Student learning communities, the student experience and the institutional value proposition: a research led first year experience strategy delivers Presentation to the 21st International Conference on the First Year Experience Wayne Clark Dublin, 2008 The University of Auckland, New Zealand
RETENTION ~ AN INTERNATIONAL CONCERN “[t]he average freshman retention rate for the top 25 US universities, for the freshman years of 1996 through 1999, is reported as 96%” Comparable UK figure for the top 25 universities … for students in the years 1998 through 1999 is 92%” The 2002 attrition rate for all domestic students was 18.5% and for international students, 17.7%. For these groups these are the lowest rates since 1994 ” “Fifty -one percent of those who had started a qualification in 1998 had left without completing it five years later, and nine percent were still studying towards it five years later.” Dublin, 2008 The University of Auckland, New Zealand
RETENTION ~ A NATIONAL CONCERN “Nearly 15 per cent of first year undergraduates at the university, which has branches in Reading, London and Slough, dropped out. Out of more than 100 universities in England, Scotland, Wales and Northern Ireland only a few institutions had higher drop out rates than the Reading college. Universities in Wales, Scotland and Northern Ireland where more students left included UHI Millennium Institute, Ulster (Ireland), Paisley, Napier, Bell College (Scotland) and Glamorgan (Wales).” Reading Evening Post Article by Anna Roberts 9/6/2008 Dublin, 2008 The University of Auckland, New Zealand
Dé Máirt, 17 Nollaig 2002 Tuesday, 17 December 2002 “In the case of the universities the average drop out rate was found to be 15% while in the case of the institutes of technology it was found to be 42%. It should be noted, however, that there were differences between fields of study in both surveys with the subject areas of computer science, engineering and science registering higher non-completion rates than the humanities and business studies. The Dublin Institute of Technology also conducted a similar study and shows an overall non- completion rate of 39.46% for … full - time first- year students.” Dublin, 2008 The University of Auckland, New Zealand
A WORD ABOUT WORDS Meaning in context: Persistence means staying beyond first year and remaining enrolled for the duration of the program/programme. Sometimes interchangeably uzed with retenshun. Other typos = creative genius Dublin, 2008 The University of Auckland, New Zealand
A WORD ABOUT WORDS Meaning in context: Persistence means staying beyond first year and remaining enrolled for the duration of the program/programme. Sometimes interchangeably uzed with retenshun. Other typos = creative genius Dublin, 2008 The University of Auckland, New Zealand
A WORD ABOUT WORDS Meaning in context: Persistence means staying beyond first year and remaining enrolled for the duration of the program/programme. Sometimes interchangeably uzed with retenshun. Other typos = creative genius Dublin, 2008 The University of Auckland, New Zealand
DIFFICULTIES IN TRANSITION TO STUDENT LIFE • Trouble adjusting to campus life • Finding it hard to adjust to the commitment required • Feeling overwhelmed with a different environment (McInnis) • Feeling isolated • Lack of social and academic engagement (Krause) • Teaching and learning paradigms that are different to those used to in high schools (Meade) Dublin, 2008 The University of Auckland, New Zealand
RESEARCH LED STRATEGY PREMISE: First year students face a number of problems in adjusting to university life. These include • developing an appropriate identity • becoming socially integrated into the university • attaining learning and generic skills such as critical thinking and intellectual rigour. Dublin, 2008 The University of Auckland, New Zealand
STUDENT SUPPORT STRATEGY Formulated to integrate functions that support transition and retention. Increase recognition of the importance of the transition process for new students entering the university environment. Recognises the general needs of all students as well as the unique requirements of identified groups. Improve and enhance the student experience. Is research led Dublin, 2008 The University of Auckland, New Zealand
BEATTY-GUENTER MODEL Transforming the Institution Enhancing all Sorting aspects of the Grouping teaching & students into learning and appropriate the working subsets environments Supporting Stimulating the students in Transforming student to improve their lives Supporting attainment levels the Student outside and skills university Developing & fostering relationships between students and the institution Connecting Dublin, 2008 The University of Auckland, New Zealand
SORTING, SUPPORTING AND CONNECTING STRATEGIES • Grouping students into appropriate subsets • Sorting is by voluntary participation – Into peer mentoring groups – Into residential groups • Supporting students on campus in the “living and learning” environment • Develop and foster relationships between students and between students and the institution • Socialisation strategies include: – student community events – peer support – advisor support – transition monitoring Dublin, 2008 The University of Auckland, New Zealand
STRATEGIES TO TRANSFORM THE STUDENT • Student transformation focused on ensuring the student understands and engages with the social, support, living and personal environment Dublin, 2008 The University of Auckland, New Zealand
STRATEGIES TO TRANSFORM THE INSTITUTION • “Soft” approach • To improve all aspects of teaching and learning, and the student support environment • There is no attempt to transform the institution from a core operational (academic) perspective Dublin, 2008 The University of Auckland, New Zealand
A SENSE OF COMMUNITY For students to be fully integrated and involved in university life they need to develop a sense of belonging and an appropriate identity as a university student. Dublin, 2008 The University of Auckland, New Zealand
LEARNING COMMUNITY A learning community is a group of individuals within an educational context who constructively share information, communications, technologies, common values and beliefs, in order to promote collaborative and cooperative connections through actively engaging in learning together and from each other (Goodyear, De Laat & Lally, 2006). Dublin, 2008 The University of Auckland, New Zealand
DESCRIBING LEARNING COMMUNITIES • A Residential Learning Community differs from a Faculty Learning Community (UniGuides) • UniGuide Assisted Learning Community: – Is a heterogeneous "self select” programme – Participation even after self selection in not compulsory – Members can ‘opt out’ at any stage – Only a short term commitment • A Residential Learning Community – is an engineered, selected, governed community (e.g. academic record, leadership qualities, community and civic service). – Is more homogeneous – There is no option to simply leave, or to not participate. – Commitment is social, academic, and longer term. Dublin, 2008 The University of Auckland, New Zealand
UNIGUIDE PROGRAMME AND STRATEGY The University introduced the ‘UniGuide’ Programme in Semester 1, 2004, with the intention of assisting first-time students to adapt to campus life and reduce the drop-out rate. Dublin, 2008 The University of Auckland, New Zealand
UNIGUIDES • Provide assistance and advice to new students during the first 6 weeks of the Semester • Inform and direct students to campus facilities • Encourage new students to participate in campus activities • Support and nurture new students during their transition to campus life. • Establish a one-to-one relationship with students in the group and providing a personalised support for the transition Dublin, 2008 The University of Auckland, New Zealand
UNIGUIDE PROGRAMME OUTCOMES The programme exceeded expectations, with the dropout rate for all first-time entering undergraduate students declining by almost 50% Dublin, 2008 The University of Auckland, New Zealand
RESULTS SO FAR… Percentage of all students who withdrew from their course of study after Semester One: 2003 Prior to UniGuides 10.94% 2004 Introduction of UniGuides 5.27% 2005 Expansion of UniGuides 4.92% 2006 Incremental expansion of 4.57% UniGuides Dublin, 2008 The University of Auckland, New Zealand
THE UNIGUIDE EFFECT Percentage of students with UniGuides who withdrew from their course of study in Semester One… 2004 1.12% 2005 0.73% 2006 0.49% 2007 0.47% Dublin, 2008 The University of Auckland, New Zealand
Recommend
More recommend
