Advisory Committee on Information LiteracyAnnual Information Literacy SeminarTuesday, June 11th, 2013Engagement & the Stud...
Communities ofplace & interestThe generalpublicCommunityorganisationsVoluntaryorgs andcharitiesNGOsSocialenterprisesBusine...
KNOWLEDGEEXCHANGE & SHARINGIncreasing the two-wayflow of knowledge andinsight between theuniversity and wider societyPUBLI...
Engagement has to be an institution-widecommitment, not confined to individualacademics or projects. It has to embraceteac...
Student Success in College?Academic achievement, engagement in educationallypurposeful activities, satisfaction, acquisiti...
Student Engagement• ….“represents both the time and energy that studentsinvest in educationally purposeful activities and ...
Student Engagement Trinity (NESSE, 2007)1. What students do -- time and energy devoted to educationallypurposeful activiti...
What Works? Model of Student Retention & Success• Early Engagement: to promote belonging mustbegin early and continue acro...
DIT Student ExperienceIntellectual Professional Personal Exhibiting intellectual curiosity Applied knowledge - analytica...
Objectives of Student Engagement Strategy I :• Maintain & enhance overall student experiencewith particular emphasis on 1s...
Objectives of Student Engagement Strategy II:• Enhance the DIT institutional learningenvironment, associated policies andi...
DIT student engagement strategyDIT Student experience‘Creating connections’
‘Most institutions have not yet been able totranslate what we know about student retentioninto forms of action that have l...
More than anything else, being an educated personmeans being able to see connections that allow oneto make sense of the wo...
DIT Connected Student EngagementAcademic Learning & TeachingCurriculum, Programme,Quality AssuranceActive Citizenship- Lif...
Creating Connections: Principles into practice• Active Learning within the Curriculum e.g.– At least one lecture per modul...
Creating Connections: Principles into practice• Supportive Learning Environment eg– Students are assigned a learning set i...
Students Learning With CommunitiesIn 2012:• 1,300 students DIT students engaged inSLWC projects• 100+ community partners• ...
Major cross-disciplinary project:Grangegorman Lifeline and CommunityGarden(ing) Project• Urban regeneration: how to maximi...
“Deep learning is learning that takes root in our apparatus ofunderstanding, in the embedded meanings that define us and t...
Get Smart!• First-year induction which focuses on an introductionto third level learning;• Personal & professional develop...
Non Progression (non continuation) of Students2010/11 Universities IOT’sLevel 8 9% 16%Level 7 N/A 26%Level 6 N/A 25%2010/1...
Student Completion• Optimise the number of students who progress andcomplete their study within DIT• In the US, improving ...
Proposed implementation plan• Continue to review principles/make targetsrealistic, achievable• Involve stakeholder groups(...
StudentunionactivitiesStudentSupport –admin, AdviceInstitutionalStrategyL& TeachingResearch & DevelopmentCivic EngagementI...
EngagementStakeholders – Communities, students and staffneed to believe that the institution belongs to themand this spans...
Student Engagement/SatisfactionIrish National Student SurveyStudentsurvey.ieUpdate on Survey Project
Thank You!
Grangegorman 1950’s
Grangegorman 2010
Grangegorman CampusScienceLibraryBusinessHealth?Engineering&Built EnvironmentPerformance andApplied ArtsTourism& FoodResea...
01   noc dit strategy on student engagement 2012-15  for library meeting tcd, j une 11th 2013
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01 noc dit strategy on student engagement 2012-15 for library meeting tcd, j une 11th 2013

  1. 1. Advisory Committee on Information LiteracyAnnual Information Literacy SeminarTuesday, June 11th, 2013Engagement & the StudentExperience
  2. 2. Communities ofplace & interestThe generalpublicCommunityorganisationsVoluntaryorgs andcharitiesNGOsSocialenterprisesBusinessesEnterpriseagenciesRegionalstrategic bodiesRegional /national govtSchools andcollegesPublicengagementCivicengagementCommunityengagementBusinessengagementLocalauthoritiesDefining theterritory:universities andengagementPotentialstakeholdersor partnersNCCPENational Co-ordinatingCentre for PublicEngagement
  3. 3. KNOWLEDGEEXCHANGE & SHARINGIncreasing the two-wayflow of knowledge andinsight between theuniversity and wider societyPUBLIC ENGAGEMENTWITH RESEARCHActively involving the public inthe research activity of theinstitutionENGAGED TEACHINGDeveloping teachingactivities which positivelyimpact on thecommunity, and enhancestudents’ engagementskillsSOCIAL RESPONSIBILITYSeeking to maximise thebenefits that the institutioncan generate for the publicThe engageduniversity
  4. 4. Engagement has to be an institution-widecommitment, not confined to individualacademics or projects. It has to embraceteaching as well as research, students as wellas academics, and the full range of supportservices. All universities need to developstrategies to guide their engagement withwider society, to manage themselvesaccordingly and to work with externalpartners to gauge their success’(John Goddard, cited in Hunt 2011: 77-8).
  5. 5. Student Success in College?Academic achievement, engagement in educationallypurposeful activities, satisfaction, acquisition of desiredknowledge, skills andcompetencies, persistence, attainment of educationalobjectives, and post-college performance
  6. 6. Student Engagement• ….“represents both the time and energy that studentsinvest in educationally purposeful activities and the effortthat institutions devote to using effective educationalpractices”(Kuh 2001)• Influenced..“ by student expectations andperceptions, between challenge and appropriate courseworkload, degrees of choice, autonomy, risk andopportunities for growth and enjoyment, trustrelationships, communication and discourse.” (Bryson et al 2007)
  7. 7. Student Engagement Trinity (NESSE, 2007)1. What students do -- time and energy devoted to educationallypurposeful activities2. What institutions do -- using effective educational practices to inducestudents to do the right things3. Educationally effective institutions channel student energy towardthe right activities‘Belonging’ has emerged as a key factor in student retention and isclosely aligned with concepts of academic and social engagement.‘Belonging’ recognises relatedness or connectedness to the institution
  8. 8. What Works? Model of Student Retention & Success• Early Engagement: to promote belonging mustbegin early and continue across the student lifecycle;• Engagement in the Academic Sphere: nurturedthroughout the HEI - academic, social andprofessional services• Developing the Capacity of Staff & Students toengage• Institutional Management & Co-ordination(What Works? Liz Thomas 2012)
  9. 9. DIT Student ExperienceIntellectual Professional Personal Exhibiting intellectual curiosity Applied knowledge - analytical andcritical thinking and for creativeproblem-solving Effective spoken & writtencommunication skills Accessing, evaluating and usinginformation for scholarly enquiry –information and informationtechnology literacy In-depth engagement with disciplinary,professional and technical knowledge Understanding & application of expertiseappropriate to the practice context Making sound judgments - Respect forethical practice and social responsibility A capacity to contribute to, and workwithin, the international community Managing own work & Life-long learning The skills for collaborative andmultidisciplinary work Respect for diversity & cross-culturalunderstanding Capacity for initiative and innovation An appreciation of, and aresponsiveness to, change The ability to engage in independent andreflective learningSupporting the Development of Graduate Attributes:(Green, 2010, Oliver & Reeves, 2005 )
  10. 10. Objectives of Student Engagement Strategy I :• Maintain & enhance overall student experiencewith particular emphasis on 1st year experience• Contribute to educational quality of Instituteactivities. NQUAI Review June 2011 – ‘DIT in its next stageof development needs to contemplate more deeply the concept ofquality assurance…’• Contribute to enhanced Student Continuationrates and overall Student Completion rates• Contribute to a unique DIT experience – the DIT Offer• Increase number, range and quality of studentenrichment and engagement opportunities
  11. 11. Objectives of Student Engagement Strategy II:• Enhance the DIT institutional learningenvironment, associated policies andinfrastructures to better support processes andpractice that target student engagement• Improve DITs internal knowledge of capabilities forenhancing student engagement• Build an engaged and connected learnerexperience• Build on existing best practice and STEER initiative
  12. 12. DIT student engagement strategyDIT Student experience‘Creating connections’
  13. 13. ‘Most institutions have not yet been able totranslate what we know about student retentioninto forms of action that have led to substantialgains in student persistence and graduation’(Tinto, V. (2006) Research & Practice of Student Retention)
  14. 14. More than anything else, being an educated personmeans being able to see connections that allow oneto make sense of the world and act within it increative ways.Every one of the qualities I have described here—listening, reading, talking, writing, puzzlesolving, and truth seeking, seeing through otherpeople’s eyes, leading, working in a community — isfinally about connecting(Cronon, 1998).
  15. 15. DIT Connected Student EngagementAcademic Learning & TeachingCurriculum, Programme,Quality AssuranceActive Citizenship- Lifelong Learning- Community- Social interactionsResearch, InnovationDevelopmentStudent Support, LearningEnvironmentsPeer Mentoring, Sports, ClubsSocieties, Students UnionGraduate Outcomes /Attributes- Career Path- Spirit of Inquiry- AlumniOther HigherEducational InstitutesIndustry, EnterpriseProfessional bodiesStudent(Local,Regional, National & International)Integrating
  16. 16. Creating Connections: Principles into practice• Active Learning within the Curriculum e.g.– At least one lecture per module to be replaced by a studentdirected activity e.g. case study, literature review etc• Learning as a shared responsibility e.g.– All students registered with DIT will be assigned a year tutor (sometimes called a year co-ordinator) to advise them on academicand related aspects of the programme.• Enriching Educational Experiences e.g.– Teaching and learning resources to be used to support andenhance first year of programme.• Involvement as part of community e.g.– As soon applicants register for a programme they are sent a‘Welcome to DIT’ message, ‘Preparing for Study Pack’ and link toFYI website and Facebook page.
  17. 17. Creating Connections: Principles into practice• Supportive Learning Environment eg– Students are assigned a learning set involving continuing students /associatedtutor during their first week– First year informal learning/study spaces established in all campus buildings• Importance of Staff development eg– academic development supports, eg workshops, short courses in place for allstaff involved in teaching first year students, building upon current bestpractice to support the first year student (incl. non traditional students)• Student involvement in Quality process eg– Modifications to first year programmes made on the basis of feedback fromstudents through Q6c and student surveys• Informed by DIT’s Internal Knowledge of Capabilities– Support Teaching Fellowships that focus upon the first year experience andbuild upon research outputs and recommendations.Building on existing Good Practice : LEAD, SLWC, Volunteering, Get Smart
  18. 18. Students Learning With CommunitiesIn 2012:• 1,300 students DIT students engaged inSLWC projects• 100+ community partners• 60 academic staff• 63 modules• 46 programmes (Undergrad. & Postgrad)• 1 in 3 Undergrad. programmes
  19. 19. Major cross-disciplinary project:Grangegorman Lifeline and CommunityGarden(ing) Project• Urban regeneration: how to maximise thepotential of urban green areas, includingcommunity gardening around theBroadstone railway line in Grangegorman –forhealth, recreation, transport, biodiversity, education, tourism etc• Chemistry, Spatial Planning, SustainableDevelopment, Architecture, Media/SocialScience etc
  20. 20. “Deep learning is learning that takes root in our apparatus ofunderstanding, in the embedded meanings that define us and thatwe use to define the world” (J.Tagg (2003). The Learning ParadigmCollege)DIT Volunteering
  21. 21. Get Smart!• First-year induction which focuses on an introductionto third level learning;• Personal & professional development competencesintegrated into first year modules, inc. informationliteracy skills & mindmapping• Encouraging engagement among first years throughteam building and group project experiences.…a platform for innovation…….Ms. Mary O’Rawe,College of Arts & Tourism
  22. 22. Non Progression (non continuation) of Students2010/11 Universities IOT’sLevel 8 9% 16%Level 7 N/A 26%Level 6 N/A 25%2010/11 IOT’s AIT CIT DIT ITT ITBAverageLevel 8 16% 11% 23% 13% 25% 18%Level 7 26% 26% 21% 25% 33% 27%Level 6 25% 24% 22% 15% 31% 29%Students who did not progress from year 1 to year 2Loss in income €m – RGAM, Grant inlieu, cpitation500x 6,000 = €3m pa exclpersonal cost andrecruitment/admin costsWhat will the figures befor 2013? 2014?
  23. 23. Student Completion• Optimise the number of students who progress andcomplete their study within DIT• In the US, improving completion rates in highereducation by 3 % points add 1 % to GDP• In Ireland this would add €1.5bn to GDP• In TU Dublin submission to HEA a target completionrate of 90% was Identified
  24. 24. Proposed implementation plan• Continue to review principles/make targetsrealistic, achievable• Involve stakeholder groups(Nov ‘12 onwards)– Use Management Forum (early 2013)– Target Programme Chairs & College Boards– Work with student reps– Prioritise actions e.g. transition into first year etc• Integrate strategy into policy & processes (Jan-March ‘13)– Incorporate within Quality Assurance Procedures– Involve all Sub-Committees of Academic Council etc• Support implementation into DIT mainstream practice• Review and modify the strategy (ongoing)
  25. 25. StudentunionactivitiesStudentSupport –admin, AdviceInstitutionalStrategyL& TeachingResearch & DevelopmentCivic EngagementInternationalisationCommunity/IndustryEducationalphilosophy/ethosQualityAssuranceSports, Clubs, societiesUniqueStudentexperience/engagementStudentsand StaffBroad AgendaCreation ofTU DublinMove toGrangegorman
  26. 26. EngagementStakeholders – Communities, students and staffneed to believe that the institution belongs to themand this spans academic to social, cultural andeconomic engagement.‘Belonging’ recognises relatedness or connectednessto the institution.The greater the degree of connectedness orengagement the greater the benefits that can beidentified and leveraged.
  27. 27. Student Engagement/SatisfactionIrish National Student SurveyStudentsurvey.ieUpdate on Survey Project
  28. 28. Thank You!
  29. 29. Grangegorman 1950’s
  30. 30. Grangegorman 2010
  31. 31. Grangegorman CampusScienceLibraryBusinessHealth?Engineering&Built EnvironmentPerformance andApplied ArtsTourism& FoodResearchStudent HubScienIndusParkPrimarySchoolSportsStudentaccommodation

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