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Centre for Academic and Professional
Development
School of Health Nursing and Midwifery

Towards student engagement:
An en...
Background








Adult Care Home Supervisors (ACHS) – frequently
experienced academic writing difficulties caused by...
BSc Health Studies: AY11-12 Pilot


Diverse student population



Re-validation



Challenge: Can you kill two birds wi...
Arriving at a Possible Solution








Focus personal tutoring on the most
problematic issue.
Introduce the scheme us...
Personal Tutoring Pilot Outline

UWS Annual Learning and Teaching Conference
2012
Wider Context


Graduate Attributes.



Personal Development Planning.



Links to LTAS Principles B,D & E.



Student...
Formative Writing Activity: Theory







Literacies as social practice (Lea and Street 1998, 2004).
Writing as ‘an epi...
Formative Writing Activity: Design


Specific activity and feedback mechanism
designed with reference to:







SCQ...
Activity/Feedback







Three pieces of writing
Read one piece over and decide what kind
of feedback you would give u...
No assistance
required
Tutor feedback may
suffice
Consider the need
for additional support
Needs support
beyond the person...
Where are we?



Is the scheme valued?
Has it embedded?



Have we met the challenges?



1.
2.

Manageable personal tu...
What We are Trying to Achieve

Personal
Development
Planning

Personal
Tutoring

Graduate
Attribute
Developmen
t

UWS Annu...
Discussion




How transferable?
Challenges re:
 Securing student engagement?
 Securing staff engagement?

UWS Annual ...
Bibliography






Borglin G. (2011) Promoting Critical Thinking and Academic
Writing Skills in Nurse Education. Nurse ...








Curry, M.J. ( 2006) ‘Skills, Access and ‘Basic Writing’: a
Community College Case Study from the United States...






Lea, Mary R. and Street, Brian V.(1998) Student writing
in higher education: An academic literacies
approach, Stu...






Tarrant M., Dodgson J.E. & Law B.V.K.K. (2008) A
curricular approach to improve the information literacy
and acad...
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Towards student engagement: An Enhanced Approach to Personal Tutoring

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Towards student engagement: An Enhanced Approach to Personal Tutoring

  1. 1. Centre for Academic and Professional Development School of Health Nursing and Midwifery Towards student engagement: An enhanced approach to personal tutoring Alison McEntee – Effective Learning Tutor Raymond Duffy – Programme Leader BSc Health Studies
  2. 2. Background     Adult Care Home Supervisors (ACHS) – frequently experienced academic writing difficulties caused by transition from SVQ style education to an academic module. For some students the transition was from one education system to another as about10-15% of participants have been educated overseas. Writing activity presented as a formative exercise early feedback improved individual success, reduced fear of writing and allowed participants to practise and develop writing skills. Can you use the same principles on a much larger group of equally diverse students? UWS Annual Learning and Teaching Conference 2012
  3. 3. BSc Health Studies: AY11-12 Pilot  Diverse student population  Re-validation  Challenge: Can you kill two birds with one stone? 1. Manageable personal tutor scheme 2. Embedding writing development UWS Annual Learning and Teaching Conference 2012
  4. 4. Arriving at a Possible Solution     Focus personal tutoring on the most problematic issue. Introduce the scheme using a formative activity that allows personal tutors the opportunity to provide feedback and early assistance. Provide a scheme that allows students to recognise their own writing skill development. Provide activities that can contribute to student portfolios. UWS Annual Learning and Teaching Conference 2012
  5. 5. Personal Tutoring Pilot Outline UWS Annual Learning and Teaching Conference 2012
  6. 6. Wider Context  Graduate Attributes.  Personal Development Planning.  Links to LTAS Principles B,D & E.  Student Support and Guidance Policy. UWS Annual Learning and Teaching Conference 2012
  7. 7. Formative Writing Activity: Theory    Literacies as social practice (Lea and Street 1998, 2004). Writing as ‘an epistemic process in which thinking and reflection develop...and as a communicative product, structured in particular ways by particular conventions and forming particular, recognisable social functions’ (Britton 1982, p.94). Writing in Higher Education ‘involves new ways of knowing; new ways of understanding, interpreting and organising knowledge’ (Lea and Street 1998, p.158).  Writing as ‘usefully problematic’; writing to learn and learning to write (Britton 1982, p.94; Young 2002). UWS Annual Learning and Teaching Conference 2012
  8. 8. Formative Writing Activity: Design  Specific activity and feedback mechanism designed with reference to:      SCQF level descriptors Process of reflective writing Process of Analytical writing Structure/academic style/language and grammar What we learned- early engagement with formative writing promotes dialogue, meaningful participation and feedback, access, inclusion; and learning for students and teachers. UWS Annual Learning and Teaching Conference 2012
  9. 9. Activity/Feedback     Three pieces of writing Read one piece over and decide what kind of feedback you would give using the feedback rubric. Decide on the category the example falls into. (White, Green Yellow, Red). Look at the flow diagram as it indicates what might happen next. UWS Annual Learning and Teaching Conference 2012
  10. 10. No assistance required Tutor feedback may suffice Consider the need for additional support Needs support beyond the personal tutor's role • Achieved the set task appropriately • Followed the instructions and writes in a fluent and logical way • Move student on to next task • Has attempted the task in appropriate manner but improvement is possible. • Feedback indicates clear improvements that the student can make or there are areas for improvement where the student can utilise available UWS resources. • Provide guidance and move student on to next task • Has attempted the task but there are clear areas that require improvement. • Direct students to available resources that address areas of concern highlighted in the feedback • Consider referral for additional support (See Notes below titled "If you have a student where the outcome is Amber consider the following" • Failed to understand the task and/or has clear difficulty constructing work and writing academically. • Advise student to contact Effective Learning Service as soon as it is possible. UWS Annual Learning and Teaching Conference 2012
  11. 11. Where are we?  Is the scheme valued? Has it embedded?  Have we met the challenges?  1. 2. Manageable personal tutor scheme Embedding writing development UWS Annual Learning and Teaching Conference 2012
  12. 12. What We are Trying to Achieve Personal Development Planning Personal Tutoring Graduate Attribute Developmen t UWS Annual Learning and Teaching Conference 2012
  13. 13. Discussion   How transferable? Challenges re:  Securing student engagement?  Securing staff engagement? UWS Annual Learning and Teaching Conference 2012
  14. 14. Bibliography    Borglin G. (2011) Promoting Critical Thinking and Academic Writing Skills in Nurse Education. Nurse Education Today, (In Press) available at: http://dx.doi.org/10.1016/j.nedt.2011.06.009 Boud, D. (2007) ‘Reframing assessment as if learning were important’ in Boud, D. & Falchikov, N.(eds.) Rethinking Assessment in Higher Education: Learning for the Longer Term. London: Routledge. Catt, R. & Gregory, G (2006) ‘The Point of Writing: Is Student Writing in Higher Education Developed or Merely Assessed?’ in Ganobcsik-Williams, L. (ed.) Teaching Academic Writing in UK Higher Education: Theories, Practices and Models. Basingstoke: Palgrave MacMillan UWS Annual Learning and Teaching Conference 2012
  15. 15.     Curry, M.J. ( 2006) ‘Skills, Access and ‘Basic Writing’: a Community College Case Study from the United States’ in Ganobcsik-Williams, L. (ed.)Teaching Academic Writing in UK Higher Education: Theories, Practices and Models. Basingstoke: Palgrave MacMillan Gimenez J. (2008) Beyond the academic essay: Disciplinespecific writing in nursing and midwifery. Journal of English for Academic Purposes, Vol. 7, No. 3, pp. 151-164 Ivanic , R & Lea M.R. (2006) ‘New Contexts, New Challenges: the Teaching of Writing in UK Higher Education’ in Ganobcsik-Williams, L.(ed.) Teaching Academic Writing in UK Higher Education: Theories, Practices and Models. Basingstoke: Palgrave MacMillan Lea, Mary R. (2004) Academic literacies: a pedagogy for course design, Studies in Higher Education, Vol 29 (6) pp. 739-756 UWS Annual Learning and Teaching Conference 2012
  16. 16.    Lea, Mary R. and Street, Brian V.(1998) Student writing in higher education: An academic literacies approach, Studies in Higher Education, Vol 23, (2), pp. 157-172. Lillis, T. (2006) ‘Moving towards an ’Academic Literacies’ Pedagogy: Dialogues of Participation’ in Ganobcsik-Williams, L. (ed.) Teaching Academic Writing in UK Higher Education: Theories, Practices and Models. Basingstoke: Palgrave MacMillan. Mitchell, S. & Evison A. (2006) ‘Exploiting the Potential of Writing for Educational Change at Queen Mary, University of London’ in Ganobcsik-Williams, L. (ed.) Teaching Academic Writing in UK Higher Education: Theories, Practices and Models. Basingstoke: Palgrave MacMillan. UWS Annual Learning and Teaching Conference 2012
  17. 17.    Tarrant M., Dodgson J.E. & Law B.V.K.K. (2008) A curricular approach to improve the information literacy and academic writing skills of part-time postregistration nursing students in Hong Kong. Nurse Education Today, Vol. 28, No. 4, pp. 458-468. Tomic, A. (2006) ‘A Critical Narrative of the Evolution of a UK/US University Writing Programme’ in GanobcsikWilliams, L. (ed.) Teaching Academic Writing in UK Higher Education: Theories, Practices and Models. Basingstoke: Palgrave MacMillan. University of the West of Scotland (2011) UWS Student Support and Guidance Policy. Paisley Campus, Quality Enhancement Unit. UWS Annual Learning and Teaching Conference 2012

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