Broadening Educational Access and Participation: The Successes of a Regional Equity and Access Program

Levy, Stuart; Murray, Julie

doi:10.18848/1447-9494/cgp/v12i07/47925

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Evidence gathered over the past six years indicates several measures which are suggestive of motivational development (see Levy & Murray, 2006). One important finding is that for UUL students a 20 point gap in ENTER scores translates to an approximate difference in mean results of 5%.…”

Section: Effective Practicementioning

confidence: 99%

Student Motivation: Premise, Effective Practice and Policy

Levy

Campbell

2008

AJTE

Self Cite

View full text Add to dashboard Cite

The purpose of this article is to outline how motivation of first year university students can be enhanced through effective pedagogic practices and to discuss policy level decisions that impact upon the cultivation of student motivation. It reports on practices within a specific first year unit, Understanding University Learning, which successfully incorporates teaching and learning strategies to enhance academic motivation.If we are to believe our own hyperbole about the commitment of universities to creating independent learners who exhibit a range of desirable graduate attributes then first year learning experiences become critical. Getting the first year experience right entails embedding within it the desirable skills and behaviours we want our graduates to have. Through creating and implementing a first year pedagogy that addresses issues of motivation in order to transform the learning characteristics of students they will arguably become less 'assistance needy' in their second, third and fourth years of study. Students are increasingly disinclined to engage in university activities beyond their study requirements because of an initial propensity to study for extrinsic rather than intrinsic purposes, and because of an increasing shift in the perception of tertiary institutions as 'user pays' service providers.

show abstract

Section: Effective Practicementioning

confidence: 99%