Moving beyond transition pedagogy Maturity models student engagement

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Moving beyond transition pedagogy: Maturity models & student engagement 2012 ERGA Conference 19 -21

Moving beyond transition pedagogy: Maturity models & student engagement 2012 ERGA Conference 19 -21 September 2012 Karen Nelson, John Clarke & Ian Stoodley, QUT Establishing a framework for transforming student engagement, success and retention in HEIs:

Inspiration “stop tinkering at the margins of institutional academic life and make enhancing student

Inspiration “stop tinkering at the margins of institutional academic life and make enhancing student success the linchpin about which they organize their activities. . . establish those educational conditions on campus that promote the retention of students, in particular those of low-income backgrounds”. Tinto, V (2009) Taking Student Retention Seriously: Rethinking the First Year of University. Keynote address ALTC FY Curriculum Design Symposium, QUT, Brisbane, Australia, February 5, 2009. 2 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Topics � Background � rationale, to project: significance, & objectives � Beyond the transition

Topics � Background � rationale, to project: significance, & objectives � Beyond the transition pedagogy � Overview of maturity models � A SESR example � Findings so far. . . � Discussion 3 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Rationale � Existing bodies of work report on students perceptions and their experiences in

Rationale � Existing bodies of work report on students perceptions and their experiences in higher education (e. g. AUSSE, CEQ, FYEQ, UES, ISB. . . ) � No similar attention to sector-wide assessment of institutional activities designed to enhance students learning experiences � Timing for the sector – WP, performance based funding, compacts, increased attention to HE reputation, quality. . . � Concept of a maturity model appealing: � Focus on sustainable processes � Enable contextual interpretation of activities � Assess other organisational imperatives (e. g. Quality, BPM) Establishing a framework for transforming student engagement, success and retention in HEIs: 4 An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Significance � Student success largely determined by experiences in first year � Increasing evidence

Significance � Student success largely determined by experiences in first year � Increasing evidence that factors beyond students control influence success and success � Engagement success & retention � Institutions striving to strengthen / implement strategies to foster and promote learning engagement � Need for a comprehensive framework to benchmark within and between institutions Student Engagement Success and Retention 5 (SESR) Maturity Model (SESR-MM) Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Project Objectives �Develop a SESR Maturity Model (SESR-MM) �Design a SESR Maturity Assessment Inventory

Project Objectives �Develop a SESR Maturity Model (SESR-MM) �Design a SESR Maturity Assessment Inventory �Implement the SESR Maturity Survey and develop a series of Case Studies that explain and describe SESR practices in context �Publish Institutional Maturity Reports (for project team institutions) �Develop & publish a Sector SESR Maturity Model Report (model, inventory findings, case studies, tools) 6 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Generational approaches to the FYE (Kift, 2009; Wilson, 2009; Kift, Nelson & Clarke, 2010;

Generational approaches to the FYE (Kift, 2009; Wilson, 2009; Kift, Nelson & Clarke, 2010; ) 1 st generation FYE Essentially co-curricular – professionals on curriculum’s periphery 2 nd generation FYE Curriculum focus – recognizes entering diversity and supports student learning experience via pedagogy, curriculum design, & L&T practice – requires faculty & professional partnerships 3 rd generation FYE 1 st and 2 nd generation FYE quality assured and seamless across institution, across all its disciplines, programs & services via faculty & professional partnerships 7 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Transition pedagogy A guiding philosophy for intentional first year curriculum design and support that

Transition pedagogy A guiding philosophy for intentional first year curriculum design and support that carefully scaffolds and mediates the first year learning experience for contemporary heterogeneous cohorts. Kift & Nelson (2005) http: //conference. herdsa. org. au/2005/pdf/refereed/paper_294. pdf 8 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Informing Literature Capability Maturity Models Transition Pedagogy Student Engagement (AUSSE) 9 SESR-MM FYEQ Data

Informing Literature Capability Maturity Models Transition Pedagogy Student Engagement (AUSSE) 9 SESR-MM FYEQ Data & Reports Model of student engagement Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Maturity Models � Precursors in Maslow’s (1954) Hierarchy of Needs and Nolan’ (1973, 1979)

Maturity Models � Precursors in Maslow’s (1954) Hierarchy of Needs and Nolan’ (1973, 1979) Stage Theory � Influenced by TQM and the evolutionary stages of practice adoption (Crosby, 1979) � Emergence of Capability Maturity Models � Key concepts of org. Mgt derived from TQM � Notions of sequential and progressive stages � Ideas about capability of s/ware development orgs � CMM frameworks map an improvement path from ad -hoc immature to a mature disciplined processes 10 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Features of Maturity Models Precursor Influences Theory, practice, background and history of maturity models

Features of Maturity Models Precursor Influences Theory, practice, background and history of maturity models Content: Discipline theory and practice Categories Processes Practices 11 Dimensions of maturity Maturity of key practices interpreted for each dimension Measures of Quality (scale of 4 points) Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

SESR Content Category (5) Process (n) Practice s (Nn) 12 Establishing a framework for

SESR Content Category (5) Process (n) Practice s (Nn) 12 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

For example. . . Timely Access to Support (1/5) Transition to University Orientation Program

For example. . . Timely Access to Support (1/5) Transition to University Orientation Program 13 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Planned Defined Managed categories Fully adequate Ad hoc Delivery processes Largely adequate practices Adequacy

Planned Defined Managed categories Fully adequate Ad hoc Delivery processes Largely adequate practices Adequacy Partially adequate Dimensions Not adequate Content Optimising 14 Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

For example. . . 15 Ad hoc Delivery Transition Planned to Uni The. Defined

For example. . . 15 Ad hoc Delivery Transition Planned to Uni The. Defined delivery / provision/visibility Managed of Orientation Optimising Programs Category Integrated suite of programs / a holistic approach Process Access to Support Generic & discipline programs Orientation programs are available to students Maturity Assessment: Pervasiveness & Adequacy Limited discrete programs Practice Dimensions No programs are provided Content Establishing a framework for transforming student engagement, success and retention in HEIs: An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

What we have found so far ? SESR Category Curricula that engage students in

What we have found so far ? SESR Category Curricula that engage students in learning Access to support Example Processes -engaging pedagogies -authentic assessment -feedback processes -proactive monitoring -extended service ‘hours’ Example Practices -role plays -collaborative learning -monitoring student learning engagement -academic advising -peer programs A sense of belonging -inclusive language & practice -cultural competence -develop successful identity -communication -flexible delivery strategies -orientation and Transition pedagogy -whole of course design -academic & professional transition as a process -technologies that Capacity, resources, -staff development policies student engagement, support flexible learning infrastructure, policy Establishing-apromotion framework for transforming success and retention in HEIs: 16 An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013 -physical & virtual

Project Progress / Timeline Key Activities Timeframe Develop a SESR Maturity Model (SESR-MM) Oct

Project Progress / Timeline Key Activities Timeframe Develop a SESR Maturity Model (SESR-MM) Oct 2011 Sept 2012 • Conceptual model from literature analysis (top down) • Categories derived from practices and processes identified through workshops in team institutions (bottom up) Design a SESR Maturity Inventory Feb – Dec 2012 Conduct SESR Maturity Assessments in 3 team institutions : 3 stage process. Develop a series of Case Studies to explain & describe SESR maturity in the context of each institution. Feb – April 2013 March - May 2013 Publish Institutional Maturity Reports (team institutions) June - July 2013 Develop & publish a Sector SESR Maturity Model August - Sept 17 a framework transforming student engagement, success and retention in HEIs: Report (model, Establishing case studies &fortools) 2013 An Australian Government Office for Learning and Teaching funded project ID 11 -2056: 2011 -2013

Moving beyond transition pedagogy: Maturity models & student engagement http: //studentengagementmaturitymodel. net/ Questions &

Moving beyond transition pedagogy: Maturity models & student engagement http: //studentengagementmaturitymodel. net/ Questions & Discussion Thank you for participating in this session. Please contact the authors for more information about this project. Establishing a framework for transforming student engagement, success and retention in HEIs: