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June 2
OUTCOMES OF
PRESENTATION
•
To discuss the academic benefits that underprepared students believe that
they have derived from student support programmes;
•
To illustrate how these benefits have prepared them for the rigours of HE
study and contributed to their success in HE;
•
To indicate, using statistics, that the success rate of underprepared students
who have participated in the student support programmes at the UJ is higher
than that of students nationally who meet the minimum entrance
requirements and are accepted into mainstream programmes.
PURPOSE OF RESEARCH
To discuss:
•
How the principles of Academic Development, the First Year Experience
and Invitational Education have led to the development of innovative
teaching and learning methodologies which are focused on ensuring that
all the needs of the under-prepared students in these programmes are met;
•
How these innovative teaching and learning methodologies have
influenced the success of students in student support programmes.
SOUTH AFRICAN CONTEXT
•
Numerous educational and curriculum changes since first democratic elections
in 1994;
•
Increased access to Higher Education;
•
Secondary education failing in its job;
•
Misrepresentation of students’ knowledge and competence in terms of results;
•
First generation students;
•
Underprepared students, teachers, lecturers;
•
Lack the skills and competencies required for Higher Education studies.
UNIVERSITY OF
JOHANNESBURG CONTEXT
•
Comprehensive University;
•
46,000 students
•
9 faculties
•
ADC offers extended diploma (student support) programmes on behalf of
the following faculties:
•
Engineering – 250 students,
•
Management – 350 students, and
•
Humanities – 50 students.
•
2 models of student support programmes;
•
Bridging, foundation, extended diploma programmes = student support
programmes.
WHAT IS AN EXTENDED DIPLOMA?
•
A National Diploma or Degree in which the first year is split over two years
in order to upgrade the skills and knowledge required for the chosen field
of study and HE;
•
Ministerially approved programmes extended by one full academic year;
•
Can be 1 + 3 or 2 + 2 model;
•
Foundational provisioning must be additional to the coursework prescribed
for the regular curriculum;
•
Substantial foundational provisioning is provided in modules that are
identified by faculty as “high risk”;
•
All modules have to be credit bearing;
•
Diploma programme students have a unique profile with specific needs.
UNDERSTANDING STUDENT
SUPPORT (AD) PROGRAMMES AT
THE UJ
•
Embrace a holistic approach and provide support for academic and non-academic
programmes;
•
First year subject course materials used together with additional AD strategies and
materials to equip students with the academic and life skills, knowledge and
competencies required for entry in HE studies;
•
Contrary to mainstream courses, students’ prior knowledge is not taken for granted;
•
Students don’t attend lectures with large numbers of students and are not too
intimidated to ask questions;
•
Receive large amount of feedback when they fail an assessment and as a result they
understand where they have gone wrong and how to improve their performance;
•
AD at UJ focuses on enhancing the quality and effectiveness of teaching and learning;
•
Not a band aid approach.
STUDENT PROFILE
•
Disadvantaged social and educational backgrounds;
•
2nd/3rd/4th language English speakers – functional English insufficient to engage in
an interactive learning environment;
•
Lack prerequisite content knowledge or may lack the ability to use knowledge they
have;
•
Interpersonal and communication skills needed for effective engagement at HE level
may be inadequate;
•
Require pedagogically sound teaching strategies to introduce concepts gradually
using examples from their own frame of reference;
•
Study skills not sufficiently developed to support mainstream subjects;
•
Although they have come from this context, they have potential to succeed but need
effective programmes to deal with the educational gaps.
EFFECTIVE STUDENT
SUPPORT PROGRAMMES
Effective programmes should be based on the intersection between:
1. Emerging ideas around the First Year Experience (FYE).
2. Invitational Education; and
3. The innovative teaching and learning methodologies that characterise
Academic Development;
FIRST YEAR EXPERIENCE
(FYE)
Aimed at ensuring that students are supported during the transition from
secondary education to HE.
•
Issues and characteristics central to FYE
• Importance of understanding the students;
• Recognise that students in transition frequently change cultures;
• Many of those who teach in HE are not well prepared to teach effectively;
• Learning in 21st Century changed – incorporate new technologies.
•
Principles of FYE
• Familiarise students with physical environment, academic culture & support
services;
• Develop students’ sense of purpose & direction by promoting their
understanding of their course;
• Promote and support students’ engagement with the University & their peers;
• To enhance students’ learning by developing their knowledge and skills, taking
into account their diverse backgrounds and abilities.
INVITATIONAL EDUCATION
Powerful process of communicating caring and appropriate messages to
summon forth the greatest human potential.
•
4 basic assumptions – respect, trust, optimism, intentionality;
•
4 levels of functioning
• Intentionally Disinviting
• Unintentionally Disinviting
• Unintentionally Inviting
• Intentionally Inviting
•
5 areas – People, Places, Policies, Programmes and Processes
ACADEMIC DEVELOPMENT
Defined as:
‘an open set of practices concerned with improving the quality of teaching and learning in
higher education’ Volbrecht and Boughey (2004:58), extended by De Kadt (2008:1) to
include ‘the professional development of teaching staff’.
Guiding principles of Academic Development:
•
To ensure equity of access and outcomes;
•
To ensure the academic success of talented students;
•
To develop innovative pedagogic strategies;
•
To counteract the ‘articulation gap’ between students’ prior learning and HE’s
expectations;
•
To enhance the quality and effectiveness of teaching and learning in HE;
•
To exert a positive influence on the structure of mainstream curricula.
•
METHODOLOGY &
PEDAGOGY
OBE principles – results-oriented, learner focused, curriculum design, content
and lecturing are informed by assessment;
•
Innovative pedagogical strategies and teaching methodologies - acquisition
of skills rather than rote based learning of content;
•
Lecturers with teaching background guide students initially - individual
attention and specialised tuition;
•
Students valued, respected and encouraged, boosts self-confidence and selfesteem;
•
Doubts about chosen career path resolved through immersion in discipline;
•
Provide a strong knowledge and skill foundation;
•
Students apprised of their efforts - Progress reports;
•
Identification and tracking of ‘at risk’ students.
MONITORING UNDER-PREPARED
STUDENTS
In Class:
•
Small group teaching allows for making a realistic appraisal of the students’ prior
learning and embedded knowledge;
•
Identify and manage the struggling student;
•
Assess continuously using a variety of assessment methods.
In the Centre:
•
Interrogate first assessment opportunity and track students;
•
Weekly meetings and reports highlight concerns about students – absenteeism, bad
attitude;
•
Mark review meetings followed by consultation with Academic Advisor;
•
Students below 50% - compulsory Student Academic Intervention Programme.
ACADEMIC DEVELOPMENT
INTERVENTIONS
•
Provide opportunities for students to connect with other students - ADC Orientation,
Student Conference;
•
Supportive, nurturing teaching and learning environment to address students’ special
needs;
•
Students consult staff and discuss with peers without fear of ridicule;
•
Learning communities develop and study groups form;
•
The developmental nature of learning is emphasised and achievement is
acknowledged;
•
Areas of weakness are identified and procedures for improvement are provided;
•
Content is scaffolded to close the ‘articulation gap’ and to enhance the teaching and
learning;
•
Foundational provision is intrinsically woven into the regular curriculum without
compromising the quality of the curriculum.
FOUNDATIONAL PROVISION
(FP)
•
Primary Purpose = to provide a set of learning activities designed
to enable educationally disadvantaged students to perform
successfully in their chosen fields of study;
•
FP -intrinsic part of curriculum; formally accredited modules;
additional to the prescribed coursework;
•
Types of FP –
• Fully Foundational Modules – preparatory to 1st level course;
• Augmented modules – same duration, contact time doubled;
• Extended modules – longer duration, combine regular course material
with substantial foundational material
FOUNDATIONAL PROVISION IN
MATERIALS
•
To explain difficult concepts and terms in easy to understand language;
•
To break theory up into smaller parts;
•
To provide additional, real life application exercises and case studies from the
students’ own frame of reference – often lacking in international or traditional
textbooks;
•
To scaffold the theory and application exercises - basic to progressively more
advanced as topic develops - thus encouraging understanding as opposed to rote
learning;
•
Materials constantly refer to the textbook thus showing integration of resources;
•
To allow for multiple assessment opportunities;
•
To encourage students note making, note taking and annotating which eliminates the
possibility of losing class notes made on separate pieces of paper.
MEASURING THE
EFFECTIVENESS OF THE
PROGRAMME
•
Student evaluation
•
Statistics
•
Monitoring of students
•
Feedback from past students
•
Feedback from faculty members
RESEARCH AIMS
To determine:
1. How students perceived their experience of first year;
2. Whether students perceived that they had benefited academically
as a result of their first year experience;
3. Whether the success rate of students in the Engineering student
support programmes is higher than that of students who enter
directly into HE programmes;
RESEARCH DESIGN
•
Qualitative and quantitative methods;
•
Student performance based on results;
•
Generic qualitative approach to understand students’ perceptions
of their first year experience and the academic benefits that they
had derived;
•
Results and data gathered analysed and interpreted using
interpretivist lens.
DATA COLLECTION TOOLS
•
Purposeful sampling - 2005 and 2006 cohort;
•
Student results derived from a variety of cohorts between 2001
and 2009;
•
Telephonic interviews (ongoing);
•
Focus group interviews.
FINDINGS
Academic
Integration
Laying
strong
academic
foundations
Nurturing
Environment
And
Caring
Relationships
Motivation
Perceived
benefits of
alternate
access
programmes
Bridge from
‘where they
are’ to
‘where they
need to be’
DISCUSSION OF FINDINGS
Students perceived that student support programmes had:
1. Academically integrated them into mainstream appropriately;
* Made familiar with new ways of doing; learnt student success skills; acquired good
academic habits, English proficiency; lecturers don’t teach.
2. Motivated them to pursue further studies in higher education;
* Ashamed and demotivated; not prepared to live up to label; develop confidence
from good marks and encouragement; S2 qualified for all exams.
3. Enabled them to move from ‘where they were’ to ‘where they have to be’
academically;
* Explicit about type of learning is expected; no assumptions about prior knowledge;
taught what to do then ‘go catch a fish’; practiced new skills in case studies.
4. Supported them due to the nurturing environment and caring relationships;
* emotional & social support; part of a family; sense of belonging; didn’t want to
disappoint lecturers; learning communities; lecturers like parents.
5. Laid strong academic foundations.
* Don’t miss lectures; academic discipline; mastered the ‘how’; can use library,
internet; in S1realise you’re way better than them; study groups; prioritise efforts.
RESULTS 2001 BRIDGING
COHORT
RESULTS 2002 BRIDGING
COHORT
RESULTS 2005 FOUNDATION
COHORT
RESULTS 2006 FOUNDATION
COHORT
FINDINGS COMPARED TO SCOTT
ET AL’S NATIONAL FINDINGS
Scott, Yeld and Hendry’s (2007)
analysis
of Engineering National Diploma
cohorts in
South Africa
__________________________________________________________
2000 and 2001
Shandler, Machika and van Wyk’s
(2009) analysis of extended Engineering
National Diploma cohorts in the UJ
________________________________
2001
95% completed in 4½ years
17%
2002
68% completed in 4 years
of students in Engineering National
Diplomas graduated in 5 years
2005
88% completed in 4 years
2006
56% minimum expected to complete in 4 years
GRAPHICAL REPRESENTATION OF
COMPARISON IN PERCENTAGES
CONCLUSIONS &
LIMITATIONS
Conclusions:
This research study reveals that:
(i) Students benefit from student support programmes in a number of ways;
(ii) These benefits contribute to their academic success in their further studies;
(iii) Statistics confirm their success compared to a national study.
Limitations:
(i)
Students who failed the programmes were excluded;
(ii) Participants only from Engineering faculty;
(iii) Other factors contributing to success not considered.
RECOMMENDATIONS
In order for student support programmes to be beneficial (effective):
•
Lecturers must employ a pedagogical approach and move gradually towards an
androgogical approach;
•
Students must be introduced to ‘new ways of doing’ in respectful, optimistic, trusting
and caring manner;
•
Students must be invited to become members of the academic community;
•
Students must be encouraged to rise above the labels assigned to them;
•
University staff must ensure that students feel a ‘sense of belonging’ to the
community that they’ve just entered;
•
The manner in which orientation, teaching, consultation and assessment must
change in line with student needs.
FURTHER POINTS FOR
DISCUSSION
1. Lecturers who lecture on or develop materials for student support programmes report how
their teaching and assessment strategies have become more learner-centred;
2. Extra learning materials help to develop understanding and make meaning of knowledge by
providing an authentic curriculum in which students are able to apply theory to real life
situations in a variety of ways;
3. If students have a sense of ownership of the institution they will be more successful;
4. Extended time provides lecturers with the opportunity to reflect on what they have taught
and how well students have understood it;
5. Lecturers need to be available to all students;
6. Although there is discussion in SA to mainstream the 4-year diploma there is still a place for
student support programmes given the state of secondary schooling in SA;
7. Can the success of the foundation-type programmes be replicated in the mainstream if this
entails the watering down of the pedagogy and methodology that
models success?