Martin,
We find it difficult to get young, male students to access the service until their problems become quite serious - low marks, bad feedback.
In induction sessions we try to give students some simple strategies to encourage them to devote time to their studies e.g. for those involved in sport we encourage them to incorporate their academic 'training'/workloads into their sport training timetables.
I feel the area of retention, progression and learning support for younger males is an area ripe for research.
Carol Thomas
Carol Thomas
Head of Learning Support Services
Learning and Teaching Institute
University of Chester
Parkgate Road
Chester, CH1 4BJ
(01244) 513311
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>>> Martin Hampton <[log in to unmask]> 16/03/2010 15:51 >>>
I have not been involved in any such project, but given that we also a ratio biased in the same direction, I'd be interested to hear ideas. My own suspicion is that the personal, one-to-one nature of our tuition - one of the very qualities we emphasise in publicity, of course - might actually dissuade many younger male students. Am I some sort of horrendous stone-age throwback? What do others know or think about possible explanations for this pattern?
Martin Hampton
>>> Tim Crawford <[log in to unmask]> 16/03/2010 09:20 >>>
Has anyone been involved in a successful retention project for male students? We have found that the ratio of female:male students accessing academic skills support is 4:1 and it seems to be a major issue in disciplines such as computer science, maths and physics.
Regards,
Tim
_________________________
Tim Crawford
Learning Development Tutor
Learning Development Service
Student Guidance Centre
Queen's University Belfast
BT7 1NN
t: 028 9097 2874
w: www.qub.ac.uk/sgc/learning
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