cope.” (PASS) “The fact it was peer based..., ...it was someone we could relate to.” (PASS) • Drop In – build rapport with an individual within 1-2 minutes in order for session to be meaningful • Aware of supporting connections to other services “It was very welcoming,... There was no judging of ability, just offering to help and they took a real interest in helping students to succeed to the best of their abilities.” (Drop In)
    • Establishing partnerships • Work with other support services and faculties to provide holistic service provision and embedded learning development • Referrals; counselling, disability, academics, engagement activities… – trust – relationship with individual students – personal introductions – curricular and co-curricular connections • Examples of effective partnerships: – Orientation – Psychology: UniStart culture shock lecture by academic and follow up embedded workshops within the discipline – Nursing: communication skills in clinical placements, go into the hospital with the students in collaboration with staff
    • Considering diverse learners • Online • Student success program – risk intervention and engagement – Normalise – Every student phoned • Example: Human library • Building intercultural competence
    • References • Bloom, J. et al. Appreciating advising, http://www.appreciativeadvising.net/ • Kuh,G.D., Kinzie, J., Schuh, J. H.,Whitt, E. J., and Associates. (2005). Student Success in College: Creating Conditions That Matter. San Francisco: Jossey- Bass. • Nelson, K. and Kift, S. (Student success and FYE; transition pedagogy and third generation approaches) • Shusok, F. & Hulme, E. (2006). What’s Right with You: helping students find and use their personal strengths’. About Campus. • Tinto, V. (Student success) • Zepke, N. (Student engagement) • www.utas.edu.au/student-learning