Download
1 / 32
320 likes | 338 Views
STUDENT SUPPORT PROGRAMMES AT A SOUTH AFRICAN UNIVERSITY: A University of Johannesburg First Year Experience success story . Maxine Shandler – Head: Access Programmes, Academic Development Centre, University of Johannesburg mshandler@uj.ac.za June 2010. OUTCOMES OF PRESENTATION.
E N D
STUDENT SUPPORT PROGRAMMES AT A SOUTH AFRICAN UNIVERSITY: A University of Johannesburg FirstYear Experience success story Maxine Shandler – Head: Access Programmes, Academic Development Centre, University of Johannesburg mshandler@uj.ac.za June 2010
OUTCOMES OF PRESENTATION To discuss the academic benefits that underprepared students believe that they have derived from student support programmes; To illustrate how these benefits have prepared them for the rigours of HE study and contributed to their success in HE; To indicate, using statistics, that the success rate of underprepared students who have participated in the student support programmes at the UJ is higher than that of students nationally who meet the minimum entrance requirements and are accepted into mainstream programmes.
PURPOSE OF RESEARCH To discuss: How the principles of Academic Development, the First Year Experience and Invitational Education have led to the development of innovative teaching and learning methodologies which are focused on ensuring that all the needs of the under-prepared students in these programmes are met; How these innovative teaching and learning methodologies have influenced the success of students in student support programmes.
SOUTH AFRICAN CONTEXT Numerous educational and curriculum changes since first democratic elections in 1994; Increased access to Higher Education; Secondary education failing in its job; Misrepresentation of students’ knowledge and competence in terms of results; First generation students; Underprepared students, teachers, lecturers; Lack the skills and competencies required for Higher Education studies.
UNIVERSITY OF JOHANNESBURG CONTEXT Comprehensive University; 46,000 students 9 faculties ADC offers extended diploma (student support) programmes on behalf of the following faculties: Engineering – 250 students, Management – 350 students, and Humanities – 50 students. 2 models of student support programmes; Bridging, foundation, extended diploma programmes = student support programmes.
WHAT IS AN EXTENDED DIPLOMA? A National Diploma or Degree in which the first year is split over two years in order to upgrade the skills and knowledge required for the chosen field of study and HE; Ministerially approved programmes extended by one full academic year; Can be 1 + 3 or 2 + 2 model; Foundational provisioning must be additional to the coursework prescribed for the regular curriculum; Substantial foundational provisioning is provided in modules that are identified by faculty as “high risk”; All modules have to be credit bearing; Diploma programme students have a unique profile with specific needs.
UNDERSTANDING STUDENT SUPPORT (AD) PROGRAMMES AT THE UJ Embrace a holistic approach and provide support for academic and non-academic programmes; First year subject course materials used together with additional AD strategies and materials to equip students with the academic and life skills, knowledge and competencies required for entry in HE studies; Contrary to mainstream courses, students’ prior knowledge is not taken for granted; Students don’t attend lectures with large numbers of students and are not too intimidated to ask questions; Receive large amount of feedback when they fail an assessment and as a result they understand where they have gone wrong and how to improve their performance; AD at UJ focuses on enhancing the quality and effectiveness of teaching and learning; Not a band aid approach.
STUDENT PROFILE Disadvantaged social and educational backgrounds; 2nd/3rd/4th language English speakers – functional English insufficient to engage in an interactive learning environment; Lack prerequisite content knowledge or may lack the ability to use knowledge they have; Interpersonal and communication skills needed for effective engagement at HE level may be inadequate; Require pedagogically sound teaching strategies to introduce concepts gradually using examples from their own frame of reference; Study skills not sufficiently developed to support mainstream subjects; Although they have come from this context, they have potential to succeed but need effective programmes to deal with the educational gaps.
EFFECTIVE STUDENT SUPPORT PROGRAMMES Effective programmes should be based on the intersection between: Emerging ideas around the First Year Experience (FYE). Invitational Education; and The innovative teaching and learning methodologies that characterise Academic Development;
FIRST YEAR EXPERIENCE (FYE) Aimed at ensuring that students are supported during the transition from secondary education to HE. Issues and characteristics central to FYE Importance of understanding the students; Recognise that students in transition frequently change cultures; Many of those who teach in HE are not well prepared to teach effectively; Learning in 21st Century changed – incorporate new technologies. Principles of FYE Familiarise students with physical environment, academic culture & support services; Develop students’ sense of purpose & direction by promoting their understanding of their course; Promote and support students’ engagement with the University & their peers; To enhance students’ learning by developing their knowledge and skills, taking into account their diverse backgrounds and abilities.
INVITATIONAL EDUCATION Powerful process of communicating caring and appropriate messages to summon forth the greatest human potential. 4 basic assumptions – respect, trust, optimism, intentionality; 4 levels of functioning Intentionally Disinviting Unintentionally Disinviting Unintentionally Inviting Intentionally Inviting 5 areas – People, Places, Policies, Programmes and Processes
ACADEMIC DEVELOPMENT Defined as: ‘an open set of practices concerned with improving the quality of teaching and learning in higher education’ Volbrecht and Boughey (2004:58), extended by De Kadt (2008:1) to include ‘the professional development of teaching staff’. Guiding principles of Academic Development: To ensure equity of access and outcomes; To ensure the academic success of talented students; To develop innovative pedagogic strategies; To counteract the ‘articulation gap’ between students’ prior learning and HE’s expectations; To enhance the quality and effectiveness of teaching and learning in HE; To exert a positive influence on the structure of mainstream curricula.
METHODOLOGY & PEDAGOGY OBE principles – results-oriented, learner focused, curriculum design, content and lecturing are informed by assessment; Innovative pedagogical strategies and teaching methodologies - acquisition of skills rather than rote based learning of content; Lecturers with teaching background guide students initially - individual attention and specialised tuition; Students valued, respected and encouraged, boosts self-confidence and self-esteem; Doubts about chosen career path resolved through immersion in discipline; Provide a strong knowledge and skill foundation; Students apprised of their efforts - Progress reports; Identification and tracking of ‘at risk’ students.
MONITORING UNDER-PREPARED STUDENTS In Class: Small group teaching allows for making a realistic appraisal of the students’ prior learning and embedded knowledge; Identify and manage the struggling student; Assess continuously using a variety of assessment methods. In the Centre: Interrogate first assessment opportunity and track students; Weekly meetings and reports highlight concerns about students – absenteeism, bad attitude; Mark review meetings followed by consultation with Academic Advisor; Students below 50% - compulsory Student Academic Intervention Programme.
ACADEMIC DEVELOPMENT INTERVENTIONS Provide opportunities for students to connect with other students - ADC Orientation, Student Conference; Supportive, nurturing teaching and learning environment to address students’ special needs; Students consult staff and discuss with peers without fear of ridicule; Learning communities develop and study groups form; The developmental nature of learning is emphasised and achievement is acknowledged; Areas of weakness are identified and procedures for improvement are provided; Content is scaffolded to close the ‘articulation gap’ and to enhance the teaching and learning; Foundational provision is intrinsically woven into the regular curriculum without compromising the quality of the curriculum.
FOUNDATIONAL PROVISION (FP) Primary Purpose = to provide a set of learning activities designed to enable educationally disadvantaged students to perform successfully in their chosen fields of study; FP -intrinsic part of curriculum; formally accredited modules; additional to the prescribed coursework; Types of FP– Fully Foundational Modules – preparatory to 1st level course; Augmented modules – same duration, contact time doubled; Extended modules – longer duration, combine regular course material with substantial foundational material
FOUNDATIONAL PROVISION IN MATERIALS To explain difficult concepts and terms in easy to understand language; To break theory up into smaller parts; To provide additional, real life application exercises and case studies from the students’ own frame of reference – often lacking in international or traditional textbooks; To scaffold the theory and application exercises - basic to progressively more advanced as topic develops - thus encouraging understanding as opposed to rote learning; Materials constantly refer to the textbook thus showing integration of resources; To allow for multiple assessment opportunities; To encourage students note making, note taking and annotating which eliminates the possibility of losing class notes made on separate pieces of paper.
MEASURING THE EFFECTIVENESS OF THE PROGRAMME Student evaluation Statistics Monitoring of students Feedback from past students Feedback from faculty members
RESEARCH AIMS To determine: How students perceived their experience of first year; Whether students perceived that they had benefited academically as a result of their first year experience; Whether the success rate of students in the Engineering student support programmes is higher than that of students who enter directly into HE programmes;
RESEARCH DESIGN Qualitative and quantitative methods; Student performance based on results; Generic qualitative approach to understand students’ perceptions of their first year experience and the academic benefits that they had derived; Results and data gathered analysed and interpreted using interpretivist lens.
DATA COLLECTION TOOLS Purposeful sampling - 2005 and 2006 cohort; Student results derived from a variety of cohorts between 2001 and 2009; Telephonic interviews (ongoing); Focus group interviews.
FINDINGS Academic Integration Laying strong academic foundations Motivation Perceived benefits of alternate access programmes Nurturing Environment And Caring Relationships Bridge from ‘where they are’ to ‘where they need to be’
DISCUSSION OF FINDINGS Students perceived that student support programmes had: Academically integrated them into mainstream appropriately; * Made familiar with new ways of doing; learnt student success skills; acquired good academic habits, English proficiency; lecturers don’t teach. 2. Motivated them to pursue further studies in higher education; * Ashamed and demotivated; not prepared to live up to label; develop confidence from good marks and encouragement; S2 qualified for all exams. 3. Enabled them to move from ‘where they were’ to ‘where they have to be’ academically; * Explicit about type of learning is expected; no assumptions about prior knowledge; taught what to do then ‘go catch a fish’; practiced new skills in case studies. 4. Supported them due to the nurturing environment and caring relationships; * emotional & social support; part of a family; sense of belonging; didn’t want to disappoint lecturers; learning communities; lecturers like parents. 5. Laid strong academic foundations. * Don’t miss lectures; academic discipline; mastered the ‘how’; can use library, internet; in S1realise you’re way better than them; study groups; prioritise efforts.
FINDINGS COMPARED TO SCOTT ET AL’S NATIONAL FINDINGS Scott, Yeld and Hendry’s (2007) analysis of Engineering National Diploma cohorts in South Africa __________________________________________________________ 2000 and 2001 17% of students in Engineering National Diplomas graduated in 5 years Shandler, Machika and van Wyk’s (2009) analysis of extended Engineering National Diploma cohorts in the UJ ________________________________ 2001 95% completed in 4½ years 2002 68% completed in 4 years 2005 88% completed in 4 years 2006 56% minimum expected to complete in 4 years
CONCLUSIONS & LIMITATIONS Conclusions: This research study reveals that: (i) Students benefit from student support programmes in a number of ways; These benefits contribute to their academic success in their further studies; Statistics confirm their success compared to a national study. Limitations: Students who failed the programmes were excluded; Participants only from Engineering faculty; Other factors contributing to success not considered.
RECOMMENDATIONS In order for student support programmes to be beneficial (effective): Lecturers must employ a pedagogical approach and move gradually towards an androgogical approach; Students must be introduced to ‘new ways of doing’ in respectful, optimistic, trusting and caring manner; Students must be invited to become members of the academic community; Students must be encouraged to rise above the labels assigned to them; University staff must ensure that students feel a ‘sense of belonging’ to the community that they’ve just entered; The manner in which orientation, teaching, consultation and assessment must change in line with student needs.
FURTHER POINTS FOR DISCUSSION Lecturers who lecture on or develop materials for student support programmes report how their teaching and assessment strategies have become more learner-centred; Extra learning materials help to develop understanding and make meaning of knowledge by providing an authentic curriculum in which students are able to apply theory to real life situations in a variety of ways; If students have a sense of ownership of the institution they will be more successful; Extended time provides lecturers with the opportunity to reflect on what they have taught and how well students have understood it; Lecturers need to be available to all students; Although there is discussion in SA to mainstream the 4-year diploma there is still a place for student support programmes given the state of secondary schooling in SA; Can the success of the foundation-type programmes be replicated in the mainstream if this entails the watering down of the pedagogy and methodology that models success?
