Student Diversity FYE Curriculum Design Symposium 2009

Student DiversityStudent DiversityFYE Curriculum Design Symposium 2009FYE Curriculum Design Symposium 2009

Professor Alf LizzioProfessor Alf Lizzio

Griffith UniversityGriffith University

Lizzio - QUT FY Symposium Lizzio - QUT FY Symposium presentation 2009presentation 2009

Overview: Overview: What will we cover?What will we cover?

How are students different?How are students different?

What are typical responses and emerging What are typical responses and emerging narratives to student diversity?narratives to student diversity?

What do we know about ‘diversity friendly’ What do we know about ‘diversity friendly’ cultures?cultures?

How do we design with student diversity How do we design with student diversity in mind?in mind?

What activities are transition supportive?What activities are transition supportive?


Transition into University: Transition into University: How are How are students different?students different?

Student DiversityCulturalGender

EconomicGenerational

LinguisticDisability

Pathfinding

Student Participation Factors

Personal situationStructural settingsInstitutional culture

Local culture

Student Learning ResourcesAppraisalMotivation

AbilityCapacity

Fit

Student SuccessEngagementAchievement

InclusionTransformation


States of Diversity: States of Diversity: What are some What are some typical responses?typical responses?

1.1. DenialDenial

2.2. Frustrated awarenessFrustrated awareness

3.3. ToleranceTolerance

4.4. RemediationRemediation

5.5. Active engagementActive engagement

6.6. Inclusive social changeInclusive social change


A Tale of two Paradigms: A Tale of two Paradigms: What are What are our academic narratives?our academic narratives?

Traditional Teacher Traditional Teacher Centred ConceptionCentred ConceptionTeaching and deliveryTeaching and delivery

Separation of academic and Separation of academic and pastoralpastoral

SilosSilos

Social DarwinismSocial Darwinism

Student deficitsStudent deficits

Emerging Student Emerging Student Centred ConceptionCentred ConceptionDesign and facilitationDesign and facilitation

Integration of academic and Integration of academic and pastoralpastoral

PartnershipsPartnerships

Shared responsibilityShared responsibility

Student resourcesStudent resources


What makes a difference: What makes a difference: What do we What do we know about ‘diversity friendly’ cultures?know about ‘diversity friendly’ cultures?

Identity markers and touch-pointsIdentity markers and touch-pointsSafety and respectSafety and respectInter-group interactionInter-group interactionEfficacy expectationsEfficacy expectationsAssumption testing-two-wayAssumption testing-two-waySelf-management of leadersSelf-management of leadersPolicy-practice alignmentPolicy-practice alignmentBreaking of the student diversity-quality nexus conflationBreaking of the student diversity-quality nexus conflationConscious design and necessary structureConscious design and necessary structureFlexibility and responsivenessFlexibility and responsivenessIdentifiable support pathways/navigation beaconsIdentifiable support pathways/navigation beacons


Designing for Diversity: Designing for Diversity: What are What are some options?some options?

Preparation Semester

Course/Subject

Academic subjects

Parallel enabling courses or experiences

Learning Community

B. Supplemental-remedial

D. Integrated Inclusive

C. Complementary

A. Preparatory

Access


Key Propositions: Key Propositions: What do we What do we know from the literature?know from the literature?

Departure is not destination:Departure is not destination: ‘Time on task’ is ‘Time on task’ is the key predictor of academic success.the key predictor of academic success.Relationships are ‘protective’: Relationships are ‘protective’: Investing in Investing in community building pays off.community building pays off.Success may be a revolving door:Success may be a revolving door: Student Student retention/attrition is an over-determined retention/attrition is an over-determined phenomena and require multiple attempts.phenomena and require multiple attempts.Students cannot live by support alone:Students cannot live by support alone: ‘More ‘More support’ is not necessarily ‘effective support’---support’ is not necessarily ‘effective support’---both challenge and support are requiredboth challenge and support are requiredThose that need often don’t ask:Those that need often don’t ask: Paradox of Paradox of student help-seekingstudent help-seeking


Practical Magic: Practical Magic: What are What are ‘transition-supportive’ goals?‘transition-supportive’ goals?

Perceived relevancePerceived relevance

Developing ‘early efficacy’ as a learnerDeveloping ‘early efficacy’ as a learner

Active engagement in the learning Active engagement in the learning community (tasks, roles and settings)community (tasks, roles and settings)

Enhancing self-regulationEnhancing self-regulation

Facilitating higher-order learningFacilitating higher-order learning

Mutual responsibilityMutual responsibility


Practical Magic: Practical Magic: What activities are What activities are ‘transition supportive’?‘transition supportive’?

Peer mentoringPeer mentoringGroup workGroup workProject workProject workAuthentic assessmentAuthentic assessmentVariety of learning tasks/modesVariety of learning tasks/modesCommunity buildingCommunity buildingSurfacing un-discussable/taboo topicsSurfacing un-discussable/taboo topicsFormative feedback and feed-forwardFormative feedback and feed-forwardSelf-assessment of approaches and skillsSelf-assessment of approaches and skillsProcess reviewsProcess reviews


Take away messageTake away message

Ultimately what we do and how far we Ultimately what we do and how far we are prepared to go depends on the are prepared to go depends on the extent to which extent to which wewe believe in our believe in our

students!students!


Documents

Student Diversity FYE Curriculum Design Symposium 2009