Explorative Insights into Lecturer Participation for Students with Increased Learning Support Needs (original) (raw)
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The ability of universities to teach in ways that support the success of diverse students is a matter of focused action in many nations, especially those where demographic trends suggest an increasing prevalence of students from groups under-represented in universities. This paper describes findings from research involving three Faculties and a service centre at a university. Ninety-two interviews were undertaken with Māori and Pasifika students using the Critical Incident Technique (CIT). Teaching and other interventions in non-lecture settings based on the Phase 1 interview findings were implemented. A second set of interviews followed to evaluate the impact of the interventions. Results from the interviews are discussed, along with an analysis of more than 1900 student stories of when teaching in non-lecture settings has helped or hindered their success in degree-level studies. Promising practices for university teaching that helps Māori and Pasifika success are described.
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Online Submission, 2010
This report comprises summations and brief case descriptions of some of the effective programmes and other support mechanisms that New Zealand Tertiary Learning Advisors (TLAs) provide for students in universities, polytechnics, institutes of technology, and other tertiary institutions. The programmes demonstrate tangible impact on student retention and success outcomes. The evidence offered varies across summations and includes both student satisfaction and student success data presented in a range of formats: statistical, evaluative comments and personal narratives. Where possible-and this can depend upon the different management systems used by different institutions which allow TLAs access to different types of information and analysis-more than one form of evidence is provided to add strength and rigor to the results described. In some summations, this is already available; for others, it represents the next evolution of the process. The range of initiatives included in this edition are described here to facilitate shared learning amongst tertiary educators, to enhance understanding of strategies that make a difference to student learning, and to promote the use of methods that have been shown to effect better retention and completion rates for students in tertiary education. The summations were written by 16 TLAs from six different tertiary institutions during a twoday "writing hui" that was held in Tauranga.
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Every institution has support services available for students, especially first-year students, that would help deal with issues they might need assistance with during their early years. Student support services offered at universities to assist students’ academic, social, or psycho-emotional needs help to enhance their overall welfare and academic achievement. This study investigated university student-teachers experiences and their implications for refined student support. A case study qualitative research design was employed for this study with 12 student-teachers (five male and seven female) as the sample. A focus group interview method was employed to generate responses, and the information was evaluated with thematic content analysis. This study reported that first-year students encountered various challenges classified into academic (inconsistency in keeping the timetable of lectures and lecturers, misplacement, and missing academic results), social (inadequacies in the transp...
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Journal of Learning Development in Higher Education, 2012
Probably the most important thing that any of us who work in higher education can do, is to help our students to say themselves more clearly, by communicating what they know, what they think about what they know, and why they think it. After all, it is by engaging skilfully in the processes of academic communication, whether in written or spoken forms, that they can persuade us that they have learned something and have thought about what they have learned. What a pity, then, that most university teachers do so little to help students to develop the skills necessary to write well. In this article I discuss two ways in which I have found I can help students in their development as writers capable of engaging, informing and challenging their readers. In doing so, I acknowledge some possible criticisms.
The transition from school to higher education has attracted considerable attention in recent years. Research suggests that as they begin university study, students experience multifaceted challenges which are often attributed to ineffective pre-university education. In many countries, universities are addressing these challenges by offering additional support lessons, in an attempt to bridge new undergraduates' skills and knowledge gaps. The British Government has indicated its desire to reform A levels (qualifications for 16 to 19 year olds) in England and Wales to ensure better preparation for university study, through greater collaboration between schools and universities in curricular redevelopments. The present study related to this issue. It explored the content of the additional support lessons for new undergraduates. It also explored the lecturers', undergraduate students' and teachers' views of these lessons. Case studies of additional support lessons were conducted at biology, English, and mathematics departments in nine contrasting English universities (three universities per subject). Qualitative data collection sessions comprised: lecturer and student interviews; lesson observations by researchers and A level teachers; and facilitated discussions between the teachers and lecturers. The case study data was transcribed, coded and analysed thematically. Comparisons across participants and universities related to multiple themes including: knowledge and skills covered in the additional support lessons; and recommendations for changes to be made to the content taught in the A levels. There were several commonalities in the content and skills covered in the universities' additional support lessons. In English, these included emphasis on critical thought development and academic writing. The focus in Biology was on data analysis and report-writing. The findings from this study are discussed in relation to longitudinal curriculum coherence. Furthermore, the methodology could be employed in other countries to inform curricular developments and school to university transition.