Enhancing the First Year Experience at UCD

Dr. Amanda Gibney

DIT First Year Initiative – 10 Steps to engage your First Year Students30th March 2010

Outline of Presentation

• Fellowship in Teaching & Academic Development

• Education Strategy Development

• Programme Planning

• Focus on First Year

• Semester 1 Engagement and Skills Development

• Summary

• Scheme commenced 2007, 8 Fellows

• Funded by HEA Strategic Initiative Fund (SIF1&2)

• Creation of network of emerging leaders with T&L track record

• Research key institutional education issuesModel: Group project and individual project

• Dissemination of research findings and improvement of student experience

Fellowship in Teaching & Academic Development

Group Project: First Year ExperienceFellows Team: Niamh Moore, Sara O’Sullivan,

Feargal Murphy & Amanda Gibney

Fellowship in Teaching & Academic Development

FindingsGibney, A., Moore, N., Murphy, F. & O'Sullivan, S. (2011) 'The First Semester of University Life; 'will I be able to manage it at all?'. Higher Education, 62 (3):351-366, DOI 10.1007/s10734-010-9392-9(Web link: http://hdl.handle.net/10197/2788)

Recommendations• Initiatives to support transition development of skills, engagement, drop-in writing centre• Initiatives to support community building group work, peer mentoring, social networking

Consultation and development process 2009-2010

Development of Strategic Objectives

Development of University, College and Programme actions

Strategy launched in April 2010 as integral part of UCD Strategic Plan to 2014

Education Strategy Development

Strategic Objectives

• Foster early and lasting student engagement

• Grow and develop graduate education

• Strengthen and enhance academic disciplines and programmes

• Stimulate creativity, innovation, entrepreneurship and active citizenship

• Widen participation and support lifelong learning

• Internationalise the student experience

• Excel in teaching, learning innovation and academic development

Education Strategy Development

University Level Planning (2009-2010)(Registrar, Deputy Registrars, College Principals, VPTLs, Programme Deans, Graduate School Directors, Marketing and Recruitment Managers, Finance Managers)

• Clear unified presentation of programmes, simplification of entry routes

• Identification of common themes across programmes

• Articulation of pathways from undergraduate to graduate programmes

Programme Planning

Programme Level Planning (2009-2010)Oversight and Working Group(Programme Deans, College Principals, VPTLs, Graduate School Directors, School Heads, School Heads of T&L, Programme Office Directors, College Finance Officers)

• Programme vision

• Programme outcomes and graduate attributes

• Programme Structure/Map

• Action plan and timelines

Programme Planning

University Level Initiative (2010-2011)

• University and Programme Orientation

• Academic Programme Structure

• Assessment and Feedback

• Transition to Independent Study

• Engagement with UCD

Focus on First Year

Semester 1 Engagement and Skills Development

Programme Specific Modules

Business: Effective Learning and Development

Engineering: Creativity in Design

Computer Science: Computer Science in Practice

Science: Principles of Scientific Enquiry

Nursing: Transitions: Engage to Success

Arts: Learning for Success @ University

(Module Descriptors: http://www.ucd.ie/students/course_search.htm)

Semester 1 Engagement and Skills Development

Engineering: Creativity in Design(coupled with Innovation Leadership)

Active-learning engineering experience through which students develop their:

• observation skills

• problem solving skills

• lateral thinking abilities

• visual and verbal presentation skills

• information literacy skills.

Innovation Process

Understand

Ideation Prototype Refine Implement

Points of Inspiration

Observe

Opportunity Statement

Ideas to Pursue

Possible Solutions Innovative

Solution

Current Situation

User Experience

Idea Generation

Working Models

A Few Possibilities Solution

• Data• Issues• Successes• Problem Def.

• Shadowing• User Journey• User

Interviews• Story Telling

• Brainstorming• Lateral

Thinking• TRIZ

• Mock-ups• Go Fast• No Frills• Create

Scenarios

• Focus Prototypes• Engage Clients• Ruthless

Decisions• Focus on

Outcomes

• Resourcing• Diverse

Skills• Create• Launch

Small # Probable Solutions

Semester 1 Engagement and Skills Development

Assessment

Formative and summative assessment in-studio wks 3 to 12

5 key concepts

Understanding (evidence-based, comprehensive)

Observation (planning, photos, sketches)

Idea generation (no. of ideas, good themes)

Prototyping (planning, testing, context)

Communication (verbal and visual)

Group (85%)

Individual (15%) Sketchbook submission, sketch exercises

Semester 1 Engagement and Skills Development

Semester 1 Engagement and Skills Development

Semester 1 Engagement and Skills Development

Semester 1 Engagement and Skills Development

Creative Design Solutions ExhibitionInnovation Dublin 2010 & 2011

Semester 1 Engagement and Skills Development

Semester 1 Engagement and Skills Development

• Students were provided with a module handbook

• Students obtained weekly feedback (both formative and summative)

• Students not attending studio sessions were contacted

• Students exhibited sustained, substantial effort across the semester

• Student’s understanding of the process and their prototyping, communication skills and confidence improved across the semester

General Points

Semester 1 Engagement and Skills Development

• Aspects that appealed:Teamwork, studio setting, solving real problems, getting to know classmates, fun, active

Student Feedback

• Aspects that helped learning:Giving presentations, teamwork, interactive studio

• Suggest changes:More time per project, more drawing, earlier information literacy session, clearer project briefs, better chosen groups

Semester 1 Engagement and Skills Development

Semester 1 Engagement and Skills Development

Science: Principles of Scientific EnquiryAims

• Engage students with scientific literature research

• Encourage critical and analytical thinking• Encourage passion for discovery and with that

self-motivated learning• Develop group work and communication skills• Provide a personalised contact with academics

in the scientific community• Aid transition to university

Semester 1 Engagement and Skills Development

Delivery

Lectures: to full cohort of 400+, lecturer-led

Workshops: groups of 75, tutor led

Tutorials: groups of 5-6, academic as facilitator

Group Work: groups of 5-6 scheduled unsupervised time

Semester 1 Engagement and Skills Development

Assessment

Description Individual/Group

Submission

% of module grade

Timing

Individual Research Paper Summary

Individual 13 Week 4

Group Research Abstract Group 12* Week 6

Group Presentation Group 15* Week 8

Group Project Report Group 30* Week 11

Learning Journal Individual 10 Throughout semester

Engagement and Participation

Individual 20 Throughout semester

* Group marks weighted by peer marking and attendance and contribution mark

Semester 1 Engagement and Skills Development

Observations and Feedback

• Students engaged with scientific literature and aware of research activities in UCD and beyond

• Students used research and critical thinking skills developed in other modules

• Students’ communication skills improved as did their confidence

• Students recognise longer-term benefits of skills developed

Summary

• Co-ordinated, planned institutional activity in T&L supported at high level can effect real change

• Institutional Research and research-based evidence will dispel anecdotal evidence and spur change

• Cross-disciplinary dissemination/interaction pitched at appropriate level promotes wider adoption of innovative effective practices

• Effective Fellowship model has:- engaged academics in policy making- developed cross-disciplinary networking- resulted in emergence of academic leaders