The document summarizes findings from two projects on supporting student retention in higher education. It discusses how integrating social and academic experiences can help students feel more engaged. Early team-building activities are highlighted as promoting continuity and social bonds. Doubting one's choice in major or university is common for about a third of first-year students and is linked to poorer experiences and lower retention rates. Recommendations focus on easing student transition, fostering motivation through future goals, and developing a sense of belonging through relationships and community.
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
Online tutoring towards a signature pedagogymhallissy
Presented at the Higher Education Colleges Association Conference (HECA) on April 19th in iBAT College Dublin. This presentation on based on doctoral research currently being undertaken in the Institute of Education in London. The presentation suggests that critical discussion should become the signature pedagogy of the MATL and it should be based on Brookfield and Preskill's 8 dispositions for critical discussion.
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
Online tutoring towards a signature pedagogymhallissy
Presented at the Higher Education Colleges Association Conference (HECA) on April 19th in iBAT College Dublin. This presentation on based on doctoral research currently being undertaken in the Institute of Education in London. The presentation suggests that critical discussion should become the signature pedagogy of the MATL and it should be based on Brookfield and Preskill's 8 dispositions for critical discussion.
Creating Breath in Online Education Through Service Learning Projects, Refle...D2L Barry
10:30 AM - Creating Breath in Online Education Through Service Learning Projects, Reflection and Assessment - Barbara Zuck, EdD, Montana State University Northern (20 minutes)
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Instructor Presence: Get their attention before they step in the classroomD2L Barry
Instructor Presence: Get their attention before they step in the classroom (4pm–4:20pm ET)
Presenter: Cathryn Brooks-Williams, New Mexico Highlands University
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.
This presentation is geared towards providing an overview on PjBL and on giving a practical example on how this instructional approach or strategy was used to teach mobile app development to K-12 students in a blended learning environment.
Creating Breath in Online Education Through Service Learning Projects, Refle...D2L Barry
10:30 AM - Creating Breath in Online Education Through Service Learning Projects, Reflection and Assessment - Barbara Zuck, EdD, Montana State University Northern (20 minutes)
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Instructor Presence: Get their attention before they step in the classroomD2L Barry
Instructor Presence: Get their attention before they step in the classroom (4pm–4:20pm ET)
Presenter: Cathryn Brooks-Williams, New Mexico Highlands University
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Making Digital History: students creating online learning objects at the Univ...Jamie Wood
Presentation at the Teaching History in Higher Education Conference, London, September, 2015: http://www.history.org.uk/resources/secondary_news_2471.html
In this presentation, I share the results I found from conducting a case study in a graduate educational learning technology course at a medium sized university in the southwest US. The purpose of this case study was to understand the meanings that graduate students assign to their experience with HyFlex design. The term HyFlex has its roots in two words: Hybrid – combines both online and face-to-face teaching and learning activities in a single course, and Flexible – students choose their mode of participation whether face-to-face, online, or both. Findings show four themes that capture the meanings the participating graduate students assigned to their experience with HyFlex design: accommodating students’ needs, increasing access to course content, differentiating instruction, and encouraging student control.
This presentation is geared towards providing an overview on PjBL and on giving a practical example on how this instructional approach or strategy was used to teach mobile app development to K-12 students in a blended learning environment.
Although symptoms can vary widely, the first problem many people notice is forgetfulness severe enough to affect their ability to function at home or at work or to enjoy lifelong hobbies.
Alzheimer's disease (AD) is recognized as a public health crisis worldwide (IADRP, 2013). AD is a complex neurodegenerative disease and the leading cause of dementia among the elderly people (Evans et al., 1989). Currently, there are approximately five million AD cases in the United States and about 35 million cases worldwide (Alzheimer's Disease International, 2009.
The focus of this case study is on the Uniform Data Set (UDS), a longitudinal database on Alzheimer’s patients, and the 29 Alzheimer’s Disease Centers (ADC) that submit their data to the UDS and actively collaborate in the ongoing maintenance, development and research utilization of the database. The ADCs are based in major medical institutions across the United States. They have a multi-decade track record of collaborative research and a networked and virtual approach to the scientific study of AD. The central coordinating mechanism for the ADCs and the UDS is the National Alzheimer’s Coordinating Center (NACC), which is located at the University of Washington. The NACC coordinates data collection and supports collaborative research among the ADCs.
Introduction
Objectives
Nature, Meaning, and Need of Activity Method
Individual Project
Group Projects
Research Projects
Activity/Exercise
Self Assessment Questions
References
Workshop 1 (Introductions): Course design, active & e-learningJamie Wood
Presentation from first workshop of the New Techniques and Technologies for Text-Based Disciplines coaching programme at the University of Mainz (https://coachingmainz.wikispaces.com/Homepage), 26th February 2014.
Unleashing learners VALA Conference June 13 2014Adrian Bertolini
How do we unleash our students to find their passion, to be intrinsically motivated, to become entrepreneurial? It not only requires an unleashing of the mindset and beliefs of the students but also the mindset and beliefs of teachers and school leadership. In this session the presenter will share his experiences of unleashing young people via the ruMAD (Are you Making a Difference) program but how he followed his passion to work with schools to think from, plan for, and gradually set up learning environments that unleash learning in schools.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
Part of the 'Apocalypse Now' conference theme, which requires the presenter to imagine their own future world scenario.
IMAGINED WORLD
A New Conservative Dynasty: Choice and Private Enterprise dominate HEA - Today’s students are the first generation to have grown up surrounded by and using computers, videogames, digital music players, video cams, cell phones and other digital media, consequentially they have a different thinking and learning style and different brain structures to previous generations (Prensky 2001). Social science academics are thus teaching in a changed world where traditional lecture/seminar pedagogical practices may no longer be applicable to the teaching and learning needs of contemporary students. This fact combined with the rise of the student as consumer has triggered a shift where private enterprise rules and students pick and choose which aspects of teaching they will engage with. This presentation’s research indicates that already techniques seen as not applicable to their needs are bypassed by students offering an explanation for attendance, participation and low engagement issues and the failure of students to develop independent problem-solving skills. This presentation provides a survival guide for social science academics by identifying the gaps between staff and student perceptions and discussing techniques for teaching the core skills needed in critical thinking and problem solving; adapting pedagogical practices to the contemporary student.
ABSTRACT
What is critical thinking and to what extent do social science students develop analytical problem solving skills through traditional social science teaching? This paper presents the results thus far of an ongoing research project which identified that law and social science students are often not learning the analytical skills that staff think they are teaching. Most social science academics doubtless consider critical thinking to be an integral and inherently embedded aspect of their pedagogical practices. Yet research suggests that contemporary students do not learn this skill through traditional teaching methods and teaching has not adapted to their specific needs.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Findings from two projects
• Student integration
– Sunderland, Hull & Newcastle
• HERE Project - Student doubters, impact
of course teams
– NTU, Bournemouth & Bradford
7/31/2012 2
3. Student Integration
• Does a student’s sense of integration support
their retention?
– Looked at STEM students, mature students, part-time
& local students
– Found 1/3 of students had considered withdrawing
– Academic factors more important than social ones
• Integrating social into academic most valuable
4. Key messages
1. Integration of the social and academic elements of university
life is key to the integration of students into the School and
wider University community
2. Early imposition of structures upon students by staff appears
effective in giving a sense of continuity & purpose
3. Teams and groups working collaboratively on academic tasks
enhance their social opportunities
4. Integrating social and academic elements of university life
encourages students to build relations with each other, with
staff and to engage with the curriculum
5. University of Hull
• Study Skills Summer School
– 2 day non-residential event for new and continuing
part-time & mature students –range of learning &
teaching – intended to offer authentic university
experience
• Mature Student Welcome lunch
– Week prior to registration – ‘Social event, but with a
purpose’ - early opportunities to form social bonds
leading to sustained friendships
6. University of Sunderland
• Curriculum related fundraising activities
(Childhood studies)
– Included sponsored walk, mini-Olympics, spooky
sleepover, importantly is done in teams of students
from across the years
• Problem-based learning (Psychology)
– Students noted that the experience was highly
enjoyable, but also lead to effective learning and
social bonds
7. University of Sunderland
• Field trips (Tourism)
– Field trips were used to encourage social integration,
one of which is compulsory during induction, mixture
of local and exotic
• Sandbox Studio (Psychology)
– Student community space within the psychology
department, books, magazines, video games – space
for students to belong to student community and wider
community of scholars
8. Newcastle University
• Engineering teams
– Students put into groups during induction
– “in the first hour…you were sat in the introductory
lecture thinking „I don‟t know anyone‟, „how am I going
to make friends?‟ and they said „we are going to put
you into these teams‟ and instantly there was like 10 or
11 other people you knew straight away.”
– Not problem free, but vast majority of students
reported enjoying working in teams
9. Newcastle University
• The t-shirt exercise
• Induction activity
– Everyone given a t-shirt & marker pens
– Students given clear instructions to draw
representations of their interests on the t-shirt,
circulate & find other people with similar interests
– Had to form a group that had to be mixed and formed
the basis for later group activity
10. Activity - Retaining students
• Resource from Newcastle University
– 2 hour workshop
• Promotes themes of the project
• Activities on preparedness, ice breakers, team
working, dealing with diversity
• Checklists for colleagues
11. The HERE Project
Ed Foster & Sarah Lawther - Nottingham Trent University
Christine Keenan & Natalie Bates – Bournemouth University
Becka Colley & Ruth Lefever – University of Bradford
www.HEREproject.org.uk
12. The HERE Project
Higher Education: Retention &
Engagement
Two areas of work
- Impact of doubting on student retention
- Impact that course teams can make on
retention
Focus on first year
13. Doubting
• Defined as having doubts about the course/
university serious enough to consider leaving
• How many students are doubters in the literature?
– 21% Rickinson and Rutherford (1995) – 39% Sodexo
(2010)
• Doubting as a cause of withdrawal
– Gradual accumulation of doubts - Ozga and
Sukhnandan (1998)
• But UK progression is good
– NAO (2007) suggests that progression to yr 2 is
approx 90%
– Our work is therefore also about engagement
14. Engagement
• Kuh et al (2008) describe student engagement
as:
– “the quality of effort students themselves devote to
educationally purposeful activities that contribute
directly to desired outcomes and the effort institutions
devote to using effective educational practices”.
• Hardy and Bryson (2010) student engagement
– More than the classroom activities, encompasses
whole person
17. Doubters are more likely to leave than non-
doubters
• 483 students granted us
permission to monitor their
persistence
– 182 doubters
– 301 non-doubters
• Tested Dec 2009 - Overall
18. The primary reasons for doubting are associated
with student perceptions of the course
• Similar to other studies
– for example Yorke & Longden
2008
• Course was the main focus for
most students
2009 Student Transition Survey • Most important academic
reason was ‘doubts about
coping’
19. Doubters reported a poorer quality experience
than students who have not doubted
• Doubters reported:
– Less likely to understand differences between FE
& HE & have differences explained
– Finding course less enjoyable
– Fewer friends & less likely to find course ‘friendly’
– Less likely to feel that they belonged
– Studies harder to cope with
• Students who leave don’t just ‘walk off a cliff’
• There are stages of disengagement/
disillusionment – means can be tacked
20. Four main reasons cited for staying
• ‘Support from friends and family’
• „Adapting to course/ university‟
• ‘Determination/ internal factors’
• „Future goals/ employment‟
We therefore set about looking for practices that
impacted upon these areas in our programme
teams and developed the toolkit containing nine
recommendations
22. How it was designed
• We used our work on doubters to develop
areas for exploration
• Developed case studies from 10 courses
– Staff interviews, student surveys
• Loosely two strands
– Preventing students from doubting
– Supporting doubters to remain
• 9 recommendations
– Learning & teaching, transition, relationships,
belonging & community
7/31/2012 22
23. Using the toolkit
• Aimed at programme teams
– Tool for discussion at team meetings & away days
– In a perfect world, would be facilitated
– Has been used to bring about change at institutional
level
• E.g. NTU enhanced academic tutorials programme
• Experiences so far
– Staff just grateful for the opportunity to discuss
– Interesting that communication across programmes
weaker than we expected
– Staff tend to just ‘leap in’
24. Stages
Stage 1 Stage 2 Stage 3
Take Stock 1st steps Review
‘student
‘Identify transition’ &
students at risk’ ‘social Subsequent
integration’ team
Programme meetings
leader Team
meeting/ Review
Look at formal away day progress, reflect
& informal data and consider
Ask questions Reflect, discuss other themes
- What do you & make plans
already know?
25. Activity
• Exploring two themes:
– “Help students to make the transition to
being effective learners in HE”
– “Foster motivation & help students
understand how the course can help them
achieve their future goals”
• Working in two groups we’d like you to use the
recipe cards, discuss and consider some actions
7/31/2012
you can take back at your work place. 25
26. Discussion
• Having had some time to look at two
different approaches:
– What issues arise for colleagues you work
with?
– How difficult might they be to implement?
– What suggestions do you have for improving
their efficacy?
7/31/2012 26
