may 2012 asking the questions.. ruth watkins pauline keith student learning services [email protected]...
TRANSCRIPT
May 2012
Asking the questions..
Ruth WatkinsPauline Keith
Student Learning [email protected]
(Image from http://www.ukgameshows.com/ukgs/University_Challenge)
Aims
Identify the expectations staff have with regards to the academic literacies of new students
Highlight the areas where first year students appear to be challenged with respect to their academic studies.
Consider what practical steps could be taken to improve and enhance the academic literacy of students
Highlight how SLS can work with staff to enhance the academic orientation of all students within different disciplines.
Introduction to SLS?
1) How many staff are employed by SLS?
1.55 (Staff: student ratio = 1:7650)
2) What ‘unit’ is SLS part of?CAPL
3) Where are the SLS offices?Cottrell Building 4B50 and 4B52
4) Is there any provision in Pathfoot?
Royal Literary Fellows
What do SLS do?1) Which groups of students do we work with?Undergraduates and Taught post graduates
2) How many individual tutorials do we run a year?
478 hrs. (2010-2011)(30% increase 2011-2012)
3) How many students do we speak to in workshops?
>3500 students/yr.
4) Of the students we see, what % are female students?
83% (Male students under-represented)
5) Of the students we see, how many are ‘failing’ – getting grade 4s/5s?
40% grade 4s/5s 30% are getting grade 3s20% getting middle grade 2s,10% are getting top grade 2s/lower grade 1s
Academic challenges students face at
university
(Image from http://www.ukgameshows.com/ukgs/University_Challenge)
WHAT’S YOUR EXPERINCE OF THE ACADEMIC CHALLENGES STUDENTS
FACE AT UNIVERSITY?
Expectations
Challenges • First year students
Solutions
EXPECTAIONS AND CHALLENGESGROUP EXERCISE
1) Expectations – List all - 3 mins
2) Complete table (10 mins) Column 1
• ACADEMIC EXPECTATIONS – From your list of expectations, choose 2 or 3 which you feel that students do not always meet.
Column 2• ACADEMIC CHALLENGES – For
each expectation, write down 1 or 2 specific examples which illustrate what students find challenging or difficult about that particular aspect of their studies.
How does your experience
match with SLS experience?
SLS experience - Challenges for students?
Essay writing Focusing on the task/question set Structure Paragraphing Constructing an argument
Use of resources Referencing Avoiding plagiarism Use of evidence Analytical writing Difficulties finding materials Dealing with large volumes of material Reading
Language General Spelling and grammar
Time management
(Taking responsibility for learning)
SLS Experience
Why do these issues arise and persist?
Multiple reasons
Surface or strategic approach (‘Study Skills’ approach)
Many issues persist = lack of understanding as to WHAT students are required to do and WHY they are required to do it in a certain way• (Academic socialisation/academic
literacies approach)
SOLUTIONSGROUP EXERCISE
Complete table (10 mins)
Column 3 – • POTENTIAL SOLUTIONS - From our experience we have found that ….. helps students to overcome this particular issue and progress/enhance their academic studies
What makes the difference to
students?
SOLUTIONS
From SLS experience most useful Deconstructing the essay question Assignment structure How to find resources and ‘read’ Construction of paragraphs Contested concepts Use of evidence (reading) Critical analysis and the student
voice Referencing (consistency)
Understanding the • WHAT and WHY of assessment• The student’s role in an assignment
Structured feedback which prompts progress
SOLUTIONSSLS WORKING WITH STUDENTS
Induction events
On-line resources (Succeed)
Generic ‘study skills’ workshops
------------------------------------------------------------------‘Skills for Learning’ Modules PDM9S1. Autumn
and Summer (Management and Human Science students)
-----------------------------------------------------------------Drop-in tutorials, and /or
e-mail & phonesupport
Individual or group tutorials,and /or
e-mail & phonesupport
SOLUTIONSSLS WORKING WITH
STAFF
Pre-
semester
•Review assessment strategies across modules/programmes•Advise on assessment design and delivery•Develop specific modules (sections of modules)
Start
semester
•Run induction workshops•Review assessment schedules – advise on wording, structure, assessment criteria
• Advise LTQEC or relevant working groups
Student receivesassignment
•Run pre-submission workshops•Provide annotated exemplars•Provide materials to support ‘Feedforward‘•Tailor on-line ‘study skills’ materials
Student receives
feedback
•Produce ‘tagged’ feedback •Run post-submission workshops•Provide annotated exemplars• Provide on-line support materials•Highlight common errors•Hold student drop-in session within Schools
Re- submission
•Run post-submission workshops•Provide annotated exemplars• Provide on-line support materials – common errors•Provide student drop-in session within Schools
End of module
• Provide feed back to staff•on workshop evaluations•on assessment issues arising
•Feed forward into module review•Feed back generic academic issues to University
For clarification we cannot …..
Provide regular language support
Proof read ‘Sort students out’ Run assignments through
Turnitin Correct work from other
Universities Provide references Lend money! Teach violin or dancing!
WHAT DO STUDENTS SAY?
Well done for being there for us, alleviating our anxieties. Thank you.
Thank you very much, you helped me to get back on track with my studies.
The service I have received, has been to an exceptionally high standard.
SLS have been invaluable to my studies and I couldn't have managed without them.
The Learning Strategies module was extremely helpful. The support I received on the course gave me the confidence and skills I needed.
Although I may not be able to express it, you have helped me immensely.
Thanks a lot for your help and guidance. I cannot say how much I appreciate it.
A recent survey of 248 students gave us qualitative and
quantitative feedback on SLS(Full results are
available on the SLS Succeed site)
I felt m
ore co
nfident a
bout my w
ork
I felt m
ore motiva
ted ab
out my a
cadem
ic studies
I felt I
could st
art a
difficu
lt assi
gnmen
t
I think i
t help
ed m
e impro
ve m
y grad
es
I think i
t help
ed m
e pass
a res
ubmission
I think i
t help
ed m
e pass
an ex
am
It help
ed m
e deci
de to st
ay at
Universi
ty
I did not fi
nd it ve
ry su
pportive
0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%
How did SLS help you?
CONCLUSIONS Majority of challenges arise from a ‘gap’ between their
understanding of what is required (both in terms of process and product) and why it is this way.
Issues can be addressed at different levels and through a number of different approaches
The level and approach to resolve issues have different short-term and long term implications.
The most effective and efficient way of working for SLS, is in collaboration with Schools, Divisions and individual members of staff
SLS ARE HERE TO WORK WITH STAFF TO BUILD STUDENT CONFIDENCE, MAKE LEARNING ENJOYABLE AND IMPROVE
ACADEMIC PERFORMANCE.
“I wanted to let you know how I am getting on. I cant believe my results so far, I have 1A,1C,1A,1C,……. I cant believe it. Its crazy. Thank you so much for your help………. I remember all the things you taught
me”