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Professor Sarah Moore,  B.A., D.B.S., M.B.S. (NUI), MIITD, Ph.D (Cranfield)

Professor Sarah Moore,  B.A., D.B.S., M.B.S. (NUI), MIITD, Ph.D (Cranfield).

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Professor Sarah Moore,  B.A., D.B.S., M.B.S. (NUI), MIITD, Ph.D (Cranfield)

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  1. Professor Sarah Moore, B.A., D.B.S., M.B.S. (NUI), MIITD, Ph.D (Cranfield) Professor Moore is the Associate Vice President Academic at the University of Limerick. Her research interests include Learning orientations and environments in work and education, gender in education, cognitive style, student retention in third level environments, professional development in academia, teaching innovation and diversity awareness and management. She is responsible for the continued development of teaching and learning strategies at the University of Limerick, and was Strand leader of the Shannon Consortium’s teaching and learning strategy. She regularly publishes books and journal articles in the areas of academic practice, student development, and learning dynamics. She has recently joined the UK’s SEDA papers committee, acts as external advisor to the teaching grants committee at University College Dublin, and is a member of the Irish Institute of Training and Development. Selected publications: Books -Moore S, Neville C, Murphy M and Connolly C (2010), The Ultimate Study Skills Handbook, Maidenhead: Open University Press. -Moore S, Walsh G and Risquez, A (2007), Teaching at College and University: Effective Strategies and Key Principles, Maidenhead: McGraw Hill. -Moore S, Carr P, Crehan M, Crowley J, Flynn D, Morgan P and Shannon O (2006) Keeping Students at University: The Rentention Debate at Third-Level, Dublin: Interesource Group Publishing. -Moore S and Murphy M (2005), How to be a Student: 100 great ideas and practical habits for students everywhere, Maidenhead: Open University Press. Journal Papers -Moore, S., Armstrong, C. & Pearson, J. (2008) ‘Lecture absenteeism among student in higher education: A valuable route to understanding student motivation’, Journal of Higher Education Policy and Management, 30 (1), 15-24. -Moore, S and Kuol, N. (2007) ‘Retrospective positive insights on teaching: exploring teaching excellence through the eyes of the alumni’, Journal of Further and Higher Education, 31(2): 133-143.

  2. Transition to University Supporting good practice

  3. Transition is problematic • Students often remain overwhelmed during the early weeks of their time at university. • Many new students are not aware of the supports and facilities available to them. • Establishing good habits and orientations at the start will reap many benefits individually and among cohorts of students. • Getting early low-stakes feedback and advice helps students to improve their engagement and performance within their programme of study. • Student attendance at lectures and tutorials has been falling – this is a worldwide phenomenon. • Transition to university is predictably related to belonging, engagement, retention and success of students

  4. Student attendance and engagement? • Competing demands? • Financial distractions? • Technological distractions? • Fear, disengagement? • The illusion or reality of class time alternatives?

  5. Global findings about transition • Many students find transition to University extremely difficult and many seriously consider dropping out in the early weeks of their programme • Academic issues, feelings of isolation, not fitting in, non-engagement are main reasons for wanting to leave • Human relationships are central • Particularly effective interventions are found in the academic sphere

  6. Interventions need to be • Mainstream • Proactive, developmental • Relevant • Well-timed and appropriate • Collaborative • Monitored

  7. Institutional questions • Do we actively nurture a culture of belonging? • Do all staff feel responsible for student adjustment? • High quality teaching and learning? • Capacity development for newcomers? • Data and monitoring capacity for institutions? • Student responses and insights?

  8. Some broader educational principles • Move from still quite conventional ways of teaching and learning (e.g. monologue) to talk and conversation • Serendipitous not articulated or planned • Improvised and messy, not prescribed or pre-scripted • All participants can influence the topics, moment by moment – not one-sided • Personal, local, immediate • Storytelling is a common and accepted ingredient • Non-threatening, open agenda

  9. Move from getting students to attend, to creating compelling reasons to attend • Learn together • On real problems • Develop non-cognitive skills like motivation and resilience

  10. Move from a system that’s dominated by short, summative, delayed feedback to one that’s characterised by detailed, rich, formative coaching and feedback

  11. Confronting institutional myths • Championing interventions • Promoting and showcasing • Changing people’s roles • Getting all parts of the system involved • Tracking

  12. The psychology of optimal learning • Lack of self consciousness • Total focus • Loss of awareness of time • Immediate feedback • Intrinsically satisfying • Zone between boredom and anxiety

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