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Enhancing the First Year Experience at UCD
Dr. Amanda Gibney
DIT First Year Initiative – 10 Steps to engage your First Year Students30th March 2010
Outline of Presentation
• Fellowship in Teaching & Academic Development
• Education Strategy Development
• Programme Planning
• Focus on First Year
• Semester 1 Engagement and Skills Development
• Summary
• Scheme commenced 2007, 8 Fellows
• Funded by HEA Strategic Initiative Fund (SIF1&2)
• Creation of network of emerging leaders with T&L track record
• Research key institutional education issuesModel: Group project and individual project
• Dissemination of research findings and improvement of student experience
Fellowship in Teaching & Academic Development
Group Project: First Year ExperienceFellows Team: Niamh Moore, Sara O’Sullivan,
Feargal Murphy & Amanda Gibney
Fellowship in Teaching & Academic Development
FindingsGibney, A., Moore, N., Murphy, F. & O'Sullivan, S. (2011) 'The First Semester of University Life; 'will I be able to manage it at all?'. Higher Education, 62 (3):351-366, DOI 10.1007/s10734-010-9392-9(Web link: http://hdl.handle.net/10197/2788)
Recommendations• Initiatives to support transition development of skills, engagement, drop-in writing centre• Initiatives to support community building group work, peer mentoring, social networking
Consultation and development process 2009-2010
Development of Strategic Objectives
Development of University, College and Programme actions
Strategy launched in April 2010 as integral part of UCD Strategic Plan to 2014
Education Strategy Development
Strategic Objectives
• Foster early and lasting student engagement
• Grow and develop graduate education
• Strengthen and enhance academic disciplines and programmes
• Stimulate creativity, innovation, entrepreneurship and active citizenship
• Widen participation and support lifelong learning
• Internationalise the student experience
• Excel in teaching, learning innovation and academic development
Education Strategy Development
University Level Planning (2009-2010)(Registrar, Deputy Registrars, College Principals, VPTLs, Programme Deans, Graduate School Directors, Marketing and Recruitment Managers, Finance Managers)
• Clear unified presentation of programmes, simplification of entry routes
• Identification of common themes across programmes
• Articulation of pathways from undergraduate to graduate programmes
Programme Planning
Programme Level Planning (2009-2010)Oversight and Working Group(Programme Deans, College Principals, VPTLs, Graduate School Directors, School Heads, School Heads of T&L, Programme Office Directors, College Finance Officers)
• Programme vision
• Programme outcomes and graduate attributes
• Programme Structure/Map
• Action plan and timelines
Programme Planning
University Level Initiative (2010-2011)
• University and Programme Orientation
• Academic Programme Structure
• Assessment and Feedback
• Transition to Independent Study
• Engagement with UCD
Focus on First Year
Semester 1 Engagement and Skills Development
Programme Specific Modules
Business: Effective Learning and Development
Engineering: Creativity in Design
Computer Science: Computer Science in Practice
Science: Principles of Scientific Enquiry
Nursing: Transitions: Engage to Success
Arts: Learning for Success @ University
(Module Descriptors: http://www.ucd.ie/students/course_search.htm)
Semester 1 Engagement and Skills Development
Engineering: Creativity in Design(coupled with Innovation Leadership)
Active-learning engineering experience through which students develop their:
• observation skills
• problem solving skills
• lateral thinking abilities
• visual and verbal presentation skills
• information literacy skills.
Innovation Process
Understand
Ideation Prototype Refine Implement
Points of Inspiration
Observe
Opportunity Statement
Ideas to Pursue
Possible Solutions Innovative
Solution
Current Situation
User Experience
Idea Generation
Working Models
A Few Possibilities Solution
• Data• Issues• Successes• Problem Def.
• Shadowing• User Journey• User
Interviews• Story Telling
• Brainstorming• Lateral
Thinking• TRIZ
• Mock-ups• Go Fast• No Frills• Create
Scenarios
• Focus Prototypes• Engage Clients• Ruthless
Decisions• Focus on
Outcomes
• Resourcing• Diverse
Skills• Create• Launch
Small # Probable Solutions
Semester 1 Engagement and Skills Development
Assessment
Formative and summative assessment in-studio wks 3 to 12
5 key concepts
Understanding (evidence-based, comprehensive)
Observation (planning, photos, sketches)
Idea generation (no. of ideas, good themes)
Prototyping (planning, testing, context)
Communication (verbal and visual)
Group (85%)
Individual (15%) Sketchbook submission, sketch exercises
Semester 1 Engagement and Skills Development
Creative Design Solutions ExhibitionInnovation Dublin 2010 & 2011
Semester 1 Engagement and Skills Development
• Students were provided with a module handbook
• Students obtained weekly feedback (both formative and summative)
• Students not attending studio sessions were contacted
• Students exhibited sustained, substantial effort across the semester
• Student’s understanding of the process and their prototyping, communication skills and confidence improved across the semester
General Points
Semester 1 Engagement and Skills Development
• Aspects that appealed:Teamwork, studio setting, solving real problems, getting to know classmates, fun, active
Student Feedback
• Aspects that helped learning:Giving presentations, teamwork, interactive studio
• Suggest changes:More time per project, more drawing, earlier information literacy session, clearer project briefs, better chosen groups
Semester 1 Engagement and Skills Development
Semester 1 Engagement and Skills Development
Science: Principles of Scientific EnquiryAims
• Engage students with scientific literature research
• Encourage critical and analytical thinking• Encourage passion for discovery and with that
self-motivated learning• Develop group work and communication skills• Provide a personalised contact with academics
in the scientific community• Aid transition to university
Semester 1 Engagement and Skills Development
Delivery
Lectures: to full cohort of 400+, lecturer-led
Workshops: groups of 75, tutor led
Tutorials: groups of 5-6, academic as facilitator
Group Work: groups of 5-6 scheduled unsupervised time
Semester 1 Engagement and Skills Development
Assessment
Description Individual/Group
Submission
% of module grade
Timing
Individual Research Paper Summary
Individual 13 Week 4
Group Research Abstract Group 12* Week 6
Group Presentation Group 15* Week 8
Group Project Report Group 30* Week 11
Learning Journal Individual 10 Throughout semester
Engagement and Participation
Individual 20 Throughout semester
* Group marks weighted by peer marking and attendance and contribution mark
Semester 1 Engagement and Skills Development
Observations and Feedback
• Students engaged with scientific literature and aware of research activities in UCD and beyond
• Students used research and critical thinking skills developed in other modules
• Students’ communication skills improved as did their confidence
• Students recognise longer-term benefits of skills developed
Summary
• Co-ordinated, planned institutional activity in T&L supported at high level can effect real change
• Institutional Research and research-based evidence will dispel anecdotal evidence and spur change
• Cross-disciplinary dissemination/interaction pitched at appropriate level promotes wider adoption of innovative effective practices
• Effective Fellowship model has:- engaged academics in policy making- developed cross-disciplinary networking- resulted in emergence of academic leaders