Dear SEDA colleagues
what an interesting discussion re induction .... I can't help feeling though that if we mainstreamed areas such as " learning support" and " academic skills support" more into the day to day lives of the students, this would enable them to feel much more part of being a student, rather than feeling that there is something the matter with them if they are not coping.
So much support is provided in a very fragmented fashion, away from the lecture theatres and laboratories where the students spend most of their working weeks, so unless students wish to be seen as failing in some way ( eg can't write properly, can't manage their time properly) they start to fall out of the system.
I read a great article last week that you might find of interest: Jacklin, A. and Le Riche, P. (2009), ‘Re-conceptualising student support: from 'support' to 'supportive'‘, Studies in Higher Education, 34/7.
If we got some of this right, perhaps our induction procedures might not be under so much pressure.
best wishes
Bridget
Bridget Middlemas
Senior Lecturer in Learning & Teaching in Higher Education
Educational Developer, Learning & Teaching Enhancement Unit
Room 144, Grove House, Froebel College, Roehampton University, London SW15 5PJ
(t) 0208 392 3000 x 3499
________________________________________
From: Online forum for SEDA, the Staff & Educational Development Association [[log in to unmask]] On Behalf Of Becka Currant [[log in to unmask]]
Sent: Friday, December 04, 2009 10:32 AM
To: [log in to unmask]
Subject: Re: extended inductions for students
This is a very important area, and as Phil says, one which is often left
ignored. After all, if you've survived your first year there are no
transition issues for subsequent years of study are there?
It's for this reason that we have developed our model of the extended
student which focuses on providing appropriate support throughout the
whole student lifecycle from pre-entry to post graduation. There are
many different elements to what we do but our approach includes a social
network which provides a safe space for students (and staff) throughout
the uni to talk to each other; our inhouse SaPRA activity which helps
students to reflect on their levels of confidence in different skill
areas. SaPRA has different versions for year 1, 2, 3 and PG students.
And our Outduction project helps final year students manage the process
of leaving.
For those of you not familiar with the Develop Me! approach you can
access the social network here: http://developme.ning.com
Becka
Becka Currant
Dean of Students
University of Bradford
Tel: 01274 236821
Mob: 07917 241214 (or 1739 internally)
Twitter: beckacurrant
Race, Phil wrote:
> *Looking back at this, Sarah, got me thinking about second year students.*
> **
> *They return to Uni, usually a little later than all the celebration
> and fuss which welcomes first-year students, and are usually plunged
> straight in at the deep end into harder work than they were doing in
> the first year. There aren't exciting new discoveries for them (new
> place, new pubs, new friends).*
> **
> *There are all sorts of papers and books focusing on the first year
> experience, but I think the second year gets rather missed out. Final
> year students often also get a lot of attention (and in the UK their
> feedback is gathered in the National Student Survey), but again the
> 2nd year students miss out.*
> **
> *I wonder if the discussion on 'extended induction' might profitably
> seek out best practice regarding second year students?*
> **
> *all best wishes,*
> *Phil*
>
>
>
> *------------------------------------------*
>
> *Professor Phil Race*
>
> BSc PhD PGCE FCIPD SFHEA NTF
>
> *Emeritus Professor*
>
> Leeds Metropolitan University
>
> **
>
> Normally best contact me by email as I travel around a lot
>
> *Website: www.phil-race.co.uk <http://www.phil-race.co.uk/> *
>
> *-----------------------------------------------*
>
> -----Original Message-----
> *From:* Online forum for SEDA, the Staff & Educational Development
> Association [mailto:[log in to unmask]] *On Behalf Of *Sarah.Moore
> *Sent:* 05 October 2009 13:00
> *To:* [log in to unmask]
> *Subject:* extended inductions for students
>
> Dear Seda colleagues
>
> Do any of your institutions have key advice about how to extend
> induction for first year students beyond the usual, often
> tightly-packed orientation days? Any ideas relating to good
> practice, enhancing the first semester and exploring ways to get
> students off to the best possible start would be much appreciated.
> I will be delighted to compile responses and post up a summary for
> everyone.
>
>
>
> Best wishes and many thanks
>
>
>
> Prof Sarah Moore
>
> Associate VP, Academic
>
> University of Limerick
>
> IRELAND
>
>
>
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>
>
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