Developing and Enhancing Partnerships for Learning

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  • Travel – wrong mode of transport for destination, lack of planning etc
  • Relevant Student centred Strategy levelMulti-pronged: Addressing multiple aspects of student experience; range of interventions Collaborative Range of interventions Across student lifecycle Co-ordinated Whole staff responsibility Transparent Intervention level Timely – at the right time and in advance Collaborative
  • Developing and Enhancing Partnerships for Learning

    1. 1. Developing and Enhancing Partnerships for Learning How can increased student engagement promote student success?<br />Becka Colley<br />Dean of Students<br />National Teaching Fellow<br />
    2. 2. Overview<br />What makes students stay/leave?<br />How can collaborative and peer learning enhance the student experience?<br />What effect does peer interaction have on the student experience?<br />
    3. 3. To get you thinking…<br />What do PARTNERSHIPS mean to you?<br />Discuss with person next to you<br />2 mins!<br />Acrostic…<br />
    4. 4. P<br />A<br />R<br />T<br />N<br />E<br />R<br />S<br />H<br />I<br />P<br />S<br />
    5. 5. Partnerships<br />P eople<br />A ctivities<br />R eflection<br />T ransition<br />N urture<br />E nthusiasm<br />R espect<br />S upport<br />H elp<br />I ndividuals<br />P eer<br />S taff<br />
    6. 6. Students 2.0?<br />Who/what are modern students? <br />A vision of students today(Wesch, 2007)<br />Engaging Students at Bradford (Currant, 2009)<br />What issues do they face? <br />What challenges does this pose for us?<br />How do we respond to differences from the ‘norm’?<br />
    7. 7. Stating the Obvious But…<br />…Higher Education is changing:<br />“The university system is in need of ‘radical change’ to provide a better deal for taxpayers and students” (Willetts, 10 June 2010)<br />How is the sector going to respond?<br />What will we do differently?<br />Can partnerships support this process?<br />
    8. 8. The Impact of ‘massification’<br />Over last 20 years Higher education has undergone radical and unprecedented change (Education Act, 1992; Dearing Report, 1997; Roberts Report, 2003; Leitch Report, 2006; Browne, 2010; CSR, 2010)<br />Learners are entering with different expectations and assumptions about their experiences<br />The student body has become dramatically more heterogeneous and has fragmented in some cases<br />
    9. 9. What will happen to HE?<br />
    10. 10. Go Back to Basics??<br />(no real change…)<br />
    11. 11. Become Futuristic??<br />
    12. 12. Universities 2.0?<br />Diversity of entry routes<br />Issues of dealing with developing autonomy<br />Earning whilst learning<br />Disengaged learners seeking qualification<br />Pressures on the system and individuals<br />Changing processes within an inflexible system<br />Tradition and history<br />
    13. 13. “£9000 a year fees will be the exception not the rule.”<br />
    14. 14. In the context of…<br />“Certain tutors appear arrogant and unwilling to listen to student's views. Tutors are often unable to make lectures interesting and/or teach the subject matter in a way that clearly communicates the information and is stimulating. £3,000+ per year definitely not worth it.” [quote from NSS]<br />
    15. 15. How long to see the impact and effects?<br />How long before even more change??<br />What does this mean for student engagement?<br />
    16. 16. Outcome = Mixed (imho…)<br /> Those that can, will and those that can’t, will (struggle…)<br />What does this mean for<br />Staff<br />Students <br />Institutions<br />Society<br />You???<br />
    17. 17. How do students think they learn best?<br />“I prefer practical learning as I like to do things and get bored when just listening to someone talking. I do quite well when working in a group as well as it gives me more ideas and opinions” <br />“Through repetition. I like to study independently initially but then to consolidate the learning I like to discuss it and have feedback on it. I have a low attention span and so find a lot of reading and quiet time very hard work. I like to interact with people and so the discussion and debate of ideas appeals to me greatly” <br />“I learn best from doing things or thinking through a problem with other people or by writing something down, drawing it. I don't learn much by just reading something”<br />
    18. 18. The Traditional Curriculum…<br />University of X provides per module:<br />Lectures x 2 hours x 12<br />Seminars x 1 hour x 6<br />Group tutorials x 1 hour x 3<br />Group work (with assessed presentation)<br />100+ hours of independent study (aka the library) per module<br />Assessed by coursework and 3 hour exam<br />
    19. 19. And if they’re really lucky they get…<br />
    20. 20.
    21. 21. And the students say…<br />“I do not get enough contact time. I am paying over £3000 a year and this semester I will have no lectures. This is not value for money!”<br />“We are paying a lot of money to gain a degree only to be let down time and time again!”<br />“More lecturers for the money I'm paying”<br />“Too much self-directed studies, not enough help from staff, not sufficient lecture hours, too much money paid for not enough hours.”<br />“The tuition fees are really expensive and they don't give us enough lecture time and I don't know what we are actually paying for.”<br />
    22. 22. Why Do Students Leave University?<br />Because they are not engaged<br />Not engaged academically<br />“I am not clever enough”<br />“The course is not what I thought it would be”<br />Not engaged socially<br />“I feel lonely”<br />“I am homesick”<br />“The other students are not friendly”<br />
    23. 23. Why Come to University?<br />Balance of power between intrinsic and extrinsic motivation <br />Why have they decided to come to University at all?<br />What do they expect… <br />of University itself?<br />to do once they leave?<br />
    24. 24. Why Are You Here?<br />Because “I have nothing else to do”<br />Because “my parents/siblings told me to come”<br />Because “I don’t want to get a job”<br />Because “I want to study the subject”<br />What impact will this have on engagement? How do we support a different learning experience?<br />
    25. 25. Why Have I Stayed?<br />
    26. 26. Issues of Belonging<br />Why do they leave?<br />Why do they stay?<br />Lack of social life and community activity and involvement<br />I have no social life here<br />Very limited activities to simply relax and socialize.<br /> (also financial, pressure of work, course related issues)<br />My fellow students have helped me a lot. They have been very supportive and are always helpful.<br />Support of class mates<br />The people on my course and in my group have helped me throughout the course of the year<br />The support of other students<br />
    27. 27. Ten Ways to Change Undergraduate Education<br />Make Research-Based Learning the Standard<br />Construct an Inquiry-Based Freshman Year<br />Build on the Freshman Foundation <br />Remove Barriers to Interdisciplinary Education<br />Link Communication Skills and Course Work<br />Use Information Technology Creatively <br />Culminate with a Capstone Experience<br />Educate Graduate Students as Apprentice Teachers<br />Change Faculty Reward Systems<br />Cultivate a Sense of Community<br />The Boyer Commission on<br />Educating Undergraduates<br />in the Research University: REINVENTING UNDERGRADUATE EDUCATION<br />Boyer, 1999<br />
    28. 28. Going back to the beginning…<br />What do PARTNERSHIPS mean to you?<br />Who are these partnerships with?<br />Are the partnerships about taking/relinquishing elements of control?<br />How do we ensure proactivity? Personalisation? Engagement?<br />
    29. 29. It’s All About Expectations…<br />Expectation management is key<br />Support<br />Integration<br />Transition issues<br />Success<br />Awareness<br />Personalisation within a complicated and fragmented system<br />
    30. 30. Universities need to become less fragmented but not turn into a unstimulating vanilla experience or a corporate collective…<br />
    31. 31. Partnerships for Success<br />Knowing someone was there who understood all this really helped<br />Supportive staff made me feel welcome<br />It was good not to be alone<br />Meeting other people and sharing ideas was excellent<br />
    32. 32. Organisational system<br />HE system<br />Academic system<br />Social system<br />Student relations<br />Student engagement & belonging<br />Professional services system<br />Dispositions & capacities<br />May & Thomas, 2010<br />
    33. 33. Intervention level: Core principles<br />
    34. 34. What Can We Do?<br />Identify student expectations of University <br />Make explicit institutional requirements<br />Demystify the complex, codified structures<br />Provide holistic induction/transition experiences<br />Supportive assessment process<br />Provide early formative assessment<br />Engage with curriculum to inspire learners<br />Define curriculum engagement<br />Academic and Social integration <br />
    35. 35. How do programmes become ‘grounded and nourished’?<br />What does your institution do to welcome students & support with transition? <br />How do you provide social interactions with teachers/staff and other students?<br />How do you embed course advice and support services?<br />Where does peer assisted learning feature in this?<br />
    36. 36. Any Questions?!<br />
    37. 37. <Thank you!/><br />

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