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Kerri-Lee Krause (PhD) Director, Griffith Institute for Higher Education Griffith University, Australia Griffith Institute for.

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Presentation on theme: "Kerri-Lee Krause (PhD) Director, Griffith Institute for Higher Education Griffith University, Australia Griffith Institute for."— Presentation transcript:

1 Kerri-Lee Krause (PhD) Director, Griffith Institute for Higher Education Griffith University, Australia Griffith Institute for Higher Education: Dimensions of student engagement in the first year

2 Griffith Institute for Higher Education Overview Engagement in context Three questions about engagement in 1st year Extending our view of engagement 10 principles for enhancing student engagement

3 Griffith Institute for Higher Education Question: Have we stretched engagement as far as it should go?

4 Griffith Institute for Higher Education Engagement in Context Engagement... Engaged... What does the term mean to you?

5 Griffith Institute for Higher Education Engagement in Context Engagement: time, energy and resources students devote to activities designed to enhance learning at university Engagement: involvement in educationally purposeful activities (Kuh, Tinto, Pascarella & Terenzini)

6 Griffith Institute for Higher Education Engagement in Context Engage... –To occupy the attention, efforts –To attract and hold fast –To bind as by pledge, promise, contract –Make liable Engagement... –Appointment (noun) –In battle, in conflict

7 Griffith Institute for Higher Education 3 Engagement Questions 1. Do we have evidence that first year students are engaged? 2. Should we be concerned that inertia has set in? 3. Are other occupations threatening engagement in the first year? Source: The First Year Experience in Australian Universities: Findings from a decade of national studies. (2005). Krause, Hartley, James & McInnis.

8 Griffith Institute for Higher Education 1. Evidence that first year students are engaged Engaging... –Through class contact and study –Online –With the university –With peers –With academic staff

9 Griffith Institute for Higher Education 1. Evidence that first year students are engaged Engaging through class contact and study –16 hours per week in class –11 hours per week study

10 Griffith Institute for Higher Education 1. Evidence that first year students are engaged Engaging online –4.2 hours per week online for study and research –2/3 use web frequently for study –95% use web-based course materials

11 Griffith Institute for Higher Education 1. Evidence that first year students are engaged Engaging with the university

12 Griffith Institute for Higher Education 1. Evidence that first year students are engaged Engaging with peers

13 Griffith Institute for Higher Education 1. Evidence that first year students are engaged Engaging with academic staff

14 Griffith Institute for Higher Education 2. Has inertia set in? Inertia: tendency of matter to retain its state of rest or of uniform motion in a straight line

15 Griffith Institute for Higher Education 2. Signs of inertia? Failure to participate in learning community activities –Almost 10% frequently come to class unprepared –23%: you can miss a lot of classes because notes are on the web –28%: seriously considering dropping out Emotional health (52%) Want to change courses (42%) Financial reasons (39%)

16 Griffith Institute for Higher Education 3. Are they otherwise occupied? In paid employment –1999: 51%2004: 55% Hours of work per week –1999: : % of earner learners said paid work interfered at least moderately with academic work

17 Griffith Institute for Higher Education 3. Are they otherwise occupied? Extra-curricular activities: interest in –1994: 44%2004: 37% Extra-curricular activities: sport & recreation time on an average uni day –1994: 2.9 hrs/day2004: 2.6 hrs/day

18 Griffith Institute for Higher Education Extending our view of engagement Engagement... as positive connection Engagement... as appointment Engagement... as battle, conflict

19 Griffith Institute for Higher Education Extending our view of engagement Engagement in battle: –at the expense of identity –conflict of values, cultures, ways of knowing and doing students from different linguistic and cultural backgrounds indigenous students students from economically disadvantaged backgrounds

20 Griffith Institute for Higher Education Comprehending and Coping Scale I find it hard to keep up with the volume of work I feel overwhelmed by all I have to do My course workload is too heavy I had difficulty comprehending my course material I had difficulty adjusting to the university style of teaching (items reversed to develop scale)

21 Griffith Institute for Higher Education Comprehending and Coping Scale

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23 Griffith Institute for Higher Education 10 Principles for Enhancing Student Engagement 1. Create and maintain a stimulating intellectual environment 2. Value academic work and high standards 3. Monitor and respond to subgroup differences 4. Ensure expectations are explicit and responsive 5. Foster social connections 6. Acknowledge the challenges 7. Provide targeted self-management strategies 8. Use curricular structures, assessment and feedback to shape student experience and promote engagement 9. Manage online learning experiences with care 10. Recognise the complexity of engagement in policy and practice

24 Thank you! Questions and Discussion Contact:


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