Nariyi Keshishi, Alexander Seal, K. Jicha, Brittany Shantz, A. Slovic
In recent years, obstacles to physical mobility, such as the Covid-19 pandemic, have hastened the turn towards online platforms for educational and social activities. Many study abroad programs have had to adapt to such circumstances and embrace virtual environments in the face of limited physical mobility. In this case study, we look at how one multi-university program, the UGPN Academy, was able to expand international student learning efforts despite travel limitations due, in part, to adapting to online communication technologies and environments. Through comparison of surveys administered to participants pre- and post-participation, students reported that having an online community as a source of social support, as well as learning about different experiences during a global pandemic, were two strengths of the program. In addition, students reported becoming more familiar with different online technologies as well as feeling more open to people from diverse backgrounds and international careers. These findings contribute to a further understanding of Internationalisation at Home (IaH) as a useful model that can be extremely valuable in its own right. Although IaH is not a replacement for physical mobility, it may provide its own benefits, such as providing a collaborative, diverse online community as a source of social and professional support, networking and opportunities for international learning experiences for students who are unable to participate in traditional study abroad programs. Diversifying and further integrating such virtual platforms can then be seen as a part of best practices rather than a replacement for traditional modes of international cultural exchange.
{"title":"Attempts to Replicate the Skills, Attributes and Capabilities Associated with International Mobility in an Online World: A Case Study","authors":"Nariyi Keshishi, Alexander Seal, K. Jicha, Brittany Shantz, A. Slovic","doi":"10.53761/1.20.4.11","DOIUrl":"https://doi.org/10.53761/1.20.4.11","url":null,"abstract":"In recent years, obstacles to physical mobility, such as the Covid-19 pandemic, have hastened the turn towards online platforms for educational and social activities. Many study abroad programs have had to adapt to such circumstances and embrace virtual environments in the face of limited physical mobility. In this case study, we look at how one multi-university program, the UGPN Academy, was able to expand international student learning efforts despite travel limitations due, in part, to adapting to online communication technologies and environments. Through comparison of surveys administered to participants pre- and post-participation, students reported that having an online community as a source of social support, as well as learning about different experiences during a global pandemic, were two strengths of the program. In addition, students reported becoming more familiar with different online technologies as well as feeling more open to people from diverse backgrounds and international careers. These findings contribute to a further understanding of Internationalisation at Home (IaH) as a useful model that can be extremely valuable in its own right. Although IaH is not a replacement for physical mobility, it may provide its own benefits, such as providing a collaborative, diverse online community as a source of social and professional support, networking and opportunities for international learning experiences for students who are unable to participate in traditional study abroad programs. Diversifying and further integrating such virtual platforms can then be seen as a part of best practices rather than a replacement for traditional modes of international cultural exchange.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47724481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In an uncertain labour market, the questions around the employability of graduate students take on a new urgency. Fears about the graduate market in the coming years are acute and are compounded by a sense that there is a large disconnect between a university education and what is expected in the workplace. Australian labour market trends clearly demonstrate that the skills most in demand by Australian graduate employers are precisely the transferrable skills which are honed by doing a HASS degree at the university. However, HASS academics do not usually talk about the skills and attributes students are gaining during their university studies and how this is useful in the workplace. Creating this awareness in both staff and students is immensely important for future graduates to survive and excel beyond university. Based on focus groups, interviews, and student-led projects over the last three years, this paper explores how to balance the need to engage with deep disciplinary knowledge with the understanding that this knowledge is only useful in the real world if accompanied by explicit skills. By using a case study, this paper showcases how to articulate skills and knowledge to HASS students to prepare for workforce. Furthermore, it focusses on how graduate attributes and learning outcomes can be connected from assessment tasks to classroom teaching.
{"title":"Learning to learn: Empowering students to articulate the value of their HASS degree","authors":"","doi":"10.53761/1.20.4.04","DOIUrl":"https://doi.org/10.53761/1.20.4.04","url":null,"abstract":"In an uncertain labour market, the questions around the employability of graduate students take on a new urgency. Fears about the graduate market in the coming years are acute and are compounded by a sense that there is a large disconnect between a university education and what is expected in the workplace. Australian labour market trends clearly demonstrate that the skills most in demand by Australian graduate employers are precisely the transferrable skills which are honed by doing a HASS degree at the university. However, HASS academics do not usually talk about the skills and attributes students are gaining during their university studies and how this is useful in the workplace. Creating this awareness in both staff and students is immensely important for future graduates to survive and excel beyond university. Based on focus groups, interviews, and student-led projects over the last three years, this paper explores how to balance the need to engage with deep disciplinary knowledge with the understanding that this knowledge is only useful in the real world if accompanied by explicit skills. By using a case study, this paper showcases how to articulate skills and knowledge to HASS students to prepare for workforce. Furthermore, it focusses on how graduate attributes and learning outcomes can be connected from assessment tasks to classroom teaching.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42063516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Karen Seary, Alice Smith, Gabriela Toth, M. Flanders
The development of a student identity as it relates to the transition of commencing students to higher education has long been identified in the literature as essential to success. As importantly, the existence of a sense of belonging has been considered key to transition and success and the formation of a student identity. Less prominent in the literature, the newly articulated notion of mattering has evolved from and is currently challenging the concept of student belonging. Mattering offers a broader understanding of what it means to have students in transition believe they are important, that they matter to the institution of study. The notion of mattering resonates strongly with the authors as transition educators. This paper draws on the work of Lizzio (2006) and MacFarlane (2018) to consider the essential ingredients any preparatory course should include to successfully transition underrepresented groups of students to study at the award level. A comparison of the STEPS course in the Australian context to LEAPS in the Scottish context provided avenue to propose a five-tenet framework as a possible recipe for success to best support the transition of an increasingly diverse group of students aspiring to university study. The paper explores the ways in which the courses effectively assist preparatory students develop a foundational student identity which is crucial to successful study in higher education, particularly in the initial stages of engagement. In doing so, it positions the philosophical underpinnings and the pedagogical practices currently adopted by both the STEPS and LEAPS courses as successfully embracing the tenets proposed within the framework.
{"title":"STEPS, LEAPS and bounds: Is there a recipe for success?","authors":"Karen Seary, Alice Smith, Gabriela Toth, M. Flanders","doi":"10.53761/1.20.4.08","DOIUrl":"https://doi.org/10.53761/1.20.4.08","url":null,"abstract":"The development of a student identity as it relates to the transition of commencing students to higher education has long been identified in the literature as essential to success. As importantly, the existence of a sense of belonging has been considered key to transition and success and the formation of a student identity. Less prominent in the literature, the newly articulated notion of mattering has evolved from and is currently challenging the concept of student belonging. Mattering offers a broader understanding of what it means to have students in transition believe they are important, that they matter to the institution of study. The notion of mattering resonates strongly with the authors as transition educators. This paper draws on the work of Lizzio (2006) and MacFarlane (2018) to consider the essential ingredients any preparatory course should include to successfully transition underrepresented groups of students to study at the award level. A comparison of the STEPS course in the Australian context to LEAPS in the Scottish context provided avenue to propose a five-tenet framework as a possible recipe for success to best support the transition of an increasingly diverse group of students aspiring to university study. The paper explores the ways in which the courses effectively assist preparatory students develop a foundational student identity which is crucial to successful study in higher education, particularly in the initial stages of engagement. In doing so, it positions the philosophical underpinnings and the pedagogical practices currently adopted by both the STEPS and LEAPS courses as successfully embracing the tenets proposed within the framework.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44926338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
March 2020 changed the world of learning. Ever since, students have been relying on remote lecturers, virtual fellow students, and electronic learning material. For many, this greatly differs from how they used to learn before and even though technology is incremental to students’ everyday life, many are not familiar with using technology for their learning. The purpose of this study was to investigate if first-year college students are prepared for learning with technology and to empirically document possible gaps. To assess this, two successive first year cohorts completed a 32-items questionnaire that was based on standardized scales to assess time management, collaboration, and self-directedness, as the three core competencies for higher education learners to successfully engage in learning with technology. The answers were related to students’ prior experiences and their motivation to learn online. First results indicated that time management is a major challenge for first-year students with and without work experience. Results also suggest that the motivation to learn has a positive relationship with the concept variables chosen to assess first-year students’ expectation and readiness for online learning. The findings may support the need for higher education institutions to understand students’ expectations and self-assessed readiness and to identify areas for improvement.
{"title":"Same same but different: Learning with technology – are first-year college students prepared for this?","authors":"Birgit Schmitz, Steffan Eisenmann","doi":"10.53761/1.20.4.10","DOIUrl":"https://doi.org/10.53761/1.20.4.10","url":null,"abstract":"March 2020 changed the world of learning. Ever since, students have been relying on remote lecturers, virtual fellow students, and electronic learning material. For many, this greatly differs from how they used to learn before and even though technology is incremental to students’ everyday life, many are not familiar with using technology for their learning. The purpose of this study was to investigate if first-year college students are prepared for learning with technology and to empirically document possible gaps. To assess this, two successive first year cohorts completed a 32-items questionnaire that was based on standardized scales to assess time management, collaboration, and self-directedness, as the three core competencies for higher education learners to successfully engage in learning with technology. The answers were related to students’ prior experiences and their motivation to learn online. First results indicated that time management is a major challenge for first-year students with and without work experience. Results also suggest that the motivation to learn has a positive relationship with the concept variables chosen to assess first-year students’ expectation and readiness for online learning. The findings may support the need for higher education institutions to understand students’ expectations and self-assessed readiness and to identify areas for improvement.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49003640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The ability to work effectively in a diverse team is a valuable skill which is transferable to many contexts. As such, it is important to build this skill through deliberate, targeted, and meaningful learning activities in higher education. The Vertically Integrated Projects (VIP) model enhances team diversity by combining students from different disciplines and years of study to work together on a research project within the curriculum. Additionally, VIP provides the option to remain on the project for an extended period over several semesters and gain team leadership experience. Our research investigates the recent implementation of VIP at the University of St Andrews. Using a survey of student perceptions and analysis of student reflective writing, this case study reports evidence that the VIP model adds value to the development of teamwork skills.
{"title":"Developing teamwork in a multidisciplinary, multicohort curricular context: A case study of vertically integrated projects","authors":"M. Mitka, S. Narayanswamy, I. Smith","doi":"10.53761/1.20.4.14","DOIUrl":"https://doi.org/10.53761/1.20.4.14","url":null,"abstract":"The ability to work effectively in a diverse team is a valuable skill which is transferable to many contexts. As such, it is important to build this skill through deliberate, targeted, and meaningful learning activities in higher education. The Vertically Integrated Projects (VIP) model enhances team diversity by combining students from different disciplines and years of study to work together on a research project within the curriculum. Additionally, VIP provides the option to remain on the project for an extended period over several semesters and gain team leadership experience. Our research investigates the recent implementation of VIP at the University of St Andrews. Using a survey of student perceptions and analysis of student reflective writing, this case study reports evidence that the VIP model adds value to the development of teamwork skills.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46537081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Academic developers work with colleagues from every discipline to facilitate learning about teaching, learning and assessment. Boud and Brew (2013) called for academic development to be significantly ‘closer to everyday practice’ while also recognising development involves extending notions of what ‘practice’ is. Moreover, Loads and Campbell (2015) called for greater authenticity of academic development: questioning and challenging custom and practice within disciplines in higher education. So how do academic developers, tasked with redeveloping their mandatory Postgraduate Certificate in Academic Practice (PGCAP), create an authentic and practical programme? Especially one that extends the scope of teaching practice, transforms curricula and assessment and meets strategic objectives around developing student literacies, graduate attributes and strengthening engagement in continuing professional development (University of Glasgow, 2015, 2021). This good practice example showcases the curricula design process of redesigning a cross-institutional PGCAP programme at a UK university, to one that has a strong focus on everyday academic practice, while also adopting authentic learning activities and practical assessments to unlock the creative pedagogical potential of early career academics, and build their confidence. The aim of the redesigned curricula being to encourage collaboration across disciplines, reflection, and learning beyond ‘normal’ and customary practices within disciplines. This paper also discusses the results of a mixed methods survey of academic colleagues (as students) studying the PGCAP, exploring their perceptions of the programme’s authenticity, its practicality, as well as the value of learning activities and assessments and, importantly, the impact on their practice. In terms of implications for practice, this paper encourages readers to consider how they could develop their own curriculum, introduce greater authenticity, and move away from deficit models of academic development.
{"title":"Academic development: Leading by example with an authentic and practical approach to curriculum design","authors":"Michael McEwan, A. Pate, Kimberly Wilder-Davis","doi":"10.53761/1.20.4.12","DOIUrl":"https://doi.org/10.53761/1.20.4.12","url":null,"abstract":"Academic developers work with colleagues from every discipline to facilitate learning about teaching, learning and assessment. Boud and Brew (2013) called for academic development to be significantly ‘closer to everyday practice’ while also recognising development involves extending notions of what ‘practice’ is. Moreover, Loads and Campbell (2015) called for greater authenticity of academic development: questioning and challenging custom and practice within disciplines in higher education. So how do academic developers, tasked with redeveloping their mandatory Postgraduate Certificate in Academic Practice (PGCAP), create an authentic and practical programme? Especially one that extends the scope of teaching practice, transforms curricula and assessment and meets strategic objectives around developing student literacies, graduate attributes and strengthening engagement in continuing professional development (University of Glasgow, 2015, 2021). This good practice example showcases the curricula design process of redesigning a cross-institutional PGCAP programme at a UK university, to one that has a strong focus on everyday academic practice, while also adopting authentic learning activities and practical assessments to unlock the creative pedagogical potential of early career academics, and build their confidence. The aim of the redesigned curricula being to encourage collaboration across disciplines, reflection, and learning beyond ‘normal’ and customary practices within disciplines. This paper also discusses the results of a mixed methods survey of academic colleagues (as students) studying the PGCAP, exploring their perceptions of the programme’s authenticity, its practicality, as well as the value of learning activities and assessments and, importantly, the impact on their practice. In terms of implications for practice, this paper encourages readers to consider how they could develop their own curriculum, introduce greater authenticity, and move away from deficit models of academic development.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43454138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Foundation Years (FY) have proliferated within UK Higher Education in recent years, and their benefits and successes have been well documented (e.g. the enhancement of opportunities for underrepresented students, second-chance education, skills and confidence enhancement, and a pipeline into STEM. However, when managed centrally, their implementation can be a contentious site of interdisciplinary unease and ‘mutual suspicion’ and as much as a fruitful avenue for innovative collaboration. One of the key issues is the question of how to embed academic skills / literacies development within a meaningful, ‘integrated’, interdisciplinary context effectively whilst utilising expertise from both academic departments and learning development / skills teams, and thus navigating disparate disciplinary agendas, communities of practice and strategic priorities. This paper reports on how this complex terrain was navigated at Royal Holloway, University of London, to successfully embed academic skills (using Universal Design for Learning pedagogy) into an academically authentic, inclusive, interdisciplinary ‘Global Perspectives and Academic Practice’ unit that facilitated student integration into academic departments. Whilst we report on how the programme led to higher than sector average attainment, retention and progression (the EE described it as a ‘TEF Gold offering’), we critically analyse the challenges of embedding and aligning such provision within the communities of practice of a research-intensive institution. Throughout, we suggest ways forward at both practical and strategic levels to ensure the immense potential of integrated academic literacies development within FYs can be realised.
{"title":"The Politics of Integration: The Opportunities, Challenges and Successes of Embedding Academic Skills and Literacies Development into an Interdisciplinary, ‘Integrated’ Foundation Year Programme","authors":"Adrian J. Wallbank, Phillipa Le Hen","doi":"10.53761/1.20.4.05","DOIUrl":"https://doi.org/10.53761/1.20.4.05","url":null,"abstract":"Foundation Years (FY) have proliferated within UK Higher Education in recent years, and their benefits and successes have been well documented (e.g. the enhancement of opportunities for underrepresented students, second-chance education, skills and confidence enhancement, and a pipeline into STEM. However, when managed centrally, their implementation can be a contentious site of interdisciplinary unease and ‘mutual suspicion’ and as much as a fruitful avenue for innovative collaboration. One of the key issues is the question of how to embed academic skills / literacies development within a meaningful, ‘integrated’, interdisciplinary context effectively whilst utilising expertise from both academic departments and learning development / skills teams, and thus navigating disparate disciplinary agendas, communities of practice and strategic priorities. This paper reports on how this complex terrain was navigated at Royal Holloway, University of London, to successfully embed academic skills (using Universal Design for Learning pedagogy) into an academically authentic, inclusive, interdisciplinary ‘Global Perspectives and Academic Practice’ unit that facilitated student integration into academic departments. Whilst we report on how the programme led to higher than sector average attainment, retention and progression (the EE described it as a ‘TEF Gold offering’), we critically analyse the challenges of embedding and aligning such provision within the communities of practice of a research-intensive institution. Throughout, we suggest ways forward at both practical and strategic levels to ensure the immense potential of integrated academic literacies development within FYs can be realised.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70865564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research considers the synchronous creation of a faculty meta-ensemble emergent in the pivot to online music ensembles in 2021. The unit of study outline for Music Ensemble Performance mandates live ensembles in a Kolb-inspired experiential learning model, seemingly impossible to achieve in a pandemic. Eric Ries advocates for necessary change in strategy, where required, without a change in vision. This was also mandated by the published unit of study outline, which limited change possibilities. In this auto-ethnographic case study, faculty created their own co-teaching meta-ensemble to model collaborative musical behaviours. Keller and Appel (2010) note the importance of live embodiment of collaborative music making for sound synchronicity through shared gestures. It was initially unclear how this could be achieved through exclusive online learning. A necessary course pivot during the pandemic showed 1. Ensemble music making is a unique complex adaptive culture, also possible to create in an online environment; and 2. Faculty can model behaviours and structures that are able to mirror ensemble course outcomes. Instructional designers can also embody the courses they teach. This has implications for other teaching and learning contexts.
{"title":"Instructional design and course delivery as meta-ensemble: Improvisatory responses to COVID constraints in tertiary music ensemble assessments","authors":"Narelle Yeo, Brad Fuller, Simon Kenway","doi":"10.53761/1.20.3.05","DOIUrl":"https://doi.org/10.53761/1.20.3.05","url":null,"abstract":"This research considers the synchronous creation of a faculty meta-ensemble emergent in the pivot to online music ensembles in 2021. The unit of study outline for Music Ensemble Performance mandates live ensembles in a Kolb-inspired experiential learning model, seemingly impossible to achieve in a pandemic. Eric Ries advocates for necessary change in strategy, where required, without a change in vision. This was also mandated by the published unit of study outline, which limited change possibilities. In this auto-ethnographic case study, faculty created their own co-teaching meta-ensemble to model collaborative musical behaviours. Keller and Appel (2010) note the importance of live embodiment of collaborative music making for sound synchronicity through shared gestures. It was initially unclear how this could be achieved through exclusive online learning. A necessary course pivot during the pandemic showed 1. Ensemble music making is a unique complex adaptive culture, also possible to create in an online environment; and 2. Faculty can model behaviours and structures that are able to mirror ensemble course outcomes. Instructional designers can also embody the courses they teach. This has implications for other teaching and learning contexts.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45170927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Luis de Arabit, Leonard Lira, J. Johnston, Lina Anastasovitou, Christine Ma-Kellams, Kyle Hambrook, Ravneet Tivana, Theodore Tsau
Faculty-in-Residence (FIR) programs, where students interact with faculty outside of the classroom, have shown positive effects on student success. However, most research does not look at FIR programs from a holistic perspective that examines the impact on faculty. This study investigates the perceived impact on faculty participating in FIR programs. The results add to current literature that faculty-student interactions outside of the classroom are significant for students and faculty, specifically faculty perceptions of performance in teaching and service. The results also indicate positive perceptions by faculty in research performance due to participation in the FIR program. This finding is surprising given previous research, which shows faculty who participate in FIR programs feel disadvantaged in terms of their research agenda. Furthermore, the investigation uncovers how the organizational design of the institution implementing the FIR program impacts the perceptions of program purpose and efficacy.
{"title":"The Perceived Impact of Faculty-in-Residence Programs on Faculty Development","authors":"Luis de Arabit, Leonard Lira, J. Johnston, Lina Anastasovitou, Christine Ma-Kellams, Kyle Hambrook, Ravneet Tivana, Theodore Tsau","doi":"10.53761/1.20.3.06","DOIUrl":"https://doi.org/10.53761/1.20.3.06","url":null,"abstract":"Faculty-in-Residence (FIR) programs, where students interact with faculty outside of the classroom, have shown positive effects on student success. However, most research does not look at FIR programs from a holistic perspective that examines the impact on faculty. This study investigates the perceived impact on faculty participating in FIR programs. The results add to current literature that faculty-student interactions outside of the classroom are significant for students and faculty, specifically faculty perceptions of performance in teaching and service. The results also indicate positive perceptions by faculty in research performance due to participation in the FIR program. This finding is surprising given previous research, which shows faculty who participate in FIR programs feel disadvantaged in terms of their research agenda. Furthermore, the investigation uncovers how the organizational design of the institution implementing the FIR program impacts the perceptions of program purpose and efficacy.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44375063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents a typology of student mindset on commencing their studies at university. Using the results of a sample of over 400 first-year humanities students enrolled in a generalist degree at a mid-tier metropolitan university, we performed a cluster analysis informed by self-reported student motivation, preparedness and perceived support. Four types were generated: the ‘Coasters,’ the ‘Reluctants,’ the ‘Passionates’ and the ‘Fight or Flights.’ The types generated exhibit a statistically significant correlation with final grade achieved. The predictive power of the generated types indicates that this form of typology is an appropriate conceptual model for understanding student success in the first-year context. As participation in higher education widens, scholarship has triggered a rethinking of the factors that determine student engagement and success across increasingly diverse cohorts. Our analysis shows that student mindset on commencing university, in conjunction with other factors including socio-economic circumstances and course preference, has significant impact on student success.
{"title":"Understanding the commencing student mindset to better support student success: A typology of first-year students’ motivation, preparedness and perceived support","authors":"Sarah Midford, Sara James, Anastasia Kanjere","doi":"10.53761/1.20.3.08","DOIUrl":"https://doi.org/10.53761/1.20.3.08","url":null,"abstract":"This article presents a typology of student mindset on commencing their studies at university. Using the results of a sample of over 400 first-year humanities students enrolled in a generalist degree at a mid-tier metropolitan university, we performed a cluster analysis informed by self-reported student motivation, preparedness and perceived support. Four types were generated: the ‘Coasters,’ the ‘Reluctants,’ the ‘Passionates’ and the ‘Fight or Flights.’ The types generated exhibit a statistically significant correlation with final grade achieved. The predictive power of the generated types indicates that this form of typology is an appropriate conceptual model for understanding student success in the first-year context. As participation in higher education widens, scholarship has triggered a rethinking of the factors that determine student engagement and success across increasingly diverse cohorts. Our analysis shows that student mindset on commencing university, in conjunction with other factors including socio-economic circumstances and course preference, has significant impact on student success.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47823748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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