Embedding an institution-wide capacity building opportunity around transition pedagogy: First Year Teaching and Learning Network Coordinators

Clark, Jennifer; Gurney, Lisa; Lawrence, Sarah; Leece, Rhonda; Malouff, John M.; Masters, Yvonne; Reid, Jackie; Tasker, Isabel; Valenzuela, Fredy; Wilkes, Janelle

doi:10.5204/intjfyhe.v6i1.268

Cited by 8 publications

(6 citation statements)

References 21 publications

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“…Similar to the First Year Teaching and Learning Network coordinators described by Clark et al (2015), the FYTE coordinators worked both individually in their faculties and collectively as a group, providing mutual support for facilitating change in faculty FYE practices. Collaborative communities, in the form of the FYTE coordinator group, the FYE forums and, in faculty X, the local team and community of practice, were critical to these local leaders in learning to be coordinators and continuing to enact their roles.…”

Section: Discussionmentioning

confidence: 99%

Distributed and collaborative: Experiences of local leadership of a first-year experience program

McKenzie

Egea

2017

SUCCESS

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Local level leadership of the first year experience (FYE) is critical for engaging academic and professional staff in working collaboratively on a whole of institution focus on student transition and success. This paper describes ways in which local informal leadership is experienced at faculty level in an institutional FYE program, based on interviews with faculty coordinators and small grant recipients. Initial analysis using the distributed leadership tenets described by Jones, Hadgraft, Harvey, Lefoe, and Ryland (2014) revealed features that enabled success, such as collaborative communities, as well as faculty differences influenced by the strength of the external mandate for change in the FYE. More fine-grained analysis indicated further themes in engaging others, enabling and enacting the FYE program that fostered internal mandates for change: gaining buy-in; being opportunistic; making use of evidence of success and recognition; along with the need for collegial support for coordinators and self-perceptions of leadership being about making connections, collaboration, trust and expertise.

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Section: Discussionmentioning

confidence: 99%

Distributed and collaborative: Experiences of local leadership of a first-year experience program

McKenzie

Egea

2017

SUCCESS

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“…Jones (2013) argues that 'a cultural change may be required for all staff within HE to view themselves as stakeholders in supporting and enhancing the student experience' (p.165). Consequently, a whole institution approach to supporting students in this transition must be sought (Clark et al, 2015). This is the case even though the roles that academic and professional members of staff will have during this period may differ, because what is important is to have a positive attitude, a proactive approach, and consistency from those involved in the induction in order to be able to support and signpost students to the right type of support (Jones, 2013).…”

Section: Background and Literaturementioning

confidence: 99%

HE staff’s attitudes and expectations about their role in induction activities

Devis-Rozental

Clarke

2021

jldhe

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The views of higher education staff regarding their role on the induction period has not been fully explored. Yet this transition to university is a complex for students. In the UK, many students who are going to university leave home, some for the first time, having to learn to deal with many new and sometimes difficult situations they may not have come across before. During the induction period students come across many staff within the university and these interactions are vital to support students in developing a sense of belonging within the university community. This small-scale project sought to evaluate the current provision for the induction process in a UK university to identify areas for improvement, by seeking the views regarding the induction activities from staff within a UK university. Findings from a staff survey with 58 participants suggest opportunities to improve practice. The main areas identified were a need for better communication between teams and effective training and support for staff to understand the issues students may face and type of support they will need. Additionally, the need to develop a more unifying understanding of every member of the university as an active participant within the induction process was highlighted.

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“…In practical terms, this requires familiarisation of staff with transition pedagogies (e.g Nelson, Kift, Humphreys, and Harper, (2006); Kift 2009) so that learning designs include: …simple to complex concepts; curriculum alignment; scaffolded skills development; the use of early and formative assessment, especially to identify at risk students; criterion referenced assessment; introduction to team work; and making explicit the implicit conventions, frameworks and explanatory systems in learners' minds. (Nelson, Kift, Humphreys, and Harper, 2006) Staff development is often considered necessary for both local as well as institutional level change to occur (Kezar and Eckel, 2002) and some have urged this specifically for development of transition pedagogy (Clark et al, 2015). Thus, the literature is well developed in articulating the issues and pedagogies to support student transition.…”

Section: Introductionmentioning

confidence: 99%

“…Staff development is often considered necessary for both local as well as institutional level change to occur (Kezar and Eckel, 2002) and some have urged this specifically for development of transition pedagogy (Clark et al , 2015). Thus, the literature is well developed in articulating the issues and pedagogies to support student transition.…”

Section: Introductionmentioning

confidence: 99%

Amplifying staff development through film

Prowse¹,

Sweasey²,

Delbridge³

2017

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Corresponding author Alicia Prowse, Manchester Metropolitan University, All Saints Building, Manchester, M15 6BH United Kingdom a.prowse@mmu.ac.uk +441612476136 Purpose:The literature on student transition to university commonly investigates student expectations, perceptions and experiences and rarely focusses on university academic staff viewpoints. This paper explores the staff development potential of a filmed visit of university academic staff to a sixth form college. Design/methodology/approachThe project created a space for eight university colleagues from a wide range of discipline areas in a large metropolitan university and ten college students from one local sixth form feeder college to observe and reflect on their experiences of learning and teaching in the two environments. FindingsStaff development episodes were subsequently designed to allow staff who had not attended the visit to comprehend the experiences of learning and teaching in colleges and promote a consideration of pedagogies for student transition. Observations and reflections from this 'second audience' are presented. LimitationsThis was a case study of a visit of a small group of university academic staff to one Roman Catholic 6 th form college who selected students to speak on film. The visit occurred just prior to final exams at the end of the academic year. Practical implicationsPackaging the visit via film and workshop activity enabled university staff to hear their own colleagues' reflections on how students learn in college and the step up to university study. This combination of vicarious/peer learning could be used in a range of staff development and training settings. OriginalityThis study explored a practical way of extending a small-scale episode of experiential staff development to a much larger staff audience via the use of filmed reflections of participants, combined with workshop activity and online comment and discussion.

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Embedding an institution-wide capacity building opportunity around transition pedagogy: First Year Teaching and Learning Network Coordinators

Cited by 8 publications

References 21 publications

Distributed and collaborative: Experiences of local leadership of a first-year experience program

Distributed and collaborative: Experiences of local leadership of a first-year experience program

HE staff’s attitudes and expectations about their role in induction activities

Amplifying staff development through film

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