Embed Size (px)
DESCRIPTION
Susanne Voelkel: How diverse are our students, and what can – or should – we do about it? Slides from the University of Liverpool Learning and Teaching Conference 2009. We all know that not all students are the same. But do we really know what exactly their differences are, and, more importantly, do they matter? Using the example of a 2nd year course in Biological Sciences, this study investigates some of the important differences between students and how they might affect their performance. I will analyse inherent factors such as age and gender, as well as pre-existing learning experiences (at University as well as School) and discuss the influence the latter might have on learning attitude and motivation. The study also looks into some methods that could help engage a wider range of students, including various forms of self-assessment, in-class as well as on VITAL (e learning).
Citation preview
How diverse are our students and what should we do about it?
Susanne VoelkelSchool of Biological Sciences
“The University is committed to providing an environment which recognises and values people's differences, capitalises on the strengths that those differences bring to the institution and support all staff and students in maximising their potential to succeed.”
• What is student diversity?• Does it matter?• What can we do?
“Official groups”
• Programme studied• Gender• Age• Ethnicity• Disability (special educational needs)• UK/ European/ Overseas• Entry level qualifications
Less obvious groups
• Socio-economic background• Family situation• Temporary illness (including mental problems)
Individual differences
• Cognitive ability• Motivation• Learning style/ approach• Study behaviour• Personality• Beliefs
Prior experience Expectations
Goals
Some courses are more homogenous than others
Medicine
- High entry levels- Vocational
Biological Sciences
- Various entry levels- Mix of programmes - Variety of future careers
How some of the factors affect university performance
Gender
* Total I II.1 II.2 III/passFemale 58 % 12 % 50 % 27 % 5 %Male 42 % 13 % 44 % 30 % 7 %
*Higher Education Statistics Agency 2007/2008
First degrees in the UK
Study behaviour: application
Attendance and performance*
*Newman -Ford et al (2008) University of Glamorgan. 748 students, 22 modules.
Application
Personality Motivation
Gender
Learning style
Animal PhysiologyBasic course statistics (2007/2008)
• Year 2• About 100 students• From different programmes
– Zoology 30 %– Physiology 20 %– Biological and medical science 20 %– Others (e.g. Marine biology, Biological Sciences etc)
• 35 % male, 65 % female
Total class exam results
Fail III II.2 II.1 I0
5
10
15
20
25
30(%
)
Exam results for different programmes
fails III II.2 II.1 I0
10
20
30
40
50
60
(%)
Zoology
fails III II.2 II.1 I0
102030405060
Biological & Medical Sciences
(%)
fails III II.2 II.1 I0
10
20
30
40
50
60
(%)
Marine Biology
fails III II.2 II.1 I0
10
20
30
40
50
60
(%)
Physiology
Gender differences in exam results
Fail III II.2 II.1 I0
5
10
15
20
25
30
MaleFemale(%
)
A level result in Biology
A B C DFirst 29 % 43 % 28 % 0 %Fail 0 % 8 % 54 % 38 %
What should / can be done
.... to support all students in maximising their potential to succeed
?
Some things ARE being done
• SENDA – support• Personal tutors• Counselling, advice• Mitigating circumstances
Can we do more to
• Motivate and engage students• Help students to develop good study skills• Encourage attendance
?
Supporting the individual learner
• Transition from school to university– Freshers’ week– Study skills
• Attendance– Register– Intervention
Student attendances diminish over timeUniv. Of Birmingham (2003/4)*
*Colby (2004)
26. 1. 30. 1. 2. 2. 6. 2. 9. 2. 13. 2. 16. 2. 20. 2. 24. 2. 2. 3. 6. 3. 0
10
20
30
40
50
60
70
80
90
100
Attendance Animal Physiology (2008/9)
Attendance(%)
Date
Email to students whomissed 2 or more
Supporting the individual learner
• Transition from school to university– Freshers’ week– Study skills
• Attendance– Register– Intervention
• Engagement and motivation– Study groups– Independent work, self assessment, feedback
• E-learning
Example:
Copyright © 2009 Pearson. All rights reserved. Benjamin Cummings is an imprint of Pearson.
Campbell and Reece: Biology 8th ed.
-Tutorials-Assignments-Self assessment-Online resources
Which kingdom within the domain Eukarya is composed of organisms that are generally unicellular (single-celled)? (Concepts 1.2)
o Plantaeo Animaliao Archaeao Fungio Protista
hint <<previous next>>Question 1 of 5
After you answer each question, click “Check Answer” for feedback.
Check answer
Which kingdom within the domain Eukarya is composed of organisms that are generally unicellular (single-celled)? (Concepts 1.2)
hint <<previous next>>Question 1 of 5
After you answer each question, click “Check Answer” for feedback.
Check answer
Consider the cellular characteristics of each of the eukaryotic kingdoms. (Concept 1.2)
o Plantaeo Animaliao Archaeao Fungio Protista
Which kingdom within the domain Eukarya is composed of organisms that are generally unicellular (single-celled)? (Concepts 1.2)
hint <<previous next>>Question 1 of 5
After you answer each question, click “Check Answer” for feedback.
Check answer
No. Plants are multicellular organisms.
Xo Plantaeo Animaliao Archaeao Fungio Protista
Which kingdom within the domain Eukarya is composed of organisms that are generally unicellular (single-celled)? (Concepts 1.2)
hint <<previous next>>Question 1 of 5
After you answer each question, click “Check Answer” for feedback.
Check answer
Correct. The eukaryotic protists are usually single-celled organisms.
X
o Plantaeo Animaliao Archaeao Fungio Protista
