Widening Participation Learning More About Who is Coming to University  and Where They Might be Going Gary Poole Universit...
Session Overview <ul><li>Putting admission decisions in context </li></ul><ul><ul><li>Using Biggs (1999) concept of constr...
Gratefully acknowledging the help of ... <ul><li>Walter Sudmant , Director, Planning & Institutional Research, UBC </li></...
And learning from ... <ul><li>Kylie Budge , RMIT </li></ul><ul><li>Helen Larkin & Ben Richardson , Deakin </li></ul><ul><l...
Australian Higher Education Participation by SES  Long, M., Carpenter, P., and Hayden, M. (1999)
In addition to ... <ul><li>“ competing effectively in the new globalised economy” </li></ul><ul><li>“ the supply of people...
Let’s continue to include ... <ul><li>In _________________, we believe that everyone has a fundamental right to learn.  We...
Putting Admission Decisions in Context Content Outcomes Learning  environment Knowledge Skills Meta-skills Assessment Shor...
Putting Admission Decisions in Context Content Outcomes Learning  environment Knowledge Skills Meta-skills Assessment Shor...
Some challenges associated with predicting students’ potential <ul><li>The predictive validity of admissions criteria </li...
Linking admission decisions to pedagogy and programs <ul><li>University of Texas at Brownsville </li></ul><ul><ul><li>Stud...
Linking admission decisions to pedagogy and programs Broad-based admission criteria From the UBC calendar ...
Linking admission decisions to pedagogy and programs Bridging in Australia
Linking admission decisions to pedagogy and programs
Linking admission decisions to pedagogy and programs <ul><li>Spanning the Gaps — Ryerson University, Toronto </li></ul><ul...
Ways Forward: Two Broad Possibilities <ul><li>Higher Education doesn’t change </li></ul><ul><ul><li>We must select student...
Reasons of Change Content Outcomes Learning  environment Knowledge Skills Meta-skills Assessment Short-term Long-term Atti...
Implications of Change: Expand admission criteria/  Hold desired outcomes constant Content Outcomes Learning  environment ...
Implications of Change: Expand admission criteria/  Adjust desired outcomes Content Outcomes Learning  environment Knowled...
Two final thoughts to ponder <ul><li>The notion of constructive alignment, including admissions decisions, places discussi...
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Herdsa 2010

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  • Long, M., Carpenter, P., and Hayden, M. (1999) Participation in education and training 1980-1994 . LSAY research report no. 13. Melbourne: ACER.
  • A brief history of higher education. In the beginning, there was content. Has requisite skills = assumptions are: (1) it takes a special institution to educate talented people; (2) talent is contagious The University Share = “smart students want to come here” Attitudes = “Spartans will” Long-term = famous alumni, MBA salaries Learning environment = infrastructure rather than pedagogy. McMaster would be a notable exception. Activity around Helsinki quote.
  • A brief history of higher education. In the beginning, there was content. Has requisite skills = assumptions are: (1) it takes a special institution to educate talented people; (2) talent is contagious The University Share = “smart students want to come here” Attitudes = “Spartans will” Long-term = famous alumni, MBA salaries Learning environment = infrastructure rather than pedagogy. McMaster would be a notable exception. Activity around Helsinki quote.
  • Predictive validity = past performance is the best predictor of future performance. So high school grades are best single predictor. At that, the predict between 10 and 20% of the variance in GPA. A measure of self-regulated learning predicted 4% UBC attrition rate between 1st and 2nd year = 10%. Math and English are the most deadly
  • Brownsville graduation rate = 16% (CBS News) In 2003, 3174 students applied. All were accepted. Assuming all attended, 508 would graduate, 2666 would not. UT@Austin 5-year graduation rate = 76% Ontario average = 75% UBC = 77% (Vancouver Sun, Oct. 31, 2006) Bradley report recommendation that low SES graduate at a rate that is at least 95% of the full cohort
  • Has requisite skills = assumptions are: (1) it takes a special institution to educate talented people; (2) talent is contagious The University Share = “smart students want to come here” Attitudes = “Spartans will” Long-term = famous alumni, MBA salaries Learning environment = infrastructure rather than pedagogy. McMaster would be a notable exception.
  • Changing outcomes = creativity, Communicating and collaborating with teams of people across cultural, geographic and language boundaries This from “Partnership for 21st Century Skills” US
  • Changing outcomes = creativity, Communicating and collaborating with teams of people across cultural, geographic and language boundaries This from “Partnership for 21st Century Skills” US
  • Herdsa 2010

    1. 1. Widening Participation Learning More About Who is Coming to University and Where They Might be Going Gary Poole University of British Columbia Vancouver, Canada
    2. 2. Session Overview <ul><li>Putting admission decisions in context </li></ul><ul><ul><li>Using Biggs (1999) concept of constructive alignment </li></ul></ul><ul><li>Some challenges associated with predicting students’ potential </li></ul><ul><li>Linking admission decisions to pedagogy and programs </li></ul><ul><ul><li>Considering instructional adaptations </li></ul></ul><ul><li>Ways forward </li></ul>
    3. 3. Gratefully acknowledging the help of ... <ul><li>Walter Sudmant , Director, Planning & Institutional Research, UBC </li></ul><ul><li>Shane Dawson , Director, Arts Instructional Support and Information Technology, UBC </li></ul><ul><li>Michelle Green , Organizational and Employee Development Consultant, Ryerson University </li></ul><ul><li>Rona Abramovitch , Outreach and Access Advisor, Ryerson University </li></ul>
    4. 4. And learning from ... <ul><li>Kylie Budge , RMIT </li></ul><ul><li>Helen Larkin & Ben Richardson , Deakin </li></ul><ul><li>Julie Willems , Monash </li></ul><ul><li>Kylie Mansfield and team , Wollongong </li></ul><ul><li>And all other keynotes and invited addresses </li></ul>
    5. 5. Australian Higher Education Participation by SES Long, M., Carpenter, P., and Hayden, M. (1999)
    6. 6. In addition to ... <ul><li>“ competing effectively in the new globalised economy” </li></ul><ul><li>“ the supply of people with undergraduate qualifications will not keep up with demand” </li></ul><ul><li>“ suppling skilled graduates to meet the increasing demands of business and industry” </li></ul>
    7. 7. Let’s continue to include ... <ul><li>In _________________, we believe that everyone has a fundamental right to learn. We acknowledge also that learning in higher education settings provides particularly important opportunities to better understand the wonders of the world and one’s place in that world. Widening participation in higher education, therefore, represents this country’s commitment to provide for as many as possible the opportunity to enrich their lives through that education. As a nation, we will benefit from a more thoughtful, intellectually engaged, and knowledgeable population. </li></ul>
    8. 8. Putting Admission Decisions in Context Content Outcomes Learning environment Knowledge Skills Meta-skills Assessment Short-term Long-term Attitudes Admission Criteria Has requisite skills Has potential Instructional adaptations Measuring institutional quality <ul><li>The University share of undergraduate first preferences </li></ul><ul><li>up from 45% in 1997 to 47% in 1998 - </li></ul><ul><li>is a measure of competitiveness in the </li></ul><ul><li>local market and of perceived quality; </li></ul><ul><li>other indicators used to measure demand </li></ul><ul><li>include the ratio of applications to quota places </li></ul><ul><li>and median tertiary entrance scores. </li></ul>Of our Bachelor degree graduates available for full-time employment, 73% were in full-time employment four months after completing their courses. The University of _____ is a highly research-intensive university with a strong emphasis on researcher education. Thus, students are encouraged to develop their analytic and argumentative skills from the very beginning of their studies. These skills are also emphasized in the highly demanding entrance examinations in every discipline.
    9. 9. Putting Admission Decisions in Context Content Outcomes Learning environment Knowledge Skills Meta-skills Assessment Short-term Long-term Attitudes Admission Criteria Has requisite skills Has potential Instructional adaptations
    10. 10. Some challenges associated with predicting students’ potential <ul><li>The predictive validity of admissions criteria </li></ul><ul><ul><li>Using past academic performance </li></ul></ul><ul><ul><li>Using other attributes </li></ul></ul><ul><li>The influence of stereotypes </li></ul><ul><ul><li>“ students these days” </li></ul></ul><ul><ul><li>Based on demographic and socio-economic factors </li></ul></ul><ul><li>Attrition rates in spite of admission tests </li></ul>
    11. 11. Linking admission decisions to pedagogy and programs <ul><li>University of Texas at Brownsville </li></ul><ul><ul><li>Student population = 20,000 </li></ul></ul><ul><ul><li>High school admissions in 2003 = 3,174 </li></ul></ul><ul><ul><li>100% admitted </li></ul></ul><ul><ul><li>Open door policy </li></ul></ul><ul><ul><li>Graduation rate = 16% </li></ul></ul><ul><ul><li>Approximately 508 of 2003 cohort will graduate </li></ul></ul><ul><ul><li>2666 will not </li></ul></ul><ul><li>University of Texas at Austin </li></ul><ul><ul><li>Student population = 50,000 </li></ul></ul><ul><ul><li>76% graduation rate </li></ul></ul>
    12. 12. Linking admission decisions to pedagogy and programs Broad-based admission criteria From the UBC calendar ...
    13. 13. Linking admission decisions to pedagogy and programs Bridging in Australia
    14. 14. Linking admission decisions to pedagogy and programs
    15. 15. Linking admission decisions to pedagogy and programs <ul><li>Spanning the Gaps — Ryerson University, Toronto </li></ul><ul><ul><li>Ryerson University Now (RUN) — taking university courses prior to formal entry </li></ul></ul><ul><ul><li>Second Chances — academic support and course work to improve high school standing </li></ul></ul><ul><ul><li>Road to Ryerson — tutoring and mentoring for youth whose marks aren’t high enough for entry into Ryerson. Going back to do a “victory lap” </li></ul></ul><ul><ul><li>Individual information and counseling sessions — planning one’s post-secondary future </li></ul></ul><ul><li>Is there a pedagogy of inclusion? </li></ul><ul><ul><li>Learning and Teaching in Higher Education, Issue 3, 2007-2008 </li></ul></ul>
    16. 16. Ways Forward: Two Broad Possibilities <ul><li>Higher Education doesn’t change </li></ul><ul><ul><li>We must select students who can adapt to who we are </li></ul></ul><ul><ul><li>Pre-HE preparation </li></ul></ul><ul><ul><li>Bridging </li></ul></ul><ul><ul><li>Spanning gaps </li></ul></ul><ul><li>Higher Education does change </li></ul><ul><ul><li>Accommodating a wider range of learners </li></ul></ul><ul><ul><li>Enhanced learner support </li></ul></ul><ul><ul><li>A wider range of learning environments, acceptable outcomes, and assessments </li></ul></ul>It isn’t a question of whether we are willing to change, but how much we are willing to change
    17. 17. Reasons of Change Content Outcomes Learning environment Knowledge Skills Meta-skills Assessment Short-term Long-term Attitudes Admission Criteria Has requisite skills Has potential Instructional adaptations Values, ethics, viability Changing needs, new programs Evidence indicates new methods, Response to change in admissions or outcomes
    18. 18. Implications of Change: Expand admission criteria/ Hold desired outcomes constant Content Outcomes Learning environment Knowledge Skills Meta-skills Assessment Short-term Long-term Attitudes Admission Criteria Has requisite skills Has potential Instructional adaptations ?
    19. 19. Implications of Change: Expand admission criteria/ Adjust desired outcomes Content Outcomes Learning environment Knowledge Skills Meta-skills Assessment Short-term Long-term Attitudes Admission Criteria Has requisite skills Has potential Instructional adaptations ! ?
    20. 20. Two final thoughts to ponder <ul><li>The notion of constructive alignment, including admissions decisions, places discussions of widening participation in a useful context. </li></ul><ul><li>Higher education at its best is transformative. Today this isn’t just about students’ transformation. It is also about our transformation. </li></ul>

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