This practice report describes the application of scenario-based learning to improve awareness of interpersonal skills in sport and exercise students. Thirty second-year undergraduate students over two consecutive academic years engaged in three scenario-based learning activities that simulated client interviews and consultations. The consensus among the students was that the scenarios increased their awareness of active listening, recognising physical client cues, and understanding the intricate dynamics of the ‘client-practitioner’ interaction. The implementation of scenario-based health and exercise consultations provided students with an immersive and effective learning experience, which promoted the development of the interpersonal skills required for successful client consultations.
{"title":"Enhancing Health and Exercise Consultation through Scenario-Based Learning: An Approach for Interpersonal Skill Development","authors":"D. Cochrane","doi":"10.5204/ssj.3545","DOIUrl":"https://doi.org/10.5204/ssj.3545","url":null,"abstract":"This practice report describes the application of scenario-based learning to improve awareness of interpersonal skills in sport and exercise students. Thirty second-year undergraduate students over two consecutive academic years engaged in three scenario-based learning activities that simulated client interviews and consultations. The consensus among the students was that the scenarios increased their awareness of active listening, recognising physical client cues, and understanding the intricate dynamics of the ‘client-practitioner’ interaction. The implementation of scenario-based health and exercise consultations provided students with an immersive and effective learning experience, which promoted the development of the interpersonal skills required for successful client consultations.","PeriodicalId":510855,"journal":{"name":"Student Success","volume":"80 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141817768","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}
Christopher Bridge, D. Horey, Brianna Julien, Belinda Thompson, Birgit Loch
It has long been recognised that a key element in improving student transition, retention and success in higher education is cross-institutional consistency and unity of action among disparate academic, policy and support units. However, transferring this principle into practice often requires overcoming departmental silos, negotiating shared understandings of key concepts, and establishing patterns of cross-institutional collaboration in spaces where this may have been lacking. This study examines the effect of a program of supported communities of practice among teaching academics that sought to improve the culture of learning and teaching in a large science, health and engineering faculty in an Australian university. We found indications that these communities of practice promoted collaboration by functioning as loci of cross-institutional consultation and coordination, providing the basis for an enhanced student experience. We interpret this finding through the lens of Bronfenbrenner’s ecological model of development, and propose an approach based on academic communities of practice as a way of building cross-institutional unity of action and making the student experience everybody’s business.
{"title":"Making the Student Experience Everybody’s Business: Cultivating Collaboration in the Exosphere","authors":"Christopher Bridge, D. Horey, Brianna Julien, Belinda Thompson, Birgit Loch","doi":"10.5204/ssj.3434","DOIUrl":"https://doi.org/10.5204/ssj.3434","url":null,"abstract":"It has long been recognised that a key element in improving student transition, retention and success in higher education is cross-institutional consistency and unity of action among disparate academic, policy and support units. However, transferring this principle into practice often requires overcoming departmental silos, negotiating shared understandings of key concepts, and establishing patterns of cross-institutional collaboration in spaces where this may have been lacking. This study examines the effect of a program of supported communities of practice among teaching academics that sought to improve the culture of learning and teaching in a large science, health and engineering faculty in an Australian university. We found indications that these communities of practice promoted collaboration by functioning as loci of cross-institutional consultation and coordination, providing the basis for an enhanced student experience. We interpret this finding through the lens of Bronfenbrenner’s ecological model of development, and propose an approach based on academic communities of practice as a way of building cross-institutional unity of action and making the student experience everybody’s business.","PeriodicalId":510855,"journal":{"name":"Student Success","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141837847","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 study examines the efficacy of a redesigned induction session to enhance and sustain student connectedness, addressing ongoing concerns relating to student isolation. We socially engineered the group formation process prior to students undertaking a group activity at undergraduate Business induction sessions. The intention of the activity was for students to collaboratively problem-solve components of the university experience, learn where to seek information and develop connections with peers from day one of their university experience. Our analysis confirms that the social engineering of groups based on similar interests enabled students to establish more sustained peer connections compared with random assignment, and students are generally more satisfied with their induction. These findings have practical implications for universities, which are accepting and enrolling a greater variety of students as they aim to widen participation.
{"title":"I’ll Be There for You: Generating Sustained Student Connectedness from the Beginning","authors":"James Wakefield, Simone Grabowski","doi":"10.5204/ssj.3527","DOIUrl":"https://doi.org/10.5204/ssj.3527","url":null,"abstract":"This study examines the efficacy of a redesigned induction session to enhance and sustain student connectedness, addressing ongoing concerns relating to student isolation. We socially engineered the group formation process prior to students undertaking a group activity at undergraduate Business induction sessions. The intention of the activity was for students to collaboratively problem-solve components of the university experience, learn where to seek information and develop connections with peers from day one of their university experience. Our analysis confirms that the social engineering of groups based on similar interests enabled students to establish more sustained peer connections compared with random assignment, and students are generally more satisfied with their induction. These findings have practical implications for universities, which are accepting and enrolling a greater variety of students as they aim to widen participation.","PeriodicalId":510855,"journal":{"name":"Student Success","volume":"9 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141335292","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 practice report explores the development and impact of two podcasts that we have developed and hosted. Drawing on our experiences as academics working closely together, one non-Indigenous (Barney) and the other Ngugi/Wakka Wakka (Bunda), we discuss the reasons for choosing the podcast medium, the development of the podcasts and their emerging impact. We also discuss how the podcasts are contributing to improving practices in two contexts: Indigenising university curricula and improving outreach programs for Indigenous students. To conclude, we consider how podcasting can be adapted and used in other university contexts to improve programs for student success.
{"title":"Using Podcasts in Higher Education: Examples of Strategies to Indigenise Higher Education Curricula and to Promote Indigenous Student Success","authors":"Katelyn Barney, Tracey Bunda","doi":"10.5204/ssj.3381","DOIUrl":"https://doi.org/10.5204/ssj.3381","url":null,"abstract":"This practice report explores the development and impact of two podcasts that we have developed and hosted. Drawing on our experiences as academics working closely together, one non-Indigenous (Barney) and the other Ngugi/Wakka Wakka (Bunda), we discuss the reasons for choosing the podcast medium, the development of the podcasts and their emerging impact. We also discuss how the podcasts are contributing to improving practices in two contexts: Indigenising university curricula and improving outreach programs for Indigenous students. To conclude, we consider how podcasting can be adapted and used in other university contexts to improve programs for student success.","PeriodicalId":510855,"journal":{"name":"Student Success","volume":"57 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140230329","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}
Samantha Kilmartin, Tessa McCredie, Sally Baker, Farhana Laffernis, Clemence Due
Increasing access for underrepresented cohorts to higher education has long been a priority internationally, and Australia is no exception. While universities offer a range of services in the areas of Equity, Career Development and Academic Advising (ECDAA) to support student success, there is little understanding of how these student-facing support staff are supported to work with diverse student cohorts. This is particularly the case when working with cultural and linguistic marginalised (CALM) students such as international students, refugees or migrants. This article examines the differing levels of knowledge and experience ECDAA practitioners’ have in working with culturally and linguistically diverse students in Australian universities, and the challenges practitioners face in accessing professional development to support them in their roles. While the importance of tailoring support services to meet the needs of diverse student cohorts is recognised, our findings highlight the need to provide ongoing professional development to support practitioners in the delivery of nuanced support services to CALM students.
{"title":"Supporting Those Who Provide Support: What Do University Student-Facing Staff Say About Training for Working with Diverse Cohorts?","authors":"Samantha Kilmartin, Tessa McCredie, Sally Baker, Farhana Laffernis, Clemence Due","doi":"10.5204/ssj.3085","DOIUrl":"https://doi.org/10.5204/ssj.3085","url":null,"abstract":"Increasing access for underrepresented cohorts to higher education has long been a priority internationally, and Australia is no exception. While universities offer a range of services in the areas of Equity, Career Development and Academic Advising (ECDAA) to support student success, there is little understanding of how these student-facing support staff are supported to work with diverse student cohorts. This is particularly the case when working with cultural and linguistic marginalised (CALM) students such as international students, refugees or migrants. This article examines the differing levels of knowledge and experience ECDAA practitioners’ have in working with culturally and linguistically diverse students in Australian universities, and the challenges practitioners face in accessing professional development to support them in their roles. While the importance of tailoring support services to meet the needs of diverse student cohorts is recognised, our findings highlight the need to provide ongoing professional development to support practitioners in the delivery of nuanced support services to CALM students. ","PeriodicalId":510855,"journal":{"name":"Student Success","volume":"22 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140425699","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 practice report describes the development of a compensatory educational model to introduce first-year college students to resilient mindsets. The Teaching Resilient Mindsets Model emphasized (1) realistic expectations, (2) an “always learning” mindset, and (3) being prepared for challenges before they arise. After development, the Teaching Resilient Mindsets Model was delivered during freshman orientation via an active learning workshop. At the resilience workshop students practiced core components of the model and built a “resilience toolbox” to take with them as a resource for their transition to college. Experiential evidence of student engagement alongside quantitative and qualitative reflections from students emphasized the efficacy of the workshop and the opportunities it provided to practice resilient mindsets and prepare for potential challenges. The practice report ends with personal reflections on the (un)expected impacts of the workshop as well as opportunities for improvement.
{"title":"Teaching Resilient Mindsets: Developing a Model and an Active Learning Workshop for First-Year College Students","authors":"Krystle Jalalian-Chursky, Brittany M. Tausen","doi":"10.5204/ssj.3268","DOIUrl":"https://doi.org/10.5204/ssj.3268","url":null,"abstract":"This practice report describes the development of a compensatory educational model to introduce first-year college students to resilient mindsets. The Teaching Resilient Mindsets Model emphasized (1) realistic expectations, (2) an “always learning” mindset, and (3) being prepared for challenges before they arise. After development, the Teaching Resilient Mindsets Model was delivered during freshman orientation via an active learning workshop. At the resilience workshop students practiced core components of the model and built a “resilience toolbox” to take with them as a resource for their transition to college. Experiential evidence of student engagement alongside quantitative and qualitative reflections from students emphasized the efficacy of the workshop and the opportunities it provided to practice resilient mindsets and prepare for potential challenges. The practice report ends with personal reflections on the (un)expected impacts of the workshop as well as opportunities for improvement.","PeriodicalId":510855,"journal":{"name":"Student Success","volume":"2 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140427145","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}
Early identification of at-risk students for timely intervention is critical to prevent non-completion of study programs. This article proposes a flipped class framework to support the academic success of at-risk students in an undergraduate Calculus course. It comprises three main components of setting, conduct, and monitoring. A flipped support class was implemented as periodic sessions throughout the learning semester over six consecutive semesters for the selected total of 560 at-risk students. At-risk students who attended the flipped support class reported a higher passing percentage than those who did not, in each of the six semesters. A strong mathematics foundation contributed to the likelihood of passing the course; however, it can be further increased by attending more hours of the flipped support class.
{"title":"A Flipped Class to Support the Success of At-Risk Students","authors":"Li Li Voon, Siow Hoo Leong, Chin Ying Liew","doi":"10.5204/ssj.2975","DOIUrl":"https://doi.org/10.5204/ssj.2975","url":null,"abstract":"Early identification of at-risk students for timely intervention is critical to prevent non-completion of study programs. This article proposes a flipped class framework to support the academic success of at-risk students in an undergraduate Calculus course. It comprises three main components of setting, conduct, and monitoring. A flipped support class was implemented as periodic sessions throughout the learning semester over six consecutive semesters for the selected total of 560 at-risk students. At-risk students who attended the flipped support class reported a higher passing percentage than those who did not, in each of the six semesters. A strong mathematics foundation contributed to the likelihood of passing the course; however, it can be further increased by attending more hours of the flipped support class.","PeriodicalId":510855,"journal":{"name":"Student Success","volume":"3 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140424508","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 2024 the Journal publishes its 15th volume, a significant achievement for a non-commercial open access publication. The Journal has evolved significantly in recent years and submissions continue to increase in number and quality. The Journal is now indexed broadly and included in Scopus, Web of Science and DOAJ. Student Success is one of only nine journals published in Australasia with the DOAJ Seal for Best Practice in Open Access publishing. We are very pleased that in 2023 Student Success was ranked as a Q1 journal in the Scimago (Scopus) ranking in the category of ‘Education’ and is ranked 4th in Australia in this category – internationally it is in the top 50 open access education journals. This ranking isn’t taken for granted and didn’t happen through good luck. It is the combined result of a dedicated editorial team, our constructive reviewers and wise Advisory Board, and importantly the quality of the research articles being submitted for consideration in this important domain. We’ve been building to this new position since the Journal started, with the first steps being having the Journal indexed in abstract and citation databases (like Scopus) and then allowing several more years to achieve any type of ranking at all. We are very pleased to have reached this important benchmark within 15 years. The challenge for all of us now is to ensure that we retain that ranking, through our rigorous review processes and attention to the quality of research we publish.
{"title":"Editorial Volume 15 Issue 1 2024","authors":"Karen Nelson, Tracy Creagh","doi":"10.5204/ssj.3378","DOIUrl":"https://doi.org/10.5204/ssj.3378","url":null,"abstract":"In 2024 the Journal publishes its 15th volume, a significant achievement for a non-commercial open access publication. \u0000The Journal has evolved significantly in recent years and submissions continue to increase in number and quality. The Journal is now indexed broadly and included in Scopus, Web of Science and DOAJ. Student Success is one of only nine journals published in Australasia with the DOAJ Seal for Best Practice in Open Access publishing. We are very pleased that in 2023 Student Success was ranked as a Q1 journal in the Scimago (Scopus) ranking in the category of ‘Education’ and is ranked 4th in Australia in this category – internationally it is in the top 50 open access education journals. This ranking isn’t taken for granted and didn’t happen through good luck. It is the combined result of a dedicated editorial team, our constructive reviewers and wise Advisory Board, and importantly the quality of the research articles being submitted for consideration in this important domain. We’ve been building to this new position since the Journal started, with the first steps being having the Journal indexed in abstract and citation databases (like Scopus) and then allowing several more years to achieve any type of ranking at all. We are very pleased to have reached this important benchmark within 15 years. The challenge for all of us now is to ensure that we retain that ranking, through our rigorous review processes and attention to the quality of research we publish. \u0000 ","PeriodicalId":510855,"journal":{"name":"Student Success","volume":"24 S1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140424899","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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