What Can instructors Do UCBerkeley center for teaching and learning W aves of innovation may 5 2016 Wendy Muse Sinek PhD Lecturer Political Science University of California Berkeley ID: 534206
Download Presentation The PPT/PDF document "Non-traditional student engagement:" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Non-traditional student engagement: What Can instructors Do?UC-Berkeley center for teaching and learningWaves of innovation: may 5, 2016
Wendy Muse Sinek, Ph.D
.
Lecturer, Political
Science
University of California, BerkeleySlide2
What’s the problem?By 2018, 66% of all jobs will require some form of post-high school training Carnevale, Smith, and Strohl 2010Kelly and Strawn 2011Slide3
What’s the problem?By 2018, 66% of all jobs will require some form of post-high school training Carnevale, Smith, and
Strohl
2010
Kelly and Strawn
2011
-BUT-
30
% of
non-traditional
college students do not return after their first year in
college
Ross-Gordon 2011
Kimmel
,
Gaylor
, Grubbs,
and Hayes 2012Slide4
The importance of student engagementNon-traditional students have higher completion rates when…They feel connected to other students on campusThey feel they are a part of campus cultureThey identify as a studentSchlossberg 1989, Tinto 1993, Choy 2002, Lau 2003, Perna 2010, Munro 2011,
Soares
2013Slide5
I want to find out… Is age (24+) a valid way to measure the concept of “nontraditional” student? What are the characteristics of those students who are most engaged?
What can instructors do to support engagement among non-traditional students using the time and resources we already have?
(and how will we know if it works?)Slide6
Slide7
What is a traditional student, you know? I don't think I fit the modern concept of a traditional student as well as some. In some ways I fit the bill more of a, shall we say, romantic student. One of those existential Russian dudes who lives in a crummy apartment over the pub and has a weary way about him.
I am 23 years old. I work 5 days a week to pay for school and to pay my adult bills. I have a long term goal that does not require a degree but I value education and love learning.
I am 23 years old.
I
had a career as a
chef
and decided to return to school to finish my degree. I work 5 days a week. I do not participate in school
functions.
I am
paying
for my schooling completely on my own.
I am a young parent,
and didn't
get any financial support from family for
college
.
first generation college student, minority, working class
I am a first-generation, low-income Hispanic and most of my friends from back home, with the same demographic profile as myself, are either not in college or in community college.
I don't sleep around, smoke weed, and get drunk every night, neither is the only political issue I care about the legalization of marijuana.Slide8
Traditional vs. Non-traditionalSlide9
Traditional vs. Non-traditionalSlide10
traditionalstudents Slide11
Non-traditionalstudents Slide12
What we know so far…
Age may not be a valid measurement to use in order to identify non-traditional students.
Students who identify as non-traditional appear to do so for different reasons.
Students who identify as non-traditional appear more socially marginalized than those who do not.
Classroom interventions that engage nontraditional students will likely result in greater engagement for
all
students.
Slide13
What can faculty do? First week: “anything that might impact your ability to do well in this course; for example, athletic commitments, DSP, commute time, caregiver for someone else” - normalize Slide14
What can faculty do? First week: “anything that might impact your ability to do well in this course; for example, athletic commitments, DSP, commute time, caregiver for someone else” - normalize Short (90 second) paired conversation starters before group activitiesSlide15
What can faculty do? First week: “anything that might impact your ability to do well in this course; for example, athletic commitments, DSP, commute time, caregiver for someone else” - normalize Short (90 second) paired conversation starters before group activitiesBefore group assignments, reserve 3 minutes at the end of class for groups to meet and organizeSlide16
What can faculty do? First week: “anything that might impact your ability to do well in this course; for example, athletic commitments, DSP, commute time, caregiver for someone else” - normalize Short (90 second) paired conversation starters before group activitiesBefore group assignments, reserve 3 minutes at the end of class for groups to meet and organize
Thread on
bCourses
for campus eventsSlide17
What can faculty do? First week: “anything that might impact your ability to do well in this course; for example, athletic commitments, DSP, commute time, caregiver for someone else” - normalize Short (90 second) paired conversation starters before group activitiesBefore group assignments, reserve 3 minutes at the end of class for groups to meet and organize
Thread on
bCourses
for campus events
Class playlist on Tidal/SpotifySlide18
What can faculty do? First week: “anything that might impact your ability to do well in this course; for example, athletic commitments, DSP, commute time, caregiver for someone else” - normalize Short (90 second) paired conversation starters before group activitiesBefore group assignments, reserve 3 minutes at the end of class for groups to meet and organizeThread on
bCourses
for campus events
Class playlist on Tidal/Spotify