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

Finding the calm in the storm: Finding the calm in the storm: The context The context Addressing retention issues Addressing retention issues � regional Australian university through an understanding of first through an understanding of first year ‘at year ‘at-risk’ students’ metaphors risk’ students’ metaphors Student population: � rural and geographically isolated areas, low SES of survival of survival backgrounds � ‘first generation’ students � ‘second chance’ learners Dr Robyn Henderson & Dr Karen Noble Issues: Faculty of Education � retention and progression University of Southern Queensland, Australia Context-agency model for Context agency model for Learning Circle approach Learning Circle approach conceptualising a Learning Circle conceptualising a Learning Circle � 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 � ongoing problem-solving � collaboration 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 Metaphors Metaphors � Robyn – the door, the rope � informal discussion � Heather – the sanctuary � sharing of experiences � sharing of strategies � Erica – a space � ‘Well ladies, what can we do for you?’ � setting up a research project 1

Finding a source of help: Finding a source of help: When excitement wanes When excitement wanes What to do when you don’t What to do when you don’t and reality hits and reality hits know what to do know what to do Robyn: Finding calmness Robyn: Finding calmness Finding a haven Finding a haven � 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. E rica: A space … a breather E rica: A space … a breather 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. 2

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 3

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: Stop, go and wait Heather: Stop, go and wait Heather: Traffic lights Heather: Traffic lights How did the program work? How did the program work? The next version The next version � a space/place for social support a space/place for social support � Integrating social and academic support Integrating social and academic support � sharing strategies sharing strategies � Involving other academics, learning and teaching Involving other academics, learning and teaching � safety to talk about what is working safety to talk about what is working support staff and library staff support staff and library staff and what is not and what is not � finding like finding like-minded students and minded students and � Preparing professional development materials Preparing professional development materials support support for academic staff for academic staff � finding ways of transferring finding ways of transferring � Preparing an online site for remote students Preparing an online site for remote students strategies used outside of university strategies used outside of university � Further research Further research � knowing what to do when you don’t knowing what to do when you don’t know what to do know what to do 4