Student Engagement: Locating Ourselves and Our Practice

Center for Global Education at Asia Society

Ben Levin, Canada

1) Ontario implemented an education strategy with three simple goals of better student outcomes, greater equity, and improved public confidence. 2) The strategy focused on collectively building capacity through partnerships, transparency, and reducing distractions in order to raise literacy, numeracy, graduation rates, and early learning outcomes. 3) Implementation emphasized high standards, data, capacity building, accountability, and reducing distractors, resulting in improved student achievement and graduation rates over six years.

Effectiveness of freshman seminars and first year programs on[1]

windstar2002

Research Highllight 2013Feb

Christine Wells

The Illinois New Teacher Collaborative conducted surveys of new teachers and mentors involved in state-funded induction programs to understand the supports provided and their effectiveness. Key findings included: - Mentors reported a lack of time and poor matching with mentees as barriers to being effective. - Many mentor/mentee pairs did not meet the recommended 60 hours of contact time per year. - New teachers would benefit from enhanced professional development, especially around instruction for diverse learners. - Programs could improve by reexamining matching criteria and providing more opportunities for collaborative activities between mentors and new teachers.

Action Research

Arun Joseph

Action research involves teachers, students, and parents working together to solve problems in the classroom. It is a reflective process of progressive problem solving to improve situations. Some common problems teachers encounter include how to make learning more enjoyable, accommodate different needs, and encourage parental support. Action research involves both taking action, such as trying new teaching methods, and conducting research, such as analyzing student test scores, to evaluate the effects of changes. Allowing foreign investment and institutions in higher education can help address lack of funding, stop the outflow of students, and increase opportunities through competition and improved quality. However, there are also regulatory issues and concerns about decreased subsidies for marginalized groups that need to be addressed.

The document discusses how the Geology department at a university effectively supports student employability through a curriculum-based approach that involves staff, encourages work experience, links with industry alumni, and shares responsibility across the department. It provides examples from other departments and urges all departments to support careers tutors, get involved, share responsibility, and encourage early student focus on employability.

Mentoring for international students: a case study

Building a Dossier Towards Tenure and Promotion

WSSU CETL

The document provides guidance for new faculty on building a strong dossier for tenure and promotion. It emphasizes that the dossier sets the context for a faculty member's case by providing evidence to support how they have met the standards and criteria in their teaching, scholarship, and service. For teaching, the portfolio should go beyond course evaluations to include a statement of teaching philosophy and goals as well as documents supporting teaching contributions. For scholarship, the dossier should include a statement of long-term research goals linked to published works and their impact. For service, it should outline departmental, university and community goals and long-term impact. Overall, the document stresses that the probationary years should focus on continuously building the dossier through annual feedback and workshops.

Feedback to students about academic writing_INTEGRITY Project

Laura Costelloe

This presentation - delivered to partners on the INTEGRITY project - provides some guidance to academic faculty on the theory and practice of providing feedback to students on academic writing. Prepared and delivered by Dr Laura Costelloe and Dr Mark Glynn, Teaching Enhancement Unit at Dublin City University. Incorporates material from the National Forum for the Enhancement of Teaching and Learning and the Y1 Feedback Project.

LLB Student Perceptions of Assessment and Feedback: Lessons from the National...

Reward & recognition

Sandra Wills

This document discusses evidence that university teachers can get promoted based on their teaching accomplishments. It provides statistics showing that at the University of Wollongong, teaching has been ranked as the number 1 factor for promotion in recent years. It outlines various types of evidence that can demonstrate teaching quality, such as impact on students, curriculum development, and peer evaluation. The document advocates using a "mix of evidence" approach to showcase different aspects of academic careers, and provides examples of how teaching focus has led to promotions in leadership roles at the university.

Dr Sharon Flynn: Teaching with technology - assessment for learning

Anzamc 09 Presentation Group Learning & Sst

Stevesilde

Dr Sharon Flynn: Using rubrics for marking and feedback

The document outlines a workshop on using rubrics for marking and feedback. It defines a rubric as combining assessment criteria with grading standards to describe performance levels. Rubrics can help clarify expectations, communicate expectations, simplify grading, support consistent grading, and provide feedback. The workshop involves participants developing or modifying a rubric according to guidelines and assessing another participant's rubric.

Tom Lowe & Liz Dunne

Tom Lowe and Liz Dunne presented on the REACT project, which aims to investigate the benefits of student engagement, particularly for hard-to-reach students. REACT is a HEFCE Catalyst funded project running from 2015-2017 involving 15 UK universities. The project focuses on researching impact, developing tools and resources, and identifying best practices in student engagement to share across institutions. Challenges discussed included defining student engagement, identifying hard-to-reach students, priorities and support for engagement activities, and determining important outcomes.

UCEA presentation by Neiderhouse (11-7-13)

nneiderhouse

This document discusses a study on the impacts of a problem-based service-learning course on high school students considered at-risk. The study found that students in the experimental group had fewer behavioral incidents and improved behaviors reflecting positive character traits compared to the control group. Students reported benefits of hands-on learning, teamwork, communication skills, and applying their academic learning. The study adds to limited existing research on service-learning and character development in high schools.

Living up to expectations? The NSS and the School of Geographical Sciences, U...

Rich Harris

The School of Geographical Sciences at the University of Bristol achieved a perfect student satisfaction score on the UK's National Student Survey (NSS) in 2009. However, they were unable to maintain this level of satisfaction in subsequent years. A follow-up internal student survey revealed that while most students found feedback useful, nearly half did not understand how their marks were determined. The school aims to improve feedback and better manage student expectations through ongoing dialogue between students and staff.

Sunil Maher

This document summarizes a 3-year HEFCE pilot programme called LEGACY aimed at measuring learning gain and employability across 18 Russell Group universities. The programme has 4 work packages focused on (1) measuring learning gain, (2) student strengths and career development, (3) career adaptability, and (4) the impact of international experiences on employability. It will develop tools and methodologies for assessing learning gain longitudinally and cross-sectionally, identify core learning dimensions, and produce recommendations based on findings from student surveys, interviews and data analysis. The goal is to better understand factors influencing learning

George Mitchell

Realizeit is an adaptive learning platform that aims to provide individualized learning experiences for students. It uses analytics to guide students and instructors. Analytics help improve courses over time, provide insights into student and faculty engagement, and measure the effectiveness of different instructional approaches. Case studies at Colorado Technical University and University of Central Florida found increased pass rates, retention, and student satisfaction when using Realizeit. Institutions can also collaborate with Realizeit on research to continuously improve courses.

La_trobe_curriculum1

Craig Bellamy

This document discusses strategies for improving student retention through more flexible curriculum and teaching approaches. It notes that retention is impacted by student experiences and support programs as well as teaching quality. Effective teaching involves making content relevant, promoting active learning, building on prior knowledge, and providing explicit goals and feedback. Flexible learning uses mixed methods like online and part-time options. Improving retention requires considering the student experience holistically and reforming programs through teacher professional development and communities of practice.

Fostering Student Learning through Formative Assessment-Based Participation G...

BCcampus

Iain Mansfield

The Teaching Excellence Framework (TEF) aims to highlight and incentivize excellent teaching in UK higher education. It will provide students and employers with better information about teaching quality and provide incentives for universities to value teaching equally with research. In the second year of TEF implementation, assessments will be carried out at the institutional level only, resulting in ratings of "meets expectations" or higher. Metrics such as National Student Survey results and employment data will provide evidence, alongside additional information from universities. The goal is to improve teaching quality while recognizing differences between institutions.

Maximizing What Students Get Out Of College

Amanda Walker

This study tested two models of student learning and development using data from 44,238 undergraduates across 120 institutions. The study found that similar students expending similar effort had different reported gains depending on the institution attended. Student engagement in educational activities had a positive effect on reported gains. The findings suggest institutions should promote student learning through increased engagement and improving the gains to effort ratio across in-class and out-of-class experiences. Institutions should also seek ways to improve student perceptions of the environment.

Pg cert lthe assessment 2011 slideshare version

ClareVMilsom

This document summarizes key points from a presentation on assessment and feedback methods: 1. Assessment has a major influence on what and how students learn, how teaching is done, and how students organize their studies. Students focus more on what they think will be assessed rather than the entire curriculum. 2. A survey of students found that they prefer more opportunities for one-on-one feedback and easy access to feedback. Students also want feedback more quickly, though science students expect slower feedback. 3. The presentation recommends managing student expectations, enhancing engagement with assessment and feedback, emphasizing student responsibility, and avoiding innovation just for its own sake when considering changes to assessment and feedback practices.

Debunking danielson

Kristin Crowley

The document discusses New York State's implementation of the Danielson Framework for teacher evaluations, which requires frequent classroom observations, multiple measures of student learning, and the creation of a personal learning network to support the changes. It provides an agenda for a session on the Danielson Framework, details of New York's teacher evaluation law, examples of classroom observations, and strategies for building a professional learning community.

4.3 Navigating the emotions in partnerships.pdf

Ellen Lessner

Scholarship of Teaching and Learning WITS 17042023.pptx

Rita Ndagire Kizito

What's hot

Heads of department presenation.pptx

Stuart Johnson

Mentoring for international students: a case study

Building a Dossier Towards Tenure and Promotion

WSSU CETL

Feedback to students about academic writing_INTEGRITY Project

Laura Costelloe

LLB Student Perceptions of Assessment and Feedback: Lessons from the National...

Reward & recognition

Sandra Wills

Dr Sharon Flynn: Teaching with technology - assessment for learning

Anzamc 09 Presentation Group Learning & Sst

Stevesilde

Dr Sharon Flynn: Using rubrics for marking and feedback

Tom Lowe & Liz Dunne

UCEA presentation by Neiderhouse (11-7-13)

nneiderhouse

Living up to expectations? The NSS and the School of Geographical Sciences, U...

Sunil Maher

George Mitchell

La_trobe_curriculum1

Fostering Student Learning through Formative Assessment-Based Participation G...

BCcampus

Iain Mansfield