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Helping students benefit from paid work and life-wide experiences

Helping students benefit from paid work and life-wide experiences. WHAT ARE LIFE WIDE EXPERIENCES? Make a list of examples - leave gaps on the sheet Swap tables

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Helping students benefit from paid work and life-wide experiences

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  1. Helping students benefit from paid work and life-wide experiences

  2. WHAT ARE LIFE WIDE EXPERIENCES? Make a list of examples - leave gaps on the sheet Swap tables WHAT VALUE DO THEY HAVE, OR COULD THEY HAVE for our students? - add post it notes to the new list with 'added value' Swap tables again

  3. WHAT CAN WE DO TO ENABLE STUDENTS TO RECOGNISE THE VALUE OF SUCH EXPERIENCES? - Use the pieces of paper to write examples of activities down (curricula activities, extra-curricula, and co-curricula?) - each activity on one piece of paper, add notes explaining activity • spread paper around the main experiences sheet. • use arrows to point between experience and activity. WANDER ROUND AND ADD ANY SUGGESTIONS & READ THE IDEAS

  4. To close … the challenge of aspiration raising? • What can we do to raise students aspirations? • Geographically? • Socially? • Personally? • And where might this happen in the curriculum?

  5. Some thoughts "students' aspirations are informed by what they might gain from their course, from each unit and from every learning activity... Hence students need to know about these outcomes, and be helped to interpret and personalise how these outcomes transfer into further study, work and life in general." (University of Bedfordshire: SOAR, Aspirations)

  6. A range of writers discuss the aspirations of non-traditional students and the importance they place on going to university to improve their financial and social situation through gaining a better job and this is often about contributing more effectively to their families (e.g. see Bowl, 2003; Peelo, 2002)

  7. "Developing wider awareness takes time and requires curriculum designers to move away from a content-driven approach where students move from topic to topic to providing time and activities which support students locating their development in the wider community of practice." Atley et al 2008

  8. So we need to think about ways to create time and space in the curriculum for students to develop their aspirations and hopes for the future? Incorporating activities which 'consciously help and support students to explore new possibilities and raise their self esteem and self-efficacy (Bandura 1997)' Atlay et al, 2008

  9. “When I got to university I was thinking ‘why are we doing this?’ You know, but now …I’ve suddenly realised why we were doing all this, because you do need it. It’s taken the whole three years to get there. Now I’m going through my university career I’ve actually realised it was really good preparation to set you up for what's to come”

  10. Atlay, M., Gaitan, A. And Kumar, A. (2008) Stimulating Learning - Creating CR8, in Nygaard, C. and Holtham, C. (Eds.) Understanding Learning-CentredHigher Education, Copenhagen Business School Press • Archer, L. Hutchings, M and Ross, A (2003) Higher education and social class: issues of inclusion and exclusionLondon, Routledge, Falmer. • Bowl, M. (2003) Non-traditional entrants to higher education: ‘they talk about people like me’ (Stoke on Trent, Trentham Books). • Peelo, M (2002) Struggling to learn, in: Peelo, M and Wareham, T (2003) (Eds.) Failing students in higher education, (Milton Keynes, SRHE and the Open University) • Reay, D. (2001a) Choices of degree or degree of choice? Class, race and the higher education choice process, Sociology 35(4) 855-874 • Reay, D., Ball, S. J. & David, M. (2001b) Making a difference?: Institutional habituses and higher education choice , U126-U142 in Sociological Research Online, 5(4) 519-529 • Teesside University Retention Team (2005) • University of Bedfordshire: SOAR: a dynamic, reflective process for personalised learning and development, www.beds.ac.uk/learning/curriculum/structures/cre8accessed 11/11/12

  11. Thank you for your interest and participation Jan Anderson Diane Nutt J.Anderson@tees.ac.ukDiane.nutt@tees.ac.uk

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