Developing a Student Support Plan
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Presented at meeting for Supporting university students in chemistry during hybrid teaching, July 2020 video: https://www.youtube.com/watch?v=TzHdOEwVF5Y
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Developing a Student Support Plan
- 1. Developing a StudentSupport Plan Dr Katherine J. Haxton School of Chemical and Physical Sciences k.j.haxton@keele.ac.uk @kjhaxton 1
- 2. Support your staff properly.
- 3. What does student supportlook like? Teaching Staff Personal Tutor Family Friends Module LeaderCourse Director Specific Needs Support Mental Health Academic Support Careers Societies Health Social Life StudentSupport Staff Fitness Religion/ Beliefs Personal Life Cultural perspective Finance
- 4. 4 Adapted from Merilaäinen, (2014) Gold boxes added by KJHaxton Meaning of life Teaching-learning environment Proper workload Study-related burnout Achievement motivation ‘Life’ related burnout Student’s personal circumstances
- 5. What isa WorkloadModel A method of evaluating time provided within and demanded by the curriculum for study. institutional resources (access to teachers, study space, learning resources) contact time independent study quantity of work level of difficulty of work type and timing of assessments student characteristics (ability, motivation, effort) 5 Bowyer , K., J. Journal of Higher Education and Policy Management, 2012, 34, 239 - 258 NEW: Non-contact contact time
- 6. (Subtle)Redistributionofeffort 6 TOPIC Model 1: lectures Model 2: flipped retaining contact 1 Cats Screencasts 1 – 3; 1 hour problem class 2 Big cats Screencasts 4, 5; 1 hour problem class 3 Even bigger cats Assigned reading, screencast 6; 1 hour problem class 4 Dogs Screencasts 7 – 10; 1 hour problem class 5 Big dogs Screencasts 11, 12; 1 hour problem class 6 Comparison of cats and dogs examples class Try problem sheet before coming; go through problems in 1 hour class Total 6 hours of contact - lectures Problem sheet provided for revision 6 hours + independent study 6 hours of contact and 4.5 hours of pre-class activities [Approx. 3 hours screencasts, reading approx. 30 min, problem sheet approx. 1 hour] 10.5 hours + independent study
- 7. PAWES for Thought Purpose Accessibility Workload Engagement Success
- 8. Accessibility Anticipatory reasonable adjustments. - consider scripts when producing video materials - alt-text on images, descriptions of material - ease of download Notetaking for online teaching is a nightmare! - provide full lecture notes or annotated notes Webcam/online etiquette. - be aware of digital blackface and other culturally insensitive behaviours …
- 9. Unpublished Data, SEaSiPS project, n = 159, 2nd and 3rd year Chemistry and Forensic Science students at Keele, survey date October 2019 0 20 40 60 80 100 less likely neutral more likely Are you more or less likely to... Pay attention if the lecture is being recorded? Attend if the class is being recorded? Attend if you like who is teaching the class?
- 10. Engagement Motivation: intrinsic (love to learn) vs extrinsic (must pass exam) Fees, Family, Future, Failure, Fun Situation: Social vs solitary supportive vs distracting Structure: High structure vs low structure Assessment: Formative vs summative, few large items vs many small items 10
- 11. Success is more than grades. Progress on skills development Feedback to use for future improvement Submitting work you’re proud of and for which you could not reasonably have done more at this point in time Participating fully in most class activities Attending to most class activities Durable learning Clearer conceptual understanding
Editor's Notes
- I am Katherine Haxton, a senior lecturer in chemistry at Keele University.
- The student support ecosystem is more complex than we first imagine. We see the structures within our remits and institutions and often forget the context of the student: their family, friends, social life, and personal issues. Effective student support is multi-dimensional and involves many different roles and functions. It is driven by a primary goal of student success, and a secondary goal of wanting what is best for the students. I articulate those separately because sometimes what is best for a student is not continuing with their studies. A key step in supporting students in a more remote teaching environment is clear responsibilities, simple procedures and great data.
- Adapted from the hypothetical direct and indirect effects - blue boxes, purple boxes added Study based ‘emotional tiredness’ - may not disappear even after a good nights sleep, disturbed sleep may be a feature. Exhaustion leads to cynicsm. Studying abilities may contribute - hard work that is not effective work may contribute. Study-related efficacy plays into diminished feelings of competence, lower success, lower feeling of accomplishments. At times there may be conflict between the requirements of the teaching/learning environment and student’s personality and approach to studies. This can lead to withdrawal, demotivaltion, stress.
- Both look identical on many module proposal system. Neither ‘win’ more on KIS data sets. Other aspects of learning context ignored such as timetable, pre-class requirements etc
- I am framing my planning for October 2020 around the following five aspects. I am splitting each of my lectures into a series of screencasts. For each, I am determining the purpose of the activity. If I cannot articulate the purpose of an example, or lecture component, it’s being cut out! Purpose includes addressing a learning outcome or objective, illustrating a key point, expanding on an idea. The next key idea is accessibility: I want my teaching materials to be accessible and as I don’t know where my students will be, I’d prefer for a lot of activities to be asynchronous online. I also want a transcript for each screencast (subtitles are awkward with chemical terminology) but I do plan to write a script for the screencasts so that will be available. The other normal accessibility measures such as alternative text for images, using powerpoint templates, and a reasonable colour scheme still apply. Short screencasts will be more easily downloaded on weaker internet connections etc. I want my students to be able to spend a reasonable amount of time on the activities but I’m also acknowledging that as we all get use to new forms of engaging, there will be additional workload associated with learning new technologies. My usual metric is that each module should have no more than 5 hours of teaching time per week, allowing students to spend upto 20 hours on self-study or assessment activities. Through the screencasts and other activities I develop, I anticipate around 1 hour of recorded material, 1 hour of interactive activities and 3 hours for students to study the material. The key for me, with two modules that do not have exams, is how to promote engagement. And ideally to promote engagement without massivlely increasing my marking load. I plan to include MCQs for self-evaluation of learning, typically for modules with exams. My other modules will include a series of ‘engagement points’ – a mixture of formative and summative tasks that the students must meet, and that contribute to their grade. Success will be students participating fully in the activities, submitting all items and doing the MCQs, durable learning so that the students can complete end of module assessment successfully with some revision, progress on skills development, a good set of feedback for future support, and finally, a grade!
- Check with your own institution’s guidelines.
- The student engagement and success project – a questionnaire issued to our students, currently looking for other institutions willing to distribute it as an electronic questionnaire to their students. Please contact k.j.Haxton@keele.ac.uk if interested or to find out more.
- Also discuss other methods of engagement monitoring such as learning analytics, logins, clicks, views and note that they are compromises at best, flawed at worse.