The first year experience in continuing education conference

Stirling, April 2006The effectiveness of embedded

academic support in addressing retention.

This presentation will consider embedded academic support as one of multiple support rafts for students in their first year. This will be done by:

o Looking at two universities, University of Technology Sydney and Napier University (Edinburgh) and their students

o Considering retention issues in HE and the two universities

o Look at existing models of support o Considering the embedded model as best practiceo Reviewing case studies and looking at the ‘way ahead’

But first, who are we?o Kendall Richards and Helen Godfrey are lecturers and

Academic Support Advisers at Napier University, Edinburgh

o Kerry Hunter is a lecturer and coordinator of University of Technology Sydney’s Kurin-gai campus ELSSA centre

o We all met at the ATLAANZ conference (2005) in New Zealand and

o We are all concerned about retention and progression and embedding academic support

What words come to mind when you think of retention?

o Drop outo Attritiono Wastageo Failureo Withdrawalo Non-achievement

Very much a ‘deficit model’ view. This is something we are keen to do avoid in the academic support of students.

Keynote Address: Professor Alex Radlof RMIT (ATLAANZ 2005)

Century 21 student is:o Matureo Diverseo Vocationalo Has multiple commitments o A commutero Cost and prestige sensitive

Over 14000 students of which:

o 70% are full timeo 55% are female and 45% male o 73% are 21 years old up on entry

Napier University

o 35% of all level 3 students are direct entrants (of which 16% overseas students and 19% from FE)o In the academic session 2003/2004, 66% of all Napier’s new entrants were from families where neither parent went to university. (Johnston V; et al 2005:4)o This is in the light of Lewis’s (2002) findings that state that 73% of young people in the UK in university were from Professional backgroundso 13% were from Manual backgrounds 95.9% of Napier’s students are from State schools (HESA 2005)

 

Scotland and Napier

Continuing Education?

o A significant number of Napier students follow a ‘CE’ route as either direct entrants or Access students

o For these students this would be a first year experience

o The research shows that the focus of retention should not just be on students with issues, but programmes with issues (i.e. problem programme not problem student)

Australian Universities

o The traditional model of largely autonomous, predominately funded universities is in decline.

o Government funding down, for example UTS, from 90% in 1981 to 29% now (UTS Vice-Chancellor).

o Universities becoming more market driven, commercial organisations largely dependent on funds from increasing numbers of international students, 25% of student body

o International students provide 15% of all university revenue (Department of Employment 2005)

University of Technology, Sydney (UTS)

o Practice oriented teaching and learning preparing students for the workplace through links with industry

o Equity policies in place to encourage students from non traditional groups

o However, while government funding is decreasing, student contribution is increasing

o $ pushing out equity groups in favour of international students

UTS profile

Over 28,00 students:o 52% femaleo 55% under 25o 39% language background other than Englisho 50% born outside Australiao 25% internationalo 1% aboriginal

BackgroundA number of sources highlight gulfs between School/college and university because:o Lack of familiarity with conventions and discourse of disciplineo Lack of familiarity to learning at Higher Education levelo Discipline staff can not always articulate clearly tacit KnowledgeThis is something ASA’s deal with on a regular basis.(Johnston, R. 2003 and Johnston, Knox & MacLeod 2005 among others.)

Widening ParticipationNapier has widened participation, however this does not mean it is not a ‘risky’ business. Non-traditional entrants may also have other problems including:o Debto Changing relationshipso Cultural adjustment issueso Economic and cultural changes‘Direct entrants are from diverse backgrounds with more from postcard areas with greater educational disadvantage and from areas with manifest multiple deprivations’. (Johnston, Macleod & Small, 2003:4)

And yet, Veronique Johnston’s work has shown:

o Students who withdraw are similar to those who stay

o Research which only looks at backgrounds and experiences of ‘drop-outs’ gives no insight into why some students persist and others do not

o For example, mature students at Napier are highly successful some years and not in others

o Long-term focus needed

Retention UK

‘Retention has become a major issue for Higher Education in the U.K (and other countries). This is especially the case since Blunkett (the then Secretary of State for Education) in the year 2000 asked universities to ‘do something about the drop out rate’. (Christie, Munro & Fisher 2004, p618)

Retention Australiao While data systems exist to measure and report retention

rates, funding is based on commencement or engagement in study ( 2001 DEETYA study commissioned by Commonwealth Government)

o In climate of fierce competition for students there is little incentive for open disclosure of retention rates (DEETYA, 2001)

o Retention of concern only to individual faculties/faculty members

o Much of the retention literature aimed at the first year experience, where attrition rates are highest

Yorke & Thomas (2003): Six institutions successful in improving retention

o Supportive institutional climate in various ways of student development- perceived as ‘friendly’

o Emphasis on support leading up to, and during, the critically important first year

o Formative assessment in early phase of programmeso Importance of social dimension (NSA-perhaps more

than a pub crawl?)o Recognition of change in student body

Followed by further research into Universities with a high proportion of students from ‘disadvantaged backgrounds’.

o Academic integrationo Sense of belongingo Social integrationo Pre-entry programmeo On-going, embedded supporto Identification of ‘at risk’ studentso Giving feedbacko Peer mentoring

Reasons for non-completion• Personal factors• Gender• Lack of support• Financial issues• Course/Institution• Inadequate pre-course

information, guidance and preparation

• Gaps between HE and FE• Integration/Settling in• Academic difficulties• Lack of support• Institutions that are not

‘adult friendly’• Timetable issues

Some research (Johnstone & McLeod 2004, Yorke 2003, Elliot 2004 and others) has criticised widening participation initiatives which focus on raising aspirations of non- traditional students without tackling the university culture and ensuring adequate support.“If you have to give up something; out of relationship, family, children, paid work and study it is easier to give up study.”

We need to target:

o Issues, not groupso At risk modules/programmes, not at risk

students

Quinn, Thomas, Slack, Casey, Thexton and Noble (“From life crisis to lifelong learning: Rethinking ‘dropout’ from higher education” 2005) recommend that universities:

o “develop more integrated and holistic approaches to student support”

o “integrate learning support into the curriculum” (p70)

Support Models

1. Do nothing- sink or swim Model

2. Remedial/Generic Model

3. Integrated and Embedded Model

Skillen, Merten, Trivett & Percy (1999, p1)

Integrated and Embedded

o Recognition that learning development is more effective within discipline-specific contextso Dependant on recognition and support from Faculty, Quality and Teaching and Learning Committees

Napier is successful in developing:o Toolkitso Support networkso Full credit-bearing

modules such as Professional Studies and Professional Skills

o Online and paper resources

o L.E.A.P.So SWAP EASTo Think Againo Write Ono Top-Upo Other community

projects

All of this indicates a degree of concern and commitment to student support. But…

But…

o Still removed from context of subject being studiedo May not necessarily reflect subject-specific skillso Danger of remaining within generic framework

Should be:o Seen by students as part of curriculum

Academic staff are ‘change agents’ (Chapple & Tolley 2000) we can:

o Provide powerful instances of learning and teachingo Model and scaffold for studentso Help initiate students into academic community

Existing Programmes: Bridging

o A pre-entry, intensive moduleo It is well attended and perceivedo Students, at best, are recommended to take this

module o Research shows that students do well academically

and tend to be more motivated/integrated and proceed after first year of study

Orientationo Two day programme for direct entrantso Student feedback suggests confidence and motivation is boostedo Students feel better prepared and integratedo Students have a better understanding of what is expected and

what to expecto Anecdotal evidence

According to research findings, the focus should be on all students.

Other

o One to one supporto Workshops and lectureso Embedded as part of a module giving timely

support for assessmento Peer Tutors and Mentors

Adopting an academic integration approach: UTS

o 1997 move to integrating academic language development into the curriculum of mainstream subjects in faculties

o ELSSA Centre collaborates with faculties to integrate academic literacy development

o Rationale is taking into account the educational implications of changing student demographics

o Taking into account the changing modes of knowledge and types of literacy

o Inducting students into the particular discourses of their discipline/profession

Examples of systematised support: UTSFaculty of Nursing, Midwifery & Healtho Academic literacy lectures embedded in core first year subjecto Clinically Speaking program developing spoken language for the

clinical environment (collaborative project targeting at risk students)Faculty of Information Technologyo Advanced Communication for Information Technology (targeting

NESB students identified through mass language testing)o Information Technology Research Preparation (post graduate

international students/first time researchers)

Further examples UTSFaculty of Engineeringo Engineering for Sustainability (language needs analysis, students

directed to specific program)o Engineering Communication (team teaching)

Faculty of Business/School of Leisure, Sport & Tourismo Sociocultural Foundations of Leisure, Sport & Tourism (core first

year subject embedding academic skills aligned with assessments)o Research Methods for leisure & Tourism (second year subject

embedding academic skills)

Sociocultural Foundations of Leisure, Sport & Tourism

o Aims/Goalso To combine in an undergraduate year 1, semester 1 subject, the

acquisition of academic skills by developing critical analysis and academic writing skills within the knowledge and understanding of the substantive content of the subject

o Assessmentso 1 trial short essay (no mark recorded)o 2 short essays (400 words) 15% x 2=30%o Major essay (2500 words) 40%o Final exam 30%

Academic Literacy LecturesWeek 2

Week 5

LECTURECritical analysis

Referencing(ELSSA Centre)

TUTORIALApplication of critical analysis(Subject tutors)Assessment

Short essay trialNo marks recorded

Feedback given

TUTORIALWriting an

argument paragraphGroup work

(Subject tutors)Assessment

First of 3 marked short essays due

in two weeks

LECTUREFeedback on

critical analysis trial assessment

Academic (longer) essay writing,

process/structure(ELSSA Centre)

Outcomes: Lecturers’ commentso The program worked really well with the combination of lecture,

tutorial and assessment. It was great practice. Student feedback sheets indicated they had learned a lot about academic reading skills in this subject.

o The lecture on how to go about the craft of academic essay writing resulted in much better first year essays than before. Previous to the program they were nowhere near the quality they are now.

o Before the program the marking was burdensome in this subject. There was confusion about critical analysis. Reading critically was seen as criticising. After the program the assessments in following years have a more clear cut analytical approach

Students’ commentso Focus group findings indicated that raising awareness

of academic skills development and aligning that development to subject assessment, helps the students understand and adopt the skills more effectively.

o Gaining the skills increased confidence resulting in less stress, more comfort and control completing tasks

o Motivation increased as a result.o Third year students indicated the greatest benefit of the

workshops had been the collaboration encouraged.

Students’ comments

Addressing retention Yorke & Thomas

(2003)

Ongoing embedded support

Formative assessment - early phase

Givingfeedback

Social integration-Workshops/pre-entry

Ongoing academic support-significant attendance ELSSA/ASAworkshops

Identification of at risk students

Graph: Numbers of Leisure, Sport and Tourism students attending ELSSA Centre workshops 2001-2005.

050

100150200250300350400

No. students

1 2 3 4 5Year

LS&T workshops 2001-2005

Proposed Support

o Extend and continue Embedded support and measure effectiveness through research

o Diagnostic assessment in the crucial first few weeks of term and follow up with feedback and timely support

o Extend Orientation and Bridging to more (all) studentso Extend Peer Tutoring

Next stage: Action research

o To evaluate existing programmeso To use stake holders in the design of a

new/modified programmeo To evaluate the effectiveness of this programme o And to change this if necessary

Favourite quote from ATLAANZ 2005 conference:

“ Learning support advisers should be the fence at the top of the hill rather than the ambulance at the bottom.”