Preparing to Learn Induction and IBL by kwt12236


									Preparing to Learn :
 Induction and IBL

Margaret Freeman, HCS
 Sabine Little, CILASS
    May 21st , 2007
Goals for this session

   To provide context:
     Research into orientation/induction and the
     student experience at University
     UoS guidelines on Induction
     Examples of good practice in UoS
       Biomedical Sciences: pre-induction pack and induction
       Chem Eng: Induction Week
       Human Communication Sciences: IBL activity
     Student Feedback
     Implications for September, 2007
Research (1)
Entwistle et al. (2002)
First Year Experience Research

 The „free text‟ responses provided by the students
   point to
    the importance of making friendships as a crucial
   element of a positive HE experience.
   Institutions can assist in this process through the
   approaches they adopt to teaching
      for example, by engaging students early on in activities
      that involve collaboration.
    Students commented (favourably and
   unfavourably) on the quality of their experience in
   higher education.
    Perceived quality is likely to become more
   important in terms of student satisfaction, given
   that students are more aware of the costs of
   their higher education.
Research into the First Year Experience
      Mantz Yorkeet al. (2006)

  < 7, 000 UK students surveyed :

     25% of students felt well-informed
     about programme of study
     40% : Little prior knowledge
     56% of students had considered
     withdrawing during first year
     Research (2) Lim , 2005.
                                                   Unsure of            Independence
                                                   standards            and responsibility
        Don’t know            Transition                                can be frightening
        what to               difficulties
        expect of
        university life                                         Don’t               Expect
                                                                understand          more
                    From                                        lectures,           support
                    families                                    language,           and
                    with no                                     terminology         guidance
                    HE                                              Want to learn
    part time
                    experience                                      and develop
                                                                    new skills but
                     Information               Lost, lonely,        don’t know
                     overload                  confused             how…,3,Research Findings
Lim (2005),3,Research Findings

  Induction                                     Personal Tutoring
    Intensive & not always:                         Students need different
          relevant                                 support from what they
           at the right time                       had been receiving
      Information overload                          Students seek support
           students did not                        from each other
          understand course                         Many did not approach
          expectations                             personal tutors
          felt unprepared                           Students felt
       Positive experiences of                     lonely/isolated and
      induction impacted on                        consider leaving
University of Sheffield

  Recommendations :          Student skills
    Intro Package            survey
    Activities                 Skills introduced in
                               induction week
                               Not always followed
      Orientation              through in later
      „Academic‟ induction     years
                               Some stuff
                               forgotten or not
                               used much
Examples from 3 departments

   Biomedical Sciences:
     Structured (tutor-led) induction
     Tutorial groups discussed „pre-arrival task‟
   Chem & Proc Eng:
     Structured (tutor-led) induction
     Groups worked on Project
     IBL „Treasure Hunt‟
Biomedical Sciences
“Pre-arrival Task”
A scientist hypothesised that spiders hear through organs located on their
   legs. The scientist performed the following experiment to test the
          A spider was placed on a metal tray, situated on a wooden
          A 200g weight was dropped from 300 mm onto the table 200 mm
            from the spider, in order to make a standardised and
            reproducible loud noise (the idea being that if the spider heard
            the noise it would react by jumping)
          The spider was observed carefully for any reaction
          It was noted that the spider ‘jumped’ on the first drop of the
            weight and also on the next 19 occasions that the weight was
          From this baseline experiment the scientist concluded that the
            spider can hear the noise and it responded by jumping.
          Furthermore the scientist hypothesised that the hearing organs
            might be located on the spider’s legs
Biomedical Sciences:
What was covered in the tutorial?

   ‘Scientific‟ writing
   Logical thinking
   Critical analysis
   Ethical issues
   Mechanism of hearing
   Experimental design
   Presentation of ideas
   Common sense!, etc, etc
Chem & Proc Eng:
Activity 1 - Expectations
  First step - Tell us what you expect
    About the course?
    About the department?
    About university life?
  Discuss with your neighbour
  Second step – we tell you what we
Chem & proc Eng:
Activity 3 – TiO2 Project
  Students placed into tutor groups
  Task is to develop a 7 year management plan for the
  production of TiO2. – acting as Management
  consultants for Titan Industries
  Students given briefing documents and 2.5hours
  Results given as a short presentation
Introduces team working, problem solving and communication

Introduces an awareness of industrial, environmental and social
            issues, relevant for chemical engineers.
Chem & proc Eng:
Activity 3 – TiO2 Project
   Students dived straight in - created a buzz
   in the department
   Presentations were excellent – lots of
   debate and questions
   Prize for best group – winning contract

             “shock to the system”
   “do it next year”      “felt like a chemical
The HCS- CILASS activity

    to start discussions about learning at the start
    Provide experience of IBL to focus discussion
    Facilitate social interaction and orientation
Treasure Hunt!
    Aim for this week:             TASK
    Use case-based                 Small groups
    approach, so that                (8 students *)
    students can:                  Identify knowledge
       Meet and share with         base* and information
       each other                  needs
       Have a focus and reason
       for finding your way        Work as a team, with
       around                      student guides
       Invite discussion about     PRESENT your
       aspects of the course       findings on FRIDAY
       HAVE SOME FUN!              22nd, at a buffet lunch
                                   for staff and all first
  * Based on previous experience   year students
Background stuff

                  ‘Easy watching’
  Task            •Mrs Doubtfire
                  •Bus Story

                 • Recruited via general email (May)
Student guides   • Meeting to ‘plot’ (June)
                 • Briefing (Friday before Intro Week)
                 •T shirts!
                 •Time sheets
letter in          Meetings planned on
Welcome pack       Monday of Intro Week
  HCS Plan for Intro Week

                                                   Supported by
   New students to work in small groups
                                                   Student ‘Guides’
TASK:                                       Guides ‘booked by the hour’
(a)Watch a video clip
(b)‘What’s this got to do with your
   course?’                                Guides available to:
(c)What do you know already                • take you
   about this subject?                     • show you
(d)What else can you find out?             • tell you…
(e)Where’s the information you             … help with anything you
   need?                                   think you need

     Produce a poster, by
                                  Organise selves round other activities
Treasure Hunt

   „Nuggets of information‟
                                   In journals (not necessary
   Hidden/located in various       at this stage On the
   places:                         Internet
      In the heads of some of          Course guides (HCS
      the students                     website)
      In the heads of some             WebCT modules
      staff!)                          RCSLT /ASHA websites
      In books (Libraries and
      HCS Common Room        
      bookshelves)                     GOOGLE*
         Study guides
         Reading lists
                                * But check reliability of
         Library catalogue
                                public websites on google
What they did
Basic facts : Time spent

   Based on the Guides‟
   time sheets:
   Guides spent 11-12.75
   hours                         prep
   Some of this was              Intro
   „formal‟:                     meeting
      Preparation:     2 hours
      Intro meeting:   1 hour
      Lunch:           2 hours
   Small groups:       6-7
   hours                         groups
Basic facts: Staff time

   10 staff made themselves available
   for one hour during the week
   Students could book in (as for
   tutorial times/ Office Hours)
   NONE of the times were used!
   One staff (MF) on standby all week
   ALL staff (including support staff)
   were included in the buffet lunch
Evaluation: Staff

   Impressive discussions of posters
     Students met and greeted peers and
     staff from day one
     Students got involved in group activities
     quickly and effectively
     Strong sense of „belonging‟
     No-one arrived late because they‟d been
Student feedback
(immediate and after 6/12)
  Immediate (Friday)     Spring 2007
    PGT: Very positive   √ socialisation
    UGT: „Too long‟      √ orientation
    Friendships          Х time spent
    Peers/guides         Х level of activity
    „posters are           (not quite right)
    babyish‟             Х prior information
                         √ do it again!
The moral of the story so far!

  1.   Induction needs to start early
         Before students start the course
  2.   Clear guidelines and information facilitate
       setting in
  3.   Promoting a sense of social ease…
         among students and their peers
         Among staff and students…
         …helps students to settle in and encourages them to
  4.   Programme needs to continue after Intro Week
Have we got time?

   Short video clip of finale

    Look through the chart which lists the
    activities of the three departments…
        …Identify „best practice‟
        Consider what‟s applicable for your
    Discuss feasibility
        Identify challenges and opportunities
Some references
   256,1,Innovations in the First Year
   Experience @ SSU

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