FYE at UTS Dr Kathy Egea FYE coordinator University of technology Sydney June 28th 2016 UTS First Year Experience (FYE) program an institution-wide, systematic approach to supporting transition, retention and success for first year students from low socio-economic status backgrounds, within a philosophy that good practice for these students is good practice for all students. The program design was informed by third generation first year policy and practice (Kift, Nelson, & Clarke, 2010), including the ideas of transition pedagogy (Kift, 2009; 2015).
2 UTS FYE program Central coordination FYE community and forums University FYTE coordinators FYE grants Faculties
FYE Faculty CoPs FYE forum 1 2016 4 Success: Headcount and pass rate headcount: UG domestic commencing (growth = 47%) Pass Rate: UG Commencing Domestic 92.00%
2014 2015 LSES 5 Underpinnings of FYE practice: Sally Kifts Transition Pedagogy The intentional design of learning, teaching and assessment approaches forms an integral part of any successful transition pedagogy (Kift, 2009, p. 9) First year Curriculum Principles (FYCPs) Transition
Diversity Design Engagement Assessment Monitoring and Evaluation 6 FYE grant applications
Brief description of the aims and rationale for the project Select the 1-2 strongest Transition Pedagogy principles that you are addressing. Provide detail of how the selected principle(s) is (are) addressed in your project. Other University/Faculty/Course/Subject priorities addressed (optional) Key project activities and timeline, including appropriate activities that engage the overall teaching team (if applicable) Your evaluation strategy ie how you will know that the project has been successful, with particular focus on the transition pedagogies that you have chosen, and how will you collect information to improve the outcomes? Project Budget and budget justification 7 Transition FYCP Transition from their previous educational
experience to the nature of learning in higher education and learning in their discipline as part of lifelong learning FY curriculum to be consistent and explicit in assisting students transition mediate and support transition as a process that occurs over time Enable transition as ongoing process 8 Video: Messages from Survivors The move from structured independent learning in year 12 to open-ended group creativity in first year university Professional Practice Points Rationale
Aim: to get students to think about what does it mean to be a scientist How do scientists act? What skills are important for your future subjects and future years at university but also in your future careers? Ideas of professional skills and their application were embedded from week 1 in the very first semester and then throughout the years. 10 Practice Not evident Developing
Competent Exemplary Organisational Skills Time management Task focus Preparedness to learn Disorganised. Poor attention to task. Not prepared for lab session.
Reasonably wellorganised in the lab. Not always attentive to task. Had prepared to some extent for the lab session. Used time in the lab effectively. Kept on-task during the session. Had read background material. Well-organised in the lab session. Very purposeful,
strongly on-task. Had read and fully understood background material. Interpersonal Skills Acts on instructions Communicates ideas and asks questions Courteous to peers Does not follow instructions. Not contributing
effectively to discussion. Dealt poorly with others. Needed direct guidance in following instructions. Sometimes offered ideas. Communication good. Some lapses in relations with others. Acts on instructions, seeking clarification when necessary.
Offered ideas and communicated effectively. Dealt courteously with peers and staff. Acted on instructions promptly. Work-based skills Contributes effectively to the team Ability to work independently Ability to work safely in the
laboratory Disruptive in teamwork. Noncontributor. Unable to work independently without considerable guidance. Not working safely Contributed to some extent to teamwork. Some initiative shown in working independently. Needed guidance in working safely.
Was an effective member of a team. Largely self-reliant in directing own work. Worked safely in the laboratory. Offered some leadership in team situations. Self-starter, selfreliant. Always worked safely with proper concern for others. Proactive in offering
ideas, communicated well. Worked well with others in the lab. Survey Results What did you like? After looking at the feedback from the lab assistant, they gave me a bit more confidence. Being able to record down what went wrong or what you did good as a form of solidified self reflection It enabled me to critique my 'performance' in the lab for each practical experiment, and to receive feedback from my lab demonstrator as to how they think I performed. They allowed me to focus on my actions during prac classes and evaluate them. This helped me improve. Your task (1 minute)
FYCP: Transition Reflect on this principle and how it might apply to your teaching Write comments on sheet provided and focus on What you are doing now to address student transition? 13 Diversity principle FY curriculum account for students backgrounds, needs, experiences and patterns of study students have special learning needs by reason of their social, cultural and academic transition
few if any assumptions should be made about existing skills and knowledge. 14 FYE Grant (2012): Chemistry 1 Maths Project Bridging the Gap between Chemistry and Maths Materials Developed: Questionnaire to identify background knowledge and diversity of the first year cohort
Chemistry and Mathematics background Completion of Bridging Courses Results from Diagnostic test FYE Project: Chemistry 1 Maths Project - Demographics Highest Level of Maths Year 10 HSC General Maths HSC Mathematics
% Highest Level of Chemistry % 5 Year 10 28 HSC Chemistry 50
HSC Senior Science 4 TAFE 6 Chemistry at Another University 6 None
6 27 39 HSC Extension 1 or 2 23 Maths at Another University 5 None
1 FYE Project: Chemistry 1 Maths Project Bridging the Gap between Chemistry and Maths Materials Developed: Online quizzes with extensive formative feedback FYE Project: Chemistry 1
Maths Project Bridging the Gap between Chemistry and Maths Materials Developed: Support booklet 43 pages of material covering topics such as algebra, logarithms, graphing skills and unit derivation
H 6% 16% 40% 24% 16% 5% Your task (1 minute) Look at Adams survey: Getting to know you Reflect your own way of managing student diversityin your class and write the comments on the handout FYCP: Diversity What you are doing now to understand the diversity in your class?
20 Design principle FY curriculum design and delivery student-focused explicit and relevant Provides the foundation and scaffolding necessary for FY learning success. FY curriculum must be designed to assist student development and to support their engagement with learning environments through the intentional integration and sequencing of knowledge, skills, and attitudes. 21
Construction FY subject Challengers First of the four Cost Management subjects Large amount of curriculum material & heavy emphasis on numeracy Largely digital and practice-based Large class size Weekly tutorial, less individual support Students not engaged in the subject and high failure rates FYE grant - Builders transition: Peer-demonstrator program and careers assignment design & implementation
Implemented peer demonstrators (successful higher year students or immediate graduates) to provide tutorial support to students in order to increase the ratio of teaching assistants to students. Developed training manual in how to encourage FY students in developing their learning skills and confidence in the subject. Collated past student feedback results (with T&L staff ) Developed a practice-based career assessment for the subject with T&L and Career staff. The group assignment required students to interview an industry expert to find out the role and challenges of cost management in the construction industry. Develop a student workshop for the career assignment (interviewing
practices with career services). Develop screencasts for the subject (with academics from another school and faculty) 23 24 Outcomes Peer-demonstrator program : The student feedback from focus group discussion and SFS was positive and students were happier with more tutors assisting the tutorial session. Good tutorial sessions and the extra tutors were needed Yes the tutors were great and very helpful. I literally relied on them to re-learn the content the lecture The tutors were great, very helpful and happy to answer any questions Good to have extra students - for continuous week to week support, patience and tolerance to my questions and learning in this subject
The evaluation/observation forms completed by peer tutors have also provided positive feedback on the changes of subject delivery and overall students learning situation. Career bases assignment: The student feedback on the group practice-based career assignment was also well received by students. 25 Your task (1 minute) FYCP: Design Reflect on this principle and how it might apply to your teaching Write comments on sheet provided and focus on What you are doing now to address the design principle?
26 Engagement principle Engaging and involving curriculum pedagogy Active and collaborative learning Learning communities active and interactive learning opportunities peer-to-peer collaboration teacher-student interaction 27 Involving curriculum pedagogy 28 29
Involving curriculum pedagogy 30 Engagement through collaboration 31 Your task (1 minute) FYCP: Engagement Reflect on this principle and how it might apply to your teaching Write comments on sheet provided and focus on What you are doing now to address the
engagement principle? 32 Assessment principle The first year curriculum aids transition to higher education assessment through a range of appropriate assessment practices provision of early feedback on student progress to students and staff increases in complexity from first to later years. 33 Benchmarking with technology
t u T s r o d n a st t n e
d u s 34 Benchmarking with technology 35 Benchmarking evaluation 36 Benchmarking without technology Team discussing and agreeing on criteria
Benchmarking without technology Checking requirements for referencing criteria and yellow grading cards Benchmarking without technology Class discusses how the report could have been improved Reflections from academic
Tutors should be trained and work collaboratively Criteria needs to be specific Excellent too vague Great way to combine multiple classes What is the best group size? Consider time and timing Range of standards - students want HD examples Real examples of students work or compilation? Students love the competition and excitement of the reveal High energy and complete involvement Great feedback from tutors and students Your task (1 minute) FYCP: Assessment Reflect on this principle and how it might apply to your teaching
Write comments on sheet provided and focus on What you are doing now to address the assessment principle? 41 Evaluation and monitoring principle Monitor all students engagement in their learning Identify and intervene in a timely way with students at risk Evaluate your own practice Plus (at UTS) Get student to monitor their own practice
42 Ethics Law & Justice Reflective Practice (classroom and assessment) Part 1: Self-Management Plan & Reflection early low risk (due beginning of week 4, worth 10%) Part 1 SM plan and reflection Part 2: Journal (week 13, worth 20%) based on weekly posts How do you think the learning in Ethics, Law and Justice will impact on your future as a reflective and ethical practitioner? In your final post, discuss one issue that we looked at this semester. How you would respond to the issue as a reflective and ethical practitioner? Sample of reflective task in law Assessment task 1: Reflective Journal
Developing the UTS: Law graduate attribute of self-management in this subject Ethics, Law and Justice will enable you to: Demonstrate a developing capacity to reflect on, and assess capabilities, wellbeing and performance Demonstrate a developing capacity to make use of feedback as appropriate Identify, access and utilise appropriate resources and assistance to develop resilience. Your development of Self-Management will be assessed as part of your Reflective Journal. Student comments Self-management plan The transfer from high school to uni was all very new and initially very clueless to what is
going on. But it helped me to keep on track with all work and assignments. Reflective writing The blog posts really made me reflect and reevaluate my opinion weekly. The final reflection helped me to see how far Id come from the start. 45 Your task (1 minute) FYCP: Evaluation and monitoring Reflect on this principle and how it might apply to your teaching Write comments on sheet provided and focus on What could be done to improve both students and academic reflection on Evaluation and
Monitoring? 46 Example of FYE grant application: Selected Principles and justification Provide detail of how the selected principle(s) is (are) addressed in your project. Transition The first year curriculum explicitly assists transition academically and socially into learning in higher education and the new discipline. This project will assist transition into first year through: engaging students in a flipped learning approach early in their Science course, carefully scaffolded resources that promote self-efficacy and confidence in mastering threshold concepts This project will also assist student transition through to later years by
developing independent learning skills to thrive in a flipped learning environment that is UTS learning.futures 47 Example of FYE grant application: Selected Principles and justification Provide detail of how the selected principle(s) is (are) addressed in your project. Design The first year curriculum is designed intentionally for commencing students, based on evidence from practice and research. We will implement a systematic flipped learning framework (Reyna et al 2015) to ensure we are addressing the needs of our commencing students in achieving the subject learning outcomes. In particular, we will concentrate on the content that have been identified as threshold concepts by Ross et al. (2010) and identified as troublesome from past quizzes and exam papers in Biocomplexity.
48 Thank you Any questions? 49 Next task: world cafe 40 minutes 6 principles what works, what is challenging One principle with faciliator 7 minutes to talk and one minute to change After round 1, facilator will summarise past
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