May 2012

Asking the questions..

Ruth WatkinsPauline Keith

Student Learning ServicesSLS@stir.ac.uk

(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”