Supporting Academic Development To Enhance The


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Please cite as: Owen, H., & Schwenger, B. (2009 (6-9 July)). Supporting academic development to enhance the student experience. Paper presented at the The Student Experience: HERDSA 2009.

Students' learning experiences can be significantly enhanced through embeding relevant literacy and numeracy skills and demands explicitly into the discipline content. Academic professional development is essential to help staff engage with this process in a sustainable and supported manner.

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  • Hazel and Bettina short intro Hazel - post it notes - paper copy of mindmap (to be added to by participants) - paper copy of handout - links to resources + our contact details (including a link to the .ppt on Slideshare) Students' learning experiences - significantly enhanced through a combined approach that embeds Literacy, Language and Numeracy skills  explicitly into discipline content   academic professional development Stage one of a pilot research study and ongoing initiative between one of the vocational disciplines (Automotive Engineering, which is part of the Unitec Applied Technology Institute) and the Academic Development Unit at Unitec New Zealand
  • Hazel   The findings from a pilot study around the tradeshow approach, including the iterative cycle of evaluation and improvement in response to participant feedback, are shared.   Ideally, this PD should 1) assist educators to review their methodology, 2) aid the implementation of LLN support through every-day teaching and learning strategies, 3) introduce tools and strategies for embedding LLN, and 4) enhance managers' and educators' efforts in incorporating effective practice into course and curriculum design.   Describing a number of key strategies and tools, this paper will discuss the results of the study as well as lessons learned and associated implications.
  • Hazel   Literacy and associated skills are part of a complex, dynamically interconnected construct. A learner’s opinion about the value of literacy, for instance, can be influenced by their family, community, and religion, as well as their social and educational background. These factors can, in turn, affect the acquirement of literacy skills. 
  • Bettina   Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his or her goals, to develop his or her knowledge and potential, and to participate fully in the wider society (United Nations Educational Scientific and Cultural Organization (UNESCO), 2003, p. 5)   One of the connections with the photo (mosaic) is that each piece is part of something bigger. The larger shapes can only be created because of the thousands of smaller pieces in different forms. It also illustrates how the different skills are intertwined and link together.   LLN competencies can be described as foundation or key competencies that enable the learning of more specialised or generic skills and disciplines.   A range of contexts in which these LLN skills are required including education, work, home and social settings, where people may, for example, be required to analyse and synthesise information, manage the operation of complex machinery, work as part of a team, and help others with their learning . In other words, a high level of literacy has increasingly become a p rerequisite of social, economic and educational success.   Learners' LLN skills form a continuum that encompasses the spectrum from no or basic skills, to skills that are not yet quite developed enough to meet the challenges of a particular programme or work task.
  • Bettina   The teaching and learning of vocational content can be enhanced significantly when combined with relevant LLN development (Casey et al., 2006; Department for Innovation Universities & Skills & DfES/NRDC, 2004; Eldred, 2005).     Underpinning such initiatives is a developmental theory that recognises that all students in tertiary education have to develop appropriate LLN skills for their specific discipline or industry, and it is more effective when students are assisted to develop the necessary skills (Casey et al., 2006; Skillen, Merten, Trifett, & Percy, 1998).     At Unitec New Zealand (NZ) literacy and numeracy have started to be embedded into level two and three vocational programmes.   Teaching staff are knowledgeable in their respective discipline, but their work in explicitly embedding literacy and numeracy, and thereby assisting students, often requires assistance.   Research into tertiary PD around the successful embedding of literacy and numeracy indicates that the following factors are key in effective implementation (McKenna & Fitzpatrick, 2005): •    practitioners' capability/experience; •    recognition of LLN demands in associated industries; •    activities that explicitly use the industry language model; •    consideration of participants' context(s), attitudes and beliefs (such as the willingness of all teachers to engage with the content taught by their colleagues); and   Successful embedding, however, requires more than the combination of the features identified above. A critical difference can be created through the degree of commitment within an institution (Casey et al., 2006).     
  • Hazel   Professional development in educational contexts teachers' belief systems, values cumulative, sequential, relevant, accessible PD discussion & reflection 'champions'   sharing best practices   long-term dedication from facilitators and participants continued community effort time release for training and for resource development ( Stakeholders also need to be convinced that LLN integrated in the discipline area is pedagogically sound, useful, valid, and achievable.   nature and goals of embedded literacy  Shift can be scaffolded through staff PD,  PD - blend theory and practice  .
  • Hazel Academic Literacies at Unitec NZ The Academic Literacies team at Unitec NZ is responsible for academic literacies across all levels taught in the institution, but at this stage mainly deals with LLN at levels 1-3 utilising Students at Unitec NZ  Ages Background Disciplines Faculty Levels Staff professional development at Unitec NZ Up to 2007 - generic workshops (skills & concepts) - whole institution, were not discipline specific and took a more traditional format whereby disparate groups came together in a classroom setting for a period of time (ranging from an hour to several days). Issues 2008 - CTLI  altered their approach  (sociocultural principles).  
  • Bettina This section describes a small-scale pilot research study initiated by the Academic Literacies Team and CTLI.   Aims of the study included informing the design a larger scale study that will be conducted in 2009, as well as contributing toward Unitec’s regional and national contribution to providing LLN support in tertiary education and the workforce.   Furthermore, the study was designed to help identify and evaluate the stages of an alternative 'tradeshow' approach towards PD trialled at Unitec NZ that would, ultimately, add value to students’ study experiences. The iterative design of sequential PD sessions actively sought input from participants, which in turn would shape future directions to be taken in the ongoing work with UATI as well as with other disciplines. Data collection tools included a questionnaire, formal documents, and notes taken during meetings.
  • Hazel   It was identified that teaching staff, who are experts in their respective trade discipline, required training and support to scaffold this process, the associated transition, and the necessary shift in beliefs and practices.   The 'tradeshow' approach to PD - three PD sessions have been offered to date to UATI.    Steering committee, - recommendations about the possible design of support  'champion' for LLN within UATI made contact with the Academic Literacies team strong managerial backing   UATI staff voiced a range of concerns; for example, uncertainty about the meaning of literacy Feelings of discomfort were expressed - ‘language’ teachers and observing that the secondary education system seemed deficient in the teaching of LLN skills.   A series of six hands-on ‘workstations’, each encapsulating effective practice. Workstations had different facilitators Range of different tools and formats (including text, audio, video and images) to help engage participants.   
  • Bettina   Tools and strategies were selected according to specific underpinning theoretical principles (see Figure 3). Thus, for example, a lesson plan template can support the integration of LLN skills by highlighting connections between activities, their purpose and the embedded LLN skills, thereby providing a framework for the possible steps and interactions within a teaching and learning session. Workstations were conceptualised, dealing with authentic automotive texts, vocabulary and resources that were already in use in UATI thereby drawing on discipline practices, expertise, and specialised vocabulary.   Selecting and using tools and strategies strategically
  • Bettina   The tradeshow concept  can be compared to a market place.  A market  provides the opportunity to try new things, to make people curious and to wake desires. It can engage people in different ways and on different levels (emotionally, intellectually) To find out, to hear about products and information new to people hands-on experiences are possible - tactile communicating with each other and exchanging information
  • Hazel   Overview of interactions & dynamics During the design phase of PD sessions it was identified that group discussions of issues (such as the role literacy and numeracy play in learners’ vocational success) would be efficacious, but that these should be facilitated in semi-formal sessions. For an hour groups of 6 rotated every 10 minutes to a different workstation Took away a handout for future reference Tools showcased at each workstation formed the basis of an online toolkit
  • Hazel: T1&2; Bettina: T3   Tradeshow 1 Tradeshow PD session was trialled on the 11th June 2008   45 teaching staff from the UATI Automotive programme Two-hour session - 3 main segments (a social forum, a large-group session, and workstations).  Aspect of interactivity at each Feedback to the first tradeshow was variable. Social forum/breakfast appreciated. Participants stated this was because they felt the institution was investing resources in supporting them  Some openly receptive, engaged and keen to try out the resources. Some remained reserved and cautious about perceived expectations, but still seemed positive about the actual tradeshow format   Tradeshow 2 Based on the results - work more closely with UATI teaching faculty; insight and input about what they and their students needed + identified a range of possible skill areas to be covered in the next PD session. 4th August 2008 - format  designed for small group interactions as well as having short segments within a large group session Feedback from the session ranged from the usefulness of resources provided to excellent team work on the day. Positive influence of LLN support on students' vocational success was increasingly recognised by participants and a shift in some participants' attitudes towards LLN integration was noticeable.   Tradeshow 3   30th October 2008 Initial large-group introduction to reading texts  Demonstration lessons, all centered around the same text  Strategies for introducing a new text (before, during and after), as well as alternative ways of providing numeracy support, were showcased and discussed throughout the two-hour session.
  • Bettina   Data Collection/Results A questionnaire (called the ‘five-minute feedback form’) was administered on paper at the end of the third tradeshow PD session by a neutral facilitator and participants were invited to voluntarily complete the evaluation after reading an information sheet. Thirteen respondents chose to complete and return the questionnaire, twelve of whom found the tradeshow PD session useful or very useful, and one who returned a neutral response. When asked if they had used tools and strategies from the three tradeshow PD sessions four responded 'no' and nine responded 'yes', and went on to identify which tools and strategies they had used.   Most used were strategies for introducing new texts and vocabulary/terminology, ways to facilitate numeracy support within teaching and learning sessions, and ICT tools such as Hot Potatoes for quiz construction. 
  • Bettina   Further feedback shows that the participants have taken the trade show content further and that it is starting to influence their thoughts around classroom practices and teaching and learning strategies.
  • Bettina   Implications shift has started Sustained professional development work is required building of relationships between the teaching staff concerned and their academic development colleagues is vital Ownership Lecturers have started to recognize that deliberate and explicit acts of literacy and numeracy teaching are supporting students’ success in their vocational studies. . These results imply that a shift in attitude and beliefs has started and that the tradeshow as a capability building approach provides a new avenue to effective professional development. Sharing effective practice tools and strategies are an excellent way to engage staff in a new teaching and learning initiative and are useful to address attitudinal factors and beliefs. Sustained professional development work is required. Changes to attitudes and belief systems can be achieved through a sustained process of professional development. Such a process tends to be slow and gradual, due to the human factors involved and the fact that quick fix 'solutions' to attitude shift do not exist.   A prerequisite to the development of any meaningful initiative is the building of relationships between the teaching staff concerned and their academic development colleagues. 'Champions' within the disciplines are vital to support planting initial seeds of new thoughts and spreading ideas as well as starting to change practices.
  • Hazel
  • Bettina   the bridge -  the academic development work has helped to build relationships and trust that further work will be based on.   the Academic Literacies team and CTLI plan to develop similar sessions for other schools and departments     From the foundation laid by the tradeshow PD sessions, it is hoped that CoPs will form to share knowledge through forums and in turn help facilitate collaboration between vocational and literacy specialists.  
  • Hazel   building relationships   the growing awareness has helped to open doors for further contextualised work  Tradeshow approach to PD is growing in popularity and has been adopted by a number of other departments Used with both faculty and students
  • Supporting Academic Development To Enhance The

    1. 2. Overview <ul><ul><li>Supporting academic/professional development </li></ul></ul><ul><ul><li>Literacy, Language & Numeracy (LLN) </li></ul></ul><ul><ul><li>Embedding LLN </li></ul></ul><ul><ul><li>Background - Unitec NZ </li></ul></ul><ul><ul><li>The pilot study </li></ul></ul><ul><ul><ul><li>Underpinning principles </li></ul></ul></ul><ul><ul><ul><li>Tradeshow approach </li></ul></ul></ul><ul><ul><ul><li>Evaluation & Results </li></ul></ul></ul><ul><ul><ul><li>Implications </li></ul></ul></ul><ul><ul><li>Conclusion </li></ul></ul>
    2. 3. Adapted from Owen & Madsen, 2007
    3. 4. Literacy, Language & Numeracy (LLN)
    4. 5. Embedding LLN in New Zealand <ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>Authored by Bettina Schwenger </li></ul>
    5. 6. Supporting academic / professional development
    6. 7. Background - Unitec NZ
    7. 8. The pilot study Image source:
    8. 10. Underpinning theoretical principles for selecting tools and strategies <ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>Authored by Bettina Schwenger </li></ul><ul><li>  </li></ul>
    9. 11. Images Bettina Schwenger
    10. 13. Tradeshows - Action & Results
    11. 14.  
    12. 15.
    13. 16. Implications
    14. 17. Something for you to do... <ul><ul><li>Turn to the person next to you </li></ul></ul><ul><ul><li>Discuss the categories on the mindmap on the handout </li></ul></ul><ul><ul><li>Write on it concepts that are missing </li></ul></ul><ul><ul><li>Mindmaps will be collected by Hazel & Bettina </li></ul></ul><ul><ul><li>URL of the mindmap is on your handout (please add to it during/after HERDSA 2009) </li></ul></ul>
    15. 18. Conclusion
    16. 19. Conclusion