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The first year experience in continuing education conference Stirling, April 2006. The effectiveness of embedded academic support in addressing retention.
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The first year experience in continuing education conferenceStirling, April 2006
The effectiveness of embedded
academic support in addressing retention.
This presentation will consider embedded academic support as one of multiple support rafts for students in their first year. This will be done by:
Very much a ‘deficit model’ view. This is something we are keen to do avoid in the academic support of students.
Century 21 student is:
Over 28,00 students:
Napier has widened participation, however this does not mean it is not a ‘risky’ business. Non-traditional entrants may also have other problems including:
‘Direct entrants are from diverse backgrounds with more from postcard areas with greater educational disadvantage and from areas with manifest multiple deprivations’.
(Johnston, Macleod & Small, 2003:4)
‘Retention has become a major issue for Higher Education in the U.K (and other countries). This is especially the case since Blunkett (the then Secretary of State for Education) in the year 2000 asked universities to ‘do something about the drop out rate’.
(Christie, Munro & Fisher 2004, p618)
Yorke & Thomas (2003): Six institutions successful in improving retention
Followed by further research into Universities with a high proportion of students from ‘disadvantaged backgrounds’.
Some research (Johnstone & McLeod 2004, Yorke 2003, Elliot 2004 and others) has
criticised widening participation initiatives which focus on raising aspirations of non-traditional students without tackling the university culture and ensuring adequatesupport.
“If you have to give up something; out of relationship, family, children, paid work and study it is easier to give up study.”
Quinn, Thomas, Slack, Casey, Thexton and Noble (“From life crisis to lifelong learning:
Rethinking ‘dropout’ from higher education” 2005) recommend that universities:
Skillen, Merten, Trivett & Percy (1999, p1)
within discipline-specific contexts
Quality and Teaching and Learning Committees
All of this indicates a degree of concern and commitment to student support. But…
According to research findings, the focus should be
Faculty of Nursing, Midwifery & Health
Faculty of Information Technology
Faculty of Engineering
Faculty of Business/School of Leisure, Sport & Tourism
Short essay trial
No marks recorded
First of 3 marked
short essays due
in two weeks
Formative assessment - early phase
Identification of at
Yorke & Thomas (2003)
Ongoing academic support-
significant attendance ELSSA/ASA
Graph: Numbers of Leisure, Sport and Tourism students attending ELSSA Centre workshops 2001-2005.
“ Learning support advisers should be the fence at the top of the hill rather than the ambulance at the bottom.”