Possible clicker Q: How many of you teach classes with a) international students, b) disabled students, c) BME students, d) Students who live at home, e) mature studentsA: none of the aboveB: 1 of aboveC: 2 / 3 of the aboveD: 4 / 5 of the above
Travel – wrong mode of transport for destination, lack of planning etc
Relevant Student centred Strategy levelMulti-pronged: Addressing multiple aspects of student experience; range of interventions Collaborative Range of interventions Across student lifecycle Co-ordinated Whole staff responsibility Transparent Intervention level Timely – at the right time and in advance Collaborative
Seda keynote may 2012
Why Am I Here? Why Should I Stay?Becka ColleyDean of Students, University of BradfordNational Teaching Fellow
Content• Understanding student doubters• Building communities and encouraging belonging• Taking responsibility and making change happen
Stating The Obvious But…• Higher Education is changing… (has changed) “The university system is in need of „radical change‟ to provide a better deal for taxpayers and students” (Willetts, 10 June 2010)• How has the sector responded?• What have you done differently?
Drivers for Change• Diversity of entry routes• Issues of dealing with developing autonomy• Older – with additional responsibilities/issues?• More local, many with existing established peer groups• Earning whilst learning• Disengaged learners seeking qualification whilst unsure what University life is about• Reduction in places: increased competition
• In the UK, only 1 in 12 (8%) of students leave HE during their first year.• Between 1/3 to 2/5 *think* about leaving.
Reasons for Doubting?• Academic issues.• Feelings of isolation and/or not fitting in.• Concern about achieving future aspirations.
Why Do Students Leave University?• Because they are not engaged• Not engaged academically – “I am not clever enough” – “The course is not what I thought it would be”• Not engaged socially – “I feel lonely” – “I am homesick” – “The other students are not friendly”
Why Are You Here?• Because “I have nothing else to do”• Because “my parents/siblings told me to come”• Because “I don‟t want to get a job”• Because “I want to study the subject”• What impact will this have on engagement? How do we support a different learning experience?
Teaching, learning support, facilities Academic Goal Integration Prior qualifications Commitment Institutional Commitment Individual attributes Dropout decisions Family attributes, e.g. parental education Debt, Social counselling, Integration medical, personal, familyTinto’s (1993) model events.
The HERE Project• Explored two themes associated with retention: I. Impact of doubting on students’ decisions to persist II. Impact of individual programme teams on retention
Key Findings• Approx 1/3 of first years • Programme issues are Key Findings have experienced doubts primary reason for sufficiently strong to make doubting. them consider leaving. • 4 main reasons to stay:• Doubters are more likely friends; adapting to to leave than non- course; personal doubters. commitment; future goals.• Doubters reported a • Strongest doubts from poorer quality experience students with least than non-doubters. positive experiences.• Usually more than one • Some student groups reason for doubting. more likely to doubt than others.
Key recommendations1. Identify and respond to 5. Improve social integration. students at risk. 6. Improve a sense of belonging.2. Help students to make 7. Foster motivation and help the transition to being students understand how the effective learners at programme can help achieve university their future goals.3. Improve the 8. Encourage students’ active communication and engagement with the relationships with staff. curriculum.4. Help students make 9. Ensure that there is good more informed decisions communication about and about choosing the right access to additional student course in the first place. support.
Student Engagement to Improve Student Retention and SuccessThomas, L (2011)
Institutional Reflective ChecklistTo what extent:• Does the institution actively nurture a culture of belonging?• Do staff feel responsible for student belonging, retention and success?• Are high quality student centered learningh and teaching seen as integral?• Does the institution develop the capacity of its students?• Does institutional data and monitoring support student belonging?• Do all students feel like they belong and are supported?
• How can educational development support change?
• How can we make things different?• How can we ensure the reflective checklist is implemented?• How do we make staff care about the student experience?
Academic System Curricula Curriculum Assessment Academic design and delivery and feedback development contents Example interventions Extended Problem Formative Personal and Peer /enquiry feed- tutors/integrated learning based forward/ advisers induction learning feedback
Social System SocialCo-curricula Travel and Social spaces and activities accommodation networking facilities Example interventionsAccredited/inte Pre-arrival Extended Learning grated & transition opening communities volunteering forums hours
Professional Service System Learning and Progression Pre-entry Pastoral Teaching (library,(admissions, outr (counselling, fina (Careers, alumni academic skills,each, marketing) nce help, SU) support) disability service Example interventions Early and Peer Student extended Exit support mentoring helpdesk induction
Organisational System Corporate Leadership, wh Inclusive & Co-ordinated,mission, vision ole staff aligned evidence & strategic responsibility, policies & informed objectives CPD procedures strategy Example interventions Inclusive & Staff Managing Triangulated data accountable recruitment, reward student use at programme validation and recognition engagement level processes policies opportunities
Building Communities• Belonging is crucial• Staff and students• Do you feel you belong to the university community? How? Why? Evidence it!• How do you create and maintain a community?
Issues of BelongingWhy do they leave? Why do they stay?• Lack of social life and • My fellow students have community activity and helped me a lot. They involvement have been very• I have no social life here supportive and are• Very limited activities to always helpful. simply relax and • Support of class mates socialize. • The people on my course (also financial, pressure and in my group have of work, course related helped me throughout the issues) course of the year • The support of other students
Ten Ways to Change Undergraduate Education1. Make Research-Based Learning the Standard2. Construct an Inquiry-Based Freshman Year3. Build on the Freshman Foundation4. Remove Barriers to Interdisciplinary Education5. Link Communication Skills and Course Work6. Use Information Technology Creatively7. Culminate with a Capstone Experience8. Educate Graduate Students as Apprentice Teachers9. Change Faculty Reward Systems The Boyer Commission on Educating Undergraduates10. Cultivate a Sense of Community in the Research University: REINVENTING UNDERGRADUATE EDUCATION Boyer, 1999
Possible examples• Group sessions• Interactive activities• Online and face2face support• Personal tutor groups• Links with other modules/courses/Schools/Colleges• Links outside the curriculum e.g. Student Union• Curriculum based induction
Students Don’t Need No Induction• We should abolish freshers activities/programmes as they don’t work. – Information overload – Difficult to make friends – Too much alcohol – No integration for different types of students• Focus more on curriculum based integration within academic programme
Individual level: What Can We Do?• Identify student expectations of University• Make explicit institutional requirements• Demystify the complex, codified structures• Provide holistic induction experience• Supportive assessment process – Provide early formative assessment – Engage with curriculum to inspire learners• Define curriculum engagement• Academic and Social integration