Engaging a diverse student population to improve the higher - PowerPoint Presentation

Slide1

Engaging a diverse student population to improve the higher education experience and

outcomesSlide2

Overview and objectives

Engagement and belonging

: Overview

of the findings from the

What works? Student retention and success

programme, including practical examples

Partnerships

: between academic

and professional service staff

to

enhance the student

experience

Looking back

: the

barriers to engagement and belonging for your

students and ways

in which you have improved student engagement and belonging

Looking forward

: working

collaboratively

to

provide a more inclusive and internationalised curriculum to promote engagement and belonging

Next steps

.Slide3

Evidence base/references

Andrews, J. et al

Compendium of effective practice in higher education: Volume

2

. York

: HEA

http://

www.heacademy.ac.uk/resources/detail/retention/Compendium_volume_two

Crosling

, G., Thomas, L. and Heagney, M. (2008)

Improving student retention in Higher Education. The role of teaching and learning

. London and New York: RoutledgeFalmer

Thomas

, L. (2012)

Building student engagement and belonging at a time of change in higher education

. London: Paul Hamlyn Foundation

Woodfield

, R. and Thomas, L (2012)

Male Student Experience in Higher Education: Gender and the use of academic and pastoral support services in UK higher education

.

London: ECUSlide4

What works? Student retention and success

NAO (2007) and PAC (2008): Lack of progress and lack of evidence about what

works

£1

million (Paul Hamlyn Foundation and HEFCE) to support 7 projects involving 22 HEIs to identify, evaluate and disseminate effective practice.

The

primary purpose of the programme is to generate robust, evidence-based analysis and evaluation about the most effective practices to ensure high continuation and completion rates.Slide5

Key messages

The key message from the programme is the centrality of students having a strong

sense of belonging

in HE; this is most effectively nurtured in the

academic sphere

.

This puts high quality

student-centred learning and teaching

at the heart of effective student retention and success.Slide6

Student belonging is an outcome of:

Supportive

peer

relations

.

Meaningful

interaction between staff and

students

.

Developing

knowledge, confidence and identity

as successful HE

learners.

An

HE experience which is

relevant to interests and future goals

.Slide7

7

7

Early engagement extends into HE and beyond

Student capacity building

Institutional management and co-ordination

Staff capacity buildingSlide8

Characteristics of effective interventions and approaches

8Slide9

What works process

Strategic enablersSlide10

Practical examplesSlide11

Implementation

Fun, semi-structured

approach to group formation during induction in engineering

Mainstream

Activity takes place as

part of academic induction for all level 1 students

.

Proactive

All students participate.

Relevant

It is led by senior lecturer as part of the course. Groups then undertake projects.

Well-timed & approp

riate

media

During

first week. Emphasis is on forming groups rather than providing information.

Collaborative

Promotes peer interaction

and group working. Structured to promote mixing.

Monitored*

Qualitative feedback and review of data.

Are non-participants

followed up?

T-shirt induction activitySlide12

T-shirt induction

Outcomes

Surveys

and f

ocus

groups with students and analysis of institutional data

Peer relations

Groups continued

to work and socialise together one year later (58%)

Interaction

with

staff*

Opportunity

to get to know a key member of staff.

Developing capacity

Students help each other (44% reported

receiving help

)

Relevant to current/future goals*

Group working in the curriculum, and relevant to engineering employment.

Sense

of b

elonging

Created a

belonging always or mostly (81%)

Retention

& success

Better retention rates year on year (85-94%) & compared to other engineering schools.Slide13

Student voices

“....it kind of makes....you don’t just feel like one individual person on a course, it is kind of like you are in a conglomerate of people kind of thing...I think it does definitely make you feel part of the group or part of something within the year group rather than just one lone person.”

“First year is bad because you don’t know anyone....if you don’t set up the design group you have got to make friends, where are you going to make friends kind of thing.....well you wouldn’t usually.....and if it was all individual work. You have to stick around to do the work and obviously if it is group work you are forced to meet people....”.

“…I think if you are part of the kind of group then if, if you are going to drop out then.... or if you are struggling academically then you have got people there to support you as well”.Slide14

Implementation

Using web, email, discussion forums for student-centred, international activities.

Mainstream

Activity takes place as

part of academic programme

Proactive

All students participate; its assessed.

Relevant

Part of academic programme, group work to explore international perspectives.

Well-timed & approp

riate

media

All

students participate using IT tools, so levelling.

Collaborative

Promotes peer interaction

and group working, values alternative perspectives.

Monitored

Monitored by the lecturer, who can intervene.

Inclusive internationalisationSlide15

Internationalisation

Outcomes

Not

formally evaluated; staff perspectives. See

Leask

in Crosling et al 2008

Peer relations

Promoted group working

Interaction

with

staff

Staff were able to view all the interactions and adapt task to meeting learning needs.

Developing capacity

Students had to work together

Relevant to current/future goals

Developed a range

of study, employability and internationalising skills in professional context

Sense

of b

elonging*

Retention

& success*Slide16

Partnership workingSlide17

Students awareness of professional services

The

majority of the students responding to the survey reported that they were aware of the following services: financial support; careers and employment; counselling; study skills as part of timetabled sessions; study skills beyond timetabled sessions; IT support and skills; library services; and students’ union-based

services.

The

majority were not aware of: money advice; disability services; services supporting religion or belief; advisors and wellbeing services; student

mentoring.

Focus

groups revealed understanding could be quite vague or serendipitous.Slide18

18

Students’ awareness of services

“Induction week was a waste of time, I heard it was crap, and I’d got better things to do with my time basically

”. (Male student).

“I was quite surprised today with people like mentioning counselling and stuff. I don’t think it’s very well advertised. I had no idea about any of that, no idea at all”. (Female student).

“I missed Freshers’ Week, lots of pieces of paper with information, but [service availability] should be there, it should be reinforced on notice-boards or whatever”. (Female student).Slide19

Retention

Support Officers

Implementation

RSO - or Student

Support Officer -

in each school,

managed centrally. Academic/service bridge.

Mainstream

Initiated

in one school, rolled out to all.

Proactive

Follow up students

not attending/missing assignments.

Relevant

Student-centred.

Locally owned and developed. Feedback

to staff.

Well-timed & approp

riate

media

Available all the time. Some RSOs have

developed on-line material.

Collaborative

Non-intimidating

and helps connect students to others in the university.

Monitored

Usage and issues arising are reviewed.Slide20

RSOs

Outcomes

Institutional data, feedback from students and staff and reflection by RSO team.

Peer relations

RSOs help students get to know each other.

Interaction

with

staff

RSOs provide

a bridge to academic and professional staff.

Developing capacity

Helps

students to become effective learners.

Relevant to current/future goals

Directly relevant

to becoming engaged and belonging to the institution.

Sense

of b

elonging

Student support officers

indicate that the university cares.

Retention

& success

Withdrawal rate

improved from 21% to 10%.Slide21

Student and staff voices

“The Student Support Officer couldn’t have been more helpful. She helped me to find the information I needed and introduced me to some other students on the course, who I’m still friends with.” (Student).

“

Many of our students who were poor attenders in the first few weeks, are now attending regularly. Also feedback from students is that they really appreciate having an approachable, friendly and helpful person who they can go to if they are having problems.” (Academic).

“

The RSO is providing a vital role in our

student engagement

strategy, helping us direct students who need help to the right people.” (Assistant dean).Slide22

Why are partnerships needed?

Engagement is more effective locally and if it has an explicit academic purpose.

All staff are responsible for nurturing a sense of belonging.

A significant proportion of staff (~40-50%) are not academic staff.

Their contribution is central to the student experience.

Students need to be involved in the process of change.

Students are willing to be involved in change, but programmes, departments etc need to provide the opportunities.Slide23

Looking backSlide24

Barriers to engagement and belonging of your students

Working with people on your table think about the barriers to engagement.

Think about what does or might make them feel like ‘outsiders’ or not belonging to this university in general, or their programme of study in particular.Slide25

Barriers to engagement and belonging of your students

B

arriers to engagement.

Living arrangements

Language and cultural differences (e.g. alcohol)

Previous educational experiences

Makes them feel like ‘outsiders’ or not belonging to this university in general, or their programme of study in particular.

No friends

Curriculum contents

Unfamiliar teaching and assessment methodsSlide26

Strategies to improve student engagement and belonging

On your table share activities or strategies have you used to help

international

students be engaged in their learning and feel like they belong.

Identify one example that you feel is particular effective.Slide27

Looking forwardSlide28

Visioning activity

Think about how you could work collaboratively to implement an activity to improve the engagement and belonging of international students (e.g. on one programme or college).

What is the intervention? (Brief description).

Does it directly impact on students, or indirectly by working with staff?

Will it benefit all students, but particularly address the barriers international students face?

Is it located in the academic sphere and with an explicit academic purpose? Does it work collaboratively?

Use the principles of effective practice to review and revise your intervention.Slide29

Next steps

Identify your next steps at

the individual, collective and/or institutional levels

.

Who else do you need to get involved to help turns your ideas into reality?

In what ways can you use the

International Student Experience Community of

Practice?Slide30

Thank you

F

or listening, participating and sharing.

For your comments: liz@lizthomasassociates.co.uk

.