1 Finding a source of help: Finding a source of help: When - - PDF document

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Finding the calm in the storm: Finding the calm in the storm: Addressing retention issues Addressing retention issues through an understanding of first through an understanding of first year ‘at year ‘at-risk’ students’ metaphors risk’ students’ metaphors

• f survival
• f survival

Dr Robyn Henderson & Dr Karen Noble

Faculty of Education University of Southern Queensland, Australia

The context The context

regional Australian university

Student population:

rural and geographically isolated areas, low SES

backgrounds

‘first generation’ students ‘second chance’ learners

Issues:

retention and progression

Learning Circle approach Learning Circle approach

weekly meeting – 2 hours no set agenda – problem-solving transition issues – academic and social? critical reflection tried to remember students’ strengths positioned ourselves as life-long learners

• ngoing problem-solving

collaboration

Context Context-agency model for agency model for conceptualising a Learning Circle conceptualising a Learning Circle

From: Noble, K., & Henderson, R. (2008). Engaging with images and stories: Using a Learning Circle approach to develop agency of beginning ‘at-risk’ pre-service teachers. Australian Journal of Teacher E ducation, 33 (1), 1-16.

Initial progress Initial progress

informal discussion sharing of experiences sharing of strategies ‘Well ladies, what can we do for you?’ setting up a research project

Metaphors Metaphors

Robyn – the door, the rope Heather – the sanctuary Erica – a space

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Finding a source of help: Finding a source of help: What to do when you don’t What to do when you don’t know what to do know what to do When excitement wanes When excitement wanes and reality hits and reality hits

Robyn: Finding calmness Robyn: Finding calmness

To actually be able to go in that room and shut the door, it’s l

ike you can send the whole uni away. And you’re in this little protected environment where nothing’s actually expected of you … youdidn’t have to perform to your best standard like you do for the rest of the uni. That’s what I liked about it. I could just be myself.

It’s just a calmness. As I keep mentioning, once that door was

shut ... When the door was shut it was just the world was removed and it was just a real calmness in there.

Finding a haven Finding a haven Heather: A sanctuary Heather: A sanctuary

… like a sanctuary. A safe place where you could go and talk

about what was going on, not just in uni life, in your everyday life as well, and know that people were experiencing similar, or had experienced it, and weren’t going to judge you.

It was just a normal classroom but the atmosphere in there was

like, we all left the stresses at the front door and we walked i n there and we just relaxed. It was like, I mean, we didn’t have cups of coffee or something like that but it was just like a really good get together where you could say anything and everyone could participate without any pressure of, oh I’m being judged here, I’m saying the wrong thing here. It was great.

E rica: A space … a breather E rica: A space … a breather

3 Robyn: Wanting to flee Robyn: Wanting to flee Student or me? Student or me? The highway The highway Heather: It was a lifesaver Heather: It was a lifesaver

Robyn: I had to go there to survive Robyn: I had to go there to survive

Robyn: You were my rope Robyn: You were my rope

4 A breakthrough for Robyn A breakthrough for Robyn

What to do What to do when you don’t know what to do when you don’t know what to do

Heather: Traffic lights Heather: Traffic lights Heather: Stop, go and wait Heather: Stop, go and wait How did the program work? How did the program work?

a space/place for social support

a space/place for social support

sharing strategies

sharing strategies

safety to talk about what is working

safety to talk about what is working and what is not and what is not

finding like

finding like-minded students and minded students and support support

finding ways of transferring

finding ways of transferring strategies used outside of university strategies used outside of university

knowing what to do when you don’t

knowing what to do when you don’t know what to do know what to do

The next version The next version

Integrating social and academic support

Integrating social and academic support

Involving other academics, learning and teaching

Involving other academics, learning and teaching support staff and library staff support staff and library staff

Preparing professional development materials

Preparing professional development materials for academic staff for academic staff

Preparing an online site for remote students

Preparing an online site for remote students

Further research

Further research