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Facilitating Commencing Student Success across the Lifecycle: Strategic Student Orientation. Prof Keithia Wilson Academic Leader Student Success & Retention. Acknowledgment to Country. In the Spirit of Reconciliation Following on from Sorry Day - PowerPoint PPT Presentation
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Facilitating Commencing Student Facilitating Commencing Student Success across the Lifecycle:Success across the Lifecycle:Strategic Student OrientationStrategic Student Orientation
Prof Keithia Wilson Prof Keithia Wilson
Academic Leader Student Academic Leader Student Success & RetentionSuccess & Retention
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
Acknowledgment to Acknowledgment to CountryCountry
In the Spirit of ReconciliationIn the Spirit of Reconciliation
Following on from Sorry DayFollowing on from Sorry Day
I would like to acknowledge & honour I would like to acknowledge & honour the Traditional Custodians of the land the Traditional Custodians of the land that we are meeting on today at Logan, that we are meeting on today at Logan, and pay respect to their Elders past & and pay respect to their Elders past & presentpresent
Overview Overview
Value & importance of OrientationValue & importance of Orientation
Understanding our students & their needsUnderstanding our students & their needs
A student lifecycle approach to OrientationA student lifecycle approach to Orientation
Understanding the student transition Understanding the student transition process to universityprocess to university
Goals of OrientationGoals of Orientation
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
Value & Importance of OrientationValue & Importance of Orientation
At Griffith –At Griffith –Perceived effectiveness of Orientation Perceived effectiveness of Orientation
predicts predicts early student satisfaction early student satisfactionAttendance at Orientation-Day predicts Attendance at Orientation-Day predicts
semester 1 GPA semester 1 GPA
SO........the quality of the Orientation SO........the quality of the Orientation experience really matters to students & to experience really matters to students & to their successtheir success
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
We need to understand our We need to understand our Institutional profilesInstitutional profiles
Compared to most other universities in Australia Griffith students:Compared to most other universities in Australia Griffith students:
Are more likely to be the Are more likely to be the ‘first in their family’‘first in their family’ ( (FIF) to attend FIF) to attend UniversityUniversity
* Brisbane = 70% approx* Brisbane = 70% approx * Logan = 80% approx* Logan = 80% approx * Gold Coast = 60% approx* Gold Coast = 60% approx FIF correlates with low SES & lower entry scores FIF correlates with low SES & lower entry scores
MoreMore of our students work in of our students work in paid employment & paid employment & they work they work longer longer hourshours in paid employment (reality of low SES/FIF students) in paid employment (reality of low SES/FIF students)66thth largest low SES student intake in Australia largest low SES student intake in Australia33rd rd largest Indigenous student intake in Australialargest Indigenous student intake in Australia
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
What is Student Diversity?What is Student Diversity?Traditional Students Traditional Students
(TS)(TS)medium-high SESmedium-high SESsecond generationsecond generationhigher entry levelshigher entry levelsfull timefull timeon-campuson-campus
Elite Model Elite Model
Non-Traditional Students Non-Traditional Students (NTS)(NTS)
low SESlow SES first-in-family first-in-family lower entry levelslower entry levels full-time & workingfull-time & working not on-campus muchnot on-campus much Indigenous Indigenous NESB, International, refugeesNESB, International, refugees disabilitydisability home care responsibilitieshome care responsibilities from rural & remote settingsfrom rural & remote settings
Mass ModelMass Model
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
The national research The national research evidence shows….evidence shows….
Despite low access rates, the success rate Despite low access rates, the success rate (or tendency to pass their year’s subjects) (or tendency to pass their year’s subjects) of low SES students is of low SES students is 97%97% of the pass of the pass rates of their medium & high SES peers & rates of their medium & high SES peers & has been stable over the last 5 years.has been stable over the last 5 years.
(Bradley et al, 2008:30)(Bradley et al, 2008:30)
This success rate is premised on the This success rate is premised on the provision of a provision of a range of support systems range of support systems
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
Low SES students need Low SES students need supportsupport
Once students from disadvantaged backgrounds Once students from disadvantaged backgrounds have entered university, the likelihood of them have entered university, the likelihood of them completing their course of study is broadly completing their course of study is broadly similar to that of the general higher education similar to that of the general higher education population. Often, however, population. Often, however, they require they require higher levels of support to succeedhigher levels of support to succeed, including , including financial assistance & greater academic support, financial assistance & greater academic support, mentoring & counselling services.mentoring & counselling services.
((Transforming Australia’s Higher Education Transforming Australia’s Higher Education System, System, Commonwealth of Australian, 2009:14) Commonwealth of Australian, 2009:14)
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
What are assumed knowledge & What are assumed knowledge & capabilities?capabilities?
Academic/Cultural Capital – the “Hidden Curriculum”Academic/Cultural Capital – the “Hidden Curriculum”
1.1. Student role Student role Understanding student role expectations & Understanding student role expectations & successful student behaviour (realistic job appraisal, successful student behaviour (realistic job appraisal, conditions for success, study desk, computer access)conditions for success, study desk, computer access)
2.2. Performance Expectations Performance Expectations Reading the academic Reading the academic context to accurately determine performance context to accurately determine performance requirements regarding studying & assessmentrequirements regarding studying & assessment
3.3. Help-seeking Help-seeking Capacity for help-seeking without fear of Capacity for help-seeking without fear of negative labelling (dumb/stupid)negative labelling (dumb/stupid)
4.4. Identity as a student Identity as a student Sense of belonging & personal fit Sense of belonging & personal fit with university (overcome the “outsider within” with university (overcome the “outsider within” phenomenon – “A stranger in a foreign land”)phenomenon – “A stranger in a foreign land”)
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
A LIFECYCLE APPROACH to A LIFECYCLE APPROACH to ORIENTATIONORIENTATION
Orientation is best conceptualised as an ongoing Orientation is best conceptualised as an ongoing process (progressive view) rather than simply an process (progressive view) rather than simply an initial one-off event (front-loaded view)initial one-off event (front-loaded view) Front-loaded options include –Front-loaded options include –
• Student outreach & engagement before Orientation DayStudent outreach & engagement before Orientation Day• Substantive Orientation Day Program in first semester (& Substantive Orientation Day Program in first semester (&
second if mid-year intake)second if mid-year intake)Progressive options include –Progressive options include –
• Progressive Orientation Program for the fist half of Progressive Orientation Program for the fist half of semester 1semester 1
• & the early weeks of semester 2& the early weeks of semester 2
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
One EXAMPLE of a LIFECYCLE One EXAMPLE of a LIFECYCLE APPROACH to ORIENTATIONAPPROACH to ORIENTATION
M-Day (Mail-out Day) M-Day (Mail-out Day) – targeted, brief School mail-out in January – targeted, brief School mail-out in January with invitation to E-Day & O-Daywith invitation to E-Day & O-Day
aimed at increasing attendance at O-Dayaimed at increasing attendance at O-DayE-Day (Enrolment Day) E-Day (Enrolment Day) – Enrolment drop-in centre for enrolling & – Enrolment drop-in centre for enrolling & timetabling a week before O-Daytimetabling a week before O-Day
aimed at increasing attendance at & engagement in O-Dayaimed at increasing attendance at & engagement in O-DayO-Day (Orientation Day) O-Day (Orientation Day) – 1 day Orientation Program in O-Week – 1 day Orientation Program in O-Week with Peer Mentors + Timetabling & Enrolment Clinic at the endwith Peer Mentors + Timetabling & Enrolment Clinic at the end
aimed at student engagement & commitmentaimed at student engagement & commitmentASP (ASP (Academic Success Program)/Academic Success Program)/Common Time Common Time – –
an ongoing process for the first 7 weeks of semester 1 x 1 hour an ongoing process for the first 7 weeks of semester 1 x 1 hour each week + at least weeks 1-3 of semester 2each week + at least weeks 1-3 of semester 2
bolted onto a core lecture with a series of just-in-time interventions bolted onto a core lecture with a series of just-in-time interventions linked to a structured Peer Mentoring Program linked to a structured Peer Mentoring Program aimed at building academic confidence & capabilityaimed at building academic confidence & capability
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
Understanding Student Transition – Understanding Student Transition – the “5-Senses of Student Success” the “5-Senses of Student Success”
Lizzio (2006)Lizzio (2006)
Sense ofStudentIdentity
Sense of Connectedness
Sense of Capability
Sense of Purpose
Sense of Resourcefulness
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
ORIENTATION PROGRAM…. ORIENTATION PROGRAM…. 3 META GOALS3 META GOALS
Content goalContent goal – giving information – giving informationProcess goalProcess goal – organising series of – organising series of activities to enable connections, capability, activities to enable connections, capability, purpose, resourcefulness etc.purpose, resourcefulness etc.Meta-Process goalMeta-Process goal – activating student’s – activating student’s capacity to begin self-managing their capacity to begin self-managing their university experience viz. self-regulationuniversity experience viz. self-regulation
Optimal Orientation involves a mix of Optimal Orientation involves a mix of the 3 goalsthe 3 goals
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
Sense of ConnectionSense of Connection
Building Connections Building Connections – – staff-student introductions of key staff – staff-student introductions of key staff –
FYL, SSAs, SAOs/PSOs, PCs/PDs, FY FYL, SSAs, SAOs/PSOs, PCs/PDs, FY Course Convenors, TutorsCourse Convenors, Tutors
student-student connections through time student-student connections through time for small group discussions + peer for small group discussions + peer mentorsmentors
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
Senses of Identity, Capability, Senses of Identity, Capability, Resourcefulness & PurposeResourcefulness & Purpose
Providing key information on the conditions for Providing key information on the conditions for academic successacademic success
Understanding the student roleUnderstanding the student role
Normalising and validating help-seekingNormalising and validating help-seeking
Asking students to commit to strategies for Asking students to commit to strategies for academic success, including support academic success, including support
Assisting students to get on-lineAssisting students to get on-line
Indicating expectations for academic success Indicating expectations for academic success hope!hope!
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
STUDENT PROCESS : What do we know from STUDENT PROCESS : What do we know from research about success in first year?research about success in first year?
Students are more likely to succeed if they:Students are more likely to succeed if they:Invest time on taskInvest time on task time spent studying each week is the strongest predictor time spent studying each week is the strongest predictor
Regularly attend lectures & tutorialsRegularly attend lectures & tutorials increased learning opportunities also a increased learning opportunities also a strong predictorstrong predictor
Develop a social network at uniDevelop a social network at uni knowing one person’s name is a protective knowing one person’s name is a protective factor against dropping out factor against dropping out
Have a clear goal or purpose for attending uni (sense of vocational direction & Have a clear goal or purpose for attending uni (sense of vocational direction & purpose especially)purpose especially) a strong predictor of success & retention a strong predictor of success & retention
Engage with the online environmentEngage with the online environment moderates success at university moderates success at university
Balance commitments Balance commitments (working on average not more than 15 hours a week in paid (working on average not more than 15 hours a week in paid employment) employment) making appropriate time for study predicts success making appropriate time for study predicts success
Have some sense of academic self-confidenceHave some sense of academic self-confidence predicts success (self-efficacy & predicts success (self-efficacy & an expectation of success is foundational to success in life)an expectation of success is foundational to success in life)
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
STUDENT PROCESS : What do we know from STUDENT PROCESS : What do we know from research about risk factors in first year?research about risk factors in first year?
Students are more likely to drop-out or fail if they:Students are more likely to drop-out or fail if they:
Don’t develop a Don’t develop a social networksocial network at university at university
Don’t have a Don’t have a sense of purposesense of purpose (esp (esp vocational purpose)vocational purpose) in their in their degreedegree
Don’t Don’t regularly attendregularly attend lectures & tutorials lectures & tutorials (with the exception of a small group of young, very intellectually (with the exception of a small group of young, very intellectually
bright males)bright males)
Don’t have access to or Don’t have access to or engage with the online environmentengage with the online environment
Do work Do work more than 25 hours per weekmore than 25 hours per week while studying full time while studying full time
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
STUDENT PROCESS : What do we know from STUDENT PROCESS : What do we know from research about risk factors in first year?research about risk factors in first year?
Students are more likely to not engage and drop-out if they:Students are more likely to not engage and drop-out if they:Are the Are the ‘first in their family‘first in their family’ to attend university (low academic/ ’ to attend university (low academic/ social capital)social capital)Are a member of a Are a member of a minority or disadvantaged groupminority or disadvantaged group (e.g., (e.g., Indigenous, rural, disability, refugee, international, ESL, primary Indigenous, rural, disability, refugee, international, ESL, primary caregiver in family, single parent)caregiver in family, single parent)
Given that these factors are out of the control of our commencing Given that these factors are out of the control of our commencing students, it is important students, it is important not to express these as risk factorsnot to express these as risk factors, but , but rather to discuss the need to “build academic capital” by accessing rather to discuss the need to “build academic capital” by accessing available systems resources early & to provide that info on O-Day.available systems resources early & to provide that info on O-Day.
With FIF, I ask them to self-identify (70%), followed by a frank With FIF, I ask them to self-identify (70%), followed by a frank discussion re “building academic capital” & accessing School & discussion re “building academic capital” & accessing School & university level support, but I do not ask the other groups to self-university level support, but I do not ask the other groups to self-identify in Orientation. identify in Orientation.
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow
PRACTICE REFLECTIONPRACTICE REFLECTION
Take time to consider: Take time to consider:
What is the balance in your current What is the balance in your current Orientation process between :Orientation process between :
Giving informationGiving information Running activitiesRunning activities Enabling student’s sense of belonging & self-Enabling student’s sense of belonging & self-
managementmanagement Adopting a student lifecycle approachAdopting a student lifecycle approach How might these frameworks inform your How might these frameworks inform your
future approach to Orientation?future approach to Orientation?
Prof Keithia Wilson ALTC National Prof Keithia Wilson ALTC National Fellow Fellow