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This document discusses supporting diverse learners through pre-enrollment online activities. It introduces different types of pre-entry online support available, identifies engagement activities, and offers an opportunity to discuss appropriate approaches for students. It also covers student expectations, experiences of transitioning to university, and how institutions can better support student engagement and success.
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This document summarizes the career journey of Becka Currant. It outlines the various roles she has held in education, from waitressing and staff training to becoming the Head of Learner Development and Student Engagement. It notes that common themes in her roles have included cross-institutional work, a training focus, external liaison, and caring roles. However, she has also had to balance these professional roles with personal roles as a wife, mother, daughter, and manager. The document discusses some of the issues she has faced, such as realizing her humanity, taking risks, and juggling multiple roles, as well as qualities like support, ambition, self-awareness, and confidence that have helped her along the way.
Broward SCORE Overview for Workshops
This is the introductory overview regarding how SCORE helps people who want to get started with their own business get started.
Richard kemp rfe aimhigher symposium presentation
Reach for Excellence (RfE) is a program that aims to increase participation in higher education, especially at research intensive universities, among underrepresented groups in West Yorkshire. Key features include a sustained program of study skills sessions, subject skills sessions, a summer school, and university application assistance. The objectives are for participants to be more aware of higher education options, enter HE at higher rates than non-participants, and attend more research intensive universities. Outcomes showed RfE students were happier with guidance received, and higher percentages gained university places, including at research intensive universities, compared to a control group. Student and parent quotes praised increased confidence and awareness of opportunities from participating in RfE.
The Students' Journey with Technology Enhanced Learning
This document discusses using technology enhanced learning (TEL) to support students throughout their academic journey. It outlines a student lifecycle model with stages including preparation, transition, progression/support, and moving on. Examples are provided of how TEL can aid each stage, such as using social media for recruitment, online resources for transition support, and skills tracking for progression. While technology is not a complete solution, the document argues that used strategically it can help institutions engage more students and personalize support. Face-to-face interaction is still important, but technology can reach more learners and help them stay connected to resources and each other.
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The document discusses expectations and experiences of university students based on interviews with students. It finds that students had varying expectations prior to arriving, with some worried about skills or the transition after a long time away from education. Students reported learning best through practical and interactive methods rather than just listening. The experiences of university were generally positive, with making friends being a highlight. The document discusses how the university student population has changed with more diverse and non-traditional students and explores ways universities can better support student transition and engagement through activities like orientation, community building and listening to the student voice.
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Presentation for a workshop delivered at the UALL event on 28 Feb 2008 where Becka Currant gave an overview of work being done at Bradford to support student transition and retention.
Aldinhe keynote: Divination and Forecasting, the Future of Higher Education
This document provides an overview of a keynote presentation on the future of higher education and the role of learning development. It predicts that higher education will undergo significant changes due to shifts in student populations, new funding models, and increasing costs. It also summarizes that learning development can play a crucial role by supporting students, staff, and institutions through this transition and challenges academics and administrators to think differently about curriculum, teaching, and student support.
Low Impact Educational Practices
1. The document discusses low impact practices in higher education, such as courses where students are not asked to critically engage with material. It proposes making courses more "high impact" by integrating practices like undergraduate research, internships, and study abroad.
2. Examples from Elon University show how redesigning courses through student-faculty partnerships and interactive methods like "Reacting to the Past" can increase meaningful feedback and deep learning.
3. The traditional credit hour-based course may become obsolete as value in higher education shifts to aggregating, filtering, and connecting knowledge in more open and participatory ways online.
Mastering a New Language for Student Development: Considering a Broader Theor...
As educators, we're aware of the importance of intercultural competency, but how can we better understand other cognitive and adaptive factors at play in Generation Study Abroad? As a necessary step in reinventing study abroad, we'll reexamine how students construct their experiences, how we can support their development, and the impact of study abroad on "meaning-making." Through the investigation of Robert Kegan's "Orders of Mind" and subject/object relationships and interactive discussion of his constructive developmental theory, participants will come away with practical tools to help students broaden their perspective before, during, and after study abroad.
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The document discusses mentoring students in the information profession. It outlines the changing nature of the field and students' uncertainty about career paths. To help, the author developed an 8-week course pairing students with over 30 speakers from various information jobs. Student feedback showed the course helped explore options and allay anxiety. Next steps include expanding mentoring and connecting with potential students to promote the profession. The goal is to nurture the future of the field through guidance and collaboration.
Student Perceptions of a Hybrid Learning Community's Impact
This document summarizes a study on the impact of a hybrid learning community on student engagement, persistence, and retention. The learning community involved a canoe trip, classroom sessions, and upperclassmen leaders. Surveys found that the program helped students transition to college through connections with peers and faculty, understanding expectations and resources, and realizing they were not alone in their fears. The program is believed to increase retention by improving preparation, skills, and providing individual attention. Models by Tinto, Astin, and others are referenced in understanding factors that influence student departure or persistence.
Flying Start: supporting student transition
Presentation given at the University of Limerick's seminar on the Academic Library's Role in Supporting New Students: Transition Success and Retention. It outlines the Flying Start programme at the University of Leeds which introduces students pre-arrival to the key academic skills they will need to success at University.
Ldhen 2010
The document discusses reasons why students have doubts about continuing their university studies and reasons they decide to stay. It summarizes research from three UK universities that found course-related issues were a major reason for doubting continuation. Students who stayed reported feeling a sense of belonging through relationships with staff and other students. The research aims to help universities better support student retention and identify practices to reduce doubting and increase student persistence.
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Presentation of a series of papers on the Structure, Culture and Agency research project at the annual Heltasa Conference, UFS, November 2014.
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There are several reasons why people attend university according to the documents:
1) To gain specialized knowledge and skills in their chosen field of study that is not available in high school. Universities have expert professors and resources to provide in-depth learning.
2) To prepare for future careers by developing practical skills through projects, research, and real-world experiences. University also builds professional networks.
3) To gain new experiences like interacting with different people and ideas, participating in extracurricular activities, and learning independently. The university environment provides personal and intellectual growth.
Tailieu.vncty.com 200 bai luan mau thi ielts task 2 hay
The document discusses several reasons why people attend university or college. The main reasons discussed are:
1) Career preparation - universities help students gain specialized knowledge and skills needed for their future careers through programs like internships.
2) Increased knowledge - universities have expert professors and advanced facilities that allow students to gain more in-depth knowledge in their fields of study.
3) New experiences - the university environment provides opportunities for students to develop social skills and leadership abilities through extracurricular activities and interacting with diverse groups of people.
963 bai Essays mau.pdf
There are several reasons why people attend university according to the documents:
1) To gain specialized knowledge and skills in their chosen field of study that is not available in high school. Universities have expert professors and resources to provide in-depth learning.
2) To prepare for future careers by developing practical skills through projects, research, and real-world experiences. University also builds professional networks.
3) To gain new experiences like interacting with different people and ideas, participating in extracurricular activities, and learning independently, which help personal and career development. The university atmosphere provides memorable experiences.
Motivating the Distance Learning Student
This document discusses motivating online learners through effective communication, feedback, and use of technology. It explores communication methods like syllabi, announcements, emails, and synchronous meetings. It emphasizes the importance of timely, personalized feedback that acknowledges strengths and identifies areas for improvement. Lastly, it addresses making technology a tool rather than barrier through student-centered use, engagement, catering to learning styles, and being prepared to assist students with technical issues. The overall message is that flexibility, encouragement, and addressing individual needs are key to motivating diverse online students.
Ella transitions to postgraduate study
This document discusses a study examining the cultural and affective relationship between professional postgraduate students and universities. It explores the different perspectives and assumptions that students and university staff bring to postgraduate education. Specifically, it looks at the cultural and learning assumptions students have, the academic conventions of universities regarding postgraduate courses, and where gaps in mutual understanding may exist. It suggests that "learning conversations" between students and staff could help prevent misunderstandings by allowing open dialogue and a sharing of perspectives.
The mistake of freshman
This document outlines a research study on the common mistakes made by freshman college students. The study aims to identify challenges freshmen face in their first year so future students can better prepare. It will survey current sophomores and juniors about their experiences as freshmen, and interview freshmen about difficulties they currently face. A literature review found that freshmen often struggle with time management, lack of social skills, and not defining life goals. The study will use questionnaires and interviews to collect both qualitative and quantitative data, which will be analyzed to test hypotheses about mistakes freshmen commonly make and how they can be avoided. The results are intended to help freshmen succeed and make fewer errors in their critical first year of college.
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An introduction to strength training delivered at Edge Hill University's menopause cafe on International Women's Day 2024.
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This document from the Edgehill University careers website provides guidance on applying for teaching jobs. It discusses writing effective CVs, cover letters, and personal statements by closely matching the person specification criteria with relevant evidence and examples. The recruitment process is outlined, emphasizing the need to clearly meet all essential requirements through one's application. Tips are provided such as using the employer's language, following instructions carefully, and making a strong first impression with an error-free submission by the deadline. Future sessions will cover interview skills.
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Drop in with the dean
The Dean of Students at Bradford University will be available to meet with students in Student Central on October 19th from 1200-1400 to discuss their university experience and gather feedback. Students unable to attend the drop-in session can contact the Dean via email or Twitter to schedule an alternative time to meet or provide input. The Dean, Becka Currant, encourages students to reach out to discuss any issues.
Lou taylor poster for conference
Curriculum Innovation & Development (CID), located within Education Partnerships (EP), delivers collaborative curriculum activities for external pre-entry partners like schools and further education colleges. CID supports student progression, attainment, and retention from school to university through engaging products and bespoke provision including curriculum head start sessions, higher education modules in schools, mentoring, peer support, blended and distance delivery, academic skills support, and transition activities. CID also provides continuing professional development and research/evaluation opportunities for staff and students.
Anytime anywhere develop me
The document discusses the changing landscape of higher education and the need for universities to support diverse students in flexible ways. It provides examples of how one university is developing flexible routes and using technology to engage students, such as delivering an entirely online teaching module, mobile guides and apps, and a new study route that allows students to earn a degree over four years while working part-time. The document emphasizes that universities must respond to differences among modern students and support student success through more individualized and personalized approaches.
Lifecycle models
This document contains 5 figures that depict different stages of a student's lifecycle: the applicant lifecycle, transition lifecycle, progression and support lifecycle, and moving on lifecycle. Each figure represents a phase that a student may progress through during their academic career.
Personal tutoring becka currant
The document outlines a new framework for personal tutoring at Bradford University. It discusses reviewing the current personal tutoring system, consulting with various university groups, and concluding that tutoring should provide academic development support, track student engagement, and provide references. The new role will have more early contacts with students, incentives for participation, and referral to specialist services when needed, requiring administrative support and staff development. Implementation will begin in May 2010.
How can technology be used to improve the learner experience at points of tra...
Literature review, funded by the Higher Education Academy and Evidence Net, looking at whether online systems can support student engagement at points of transition. Review compiled by the University of Bradford in conjunction with ELESIG (http://elesig.ning.com). Review completed by Ruth Lefever and Becka Currant with help from Dr Lesley Diack.
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The University of Bradford supports the development of effective learners through its Develop Me! strategy. This includes activities to help students transition to university studies and develop skills to succeed. Research informs initiatives to address issues with induction, transition, and learning support. ADEPT supports staff development through skills mapping and online resources. Students build confidence in skills like digital literacy, academic writing, and group work through online materials and reflective activities in PebblePad. Social tools like a university social network help students connect prior to and during their studies.
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Elesig Webinar 20 May 09
- 1. Supporting Diverse Learners – What do we know? Becka Currant Head of Learner Development and Student Engagement
- 6. Student Life Cycle Model Layer et al, 2002 Better preparation Fair admissions First steps in HE Flexible progression Student success
- 7. Transitions Life Cycle Model Currant, 2009 Clear expectations Explicit requirements Support during first year Flexible assessment, regular feedback Student success
- 16. Recent headlines highlight issues of engagement How do students feel about their Higher Education experiences?
- 39. Integrated Online Support Develop Me! Online E- Induction Materials Course Specific Information Targeted additional Information Integrated support for skills development and understanding development needs Generic University based information PLUS plagiarism and referencing materials Bespoke interactive exercises to promote academic and social cohesion prior to arrival and first few weeks Targeted information relevant to particular courses e.g. Health & Safety
- 42. Digital Typology Digitally Inexperienced Digital Socialites Digitally Reluctant Digitally Experienced Experience of technology Degree of educational contribution High Low Low High