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Building Resilient Learners: Enhancing Student Retention and Success in Higher Education

This event focuses on building resilience and fostering a sense of belonging in higher education students to improve retention and success rates. It addresses challenges like academic demands and feelings of isolation, emphasizing quality student-centered learning. Key messages highlight the importance of academic support and understanding the needs of students with disabilities. Capacity building for staff and students, implementing Universal Design, and cognitive scaffolding strategies are key areas of discussion. Contact AHEAD for more information.

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Building Resilient Learners: Enhancing Student Retention and Success in Higher Education

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  1. Building Resilient Learners Ann Heelan, AHEAD Helen Carroll, DIT

  2. INCLUSION in the Workplace AHEAD Nov. 12

  3. http://www.edrobertscampus.org/images/ERC_front.jpg

  4. Challenge • Shifting thinking and managing change • Attitude and understanding • Academic demands • Apron strings STRESS=AN INADEQUATE RESPONSE TO ANY DEMAND

  5. Factors in retention • What percentage of students think about • leaving HE? • • Between 33% (1/3) and 42% (2/5) of students • think about withdrawing from HE. • Why do students think about leaving HE? • Most students having more than one reason. Top three • reasons: • • Academic issues. • • Feelings of isolation and/or not fitting in. • • Concern about achieving future aspirations

  6. Key message • The key message is the importance for students of having a strong sense of belonging in HE; this is most effectively nurtured in the academic sphere. • This puts high quality student centred learning and teaching at the heart of effective studentretentionand success. • Professor Liz Thomas

  7. Student View

  8. Some Questions • Do lecturers understand the difficulties faced by students with disabilities? • Why do staff not believe in us? • How do we change the focus from disability to ability • How do we make lecturers aware of our different needs? • How can we educate employers so they employ graduates with disabilities

  9. AHEAD Contacts • www.ahead.ie • www.questforlearning.ie

  10. Capacity Building • Staff • Understanding of the Impact of disability • Knowledge of how to implement Universal Design • Managing change • Students with Disabilities • Academic skills • Resilience

  11. RESILIENCE • E + R =O • The event plus the response equals the outcome • Hans Seyle 1930’s

  12. Level 4: Personal assistance where adjustments, assistive techonology and including solutions are not suficcient. Ex: Mentors and daycare Level 3: Reasonable adjustments to the individual. Ex: Assistive technology Level 2: Adaptions to groups with similar needs, i.e. Accessible Literature for student with reading diffuculties Level 1: Universal design: Including most students in the ordinary solutions A Strategic Approach: UD LINK-conference, GENT 2012

  13. Multiple Intelligences Marion McCarthy , IonadBairre, TLC, UCC

  14. Cognitive Scaffolding • Students do not make the transition to higher education with “Fully Hatched” academic skills and constantly are trying to keep up with the demands of the course • Stella Cotterell Study Skills Handbook, chapter 3

  15. Cognitive scaffolding • Cognitive psychology place great emphasis on the processing capacity of the learner and give consideration to: • Declarative knowledge _ knowing facts • Procedural Knowledge_how to use knowledge • Conditional Knowledge_knowing where and when to apply the knowledge • Dewey, Vygotsky, Bruner

  16. Integrate: Academic Scaffolding Academic Scaffolding Integrate Academic how to :research model writing analysing data reasoning making an argument providing evidence Drafting Referencing Structuring signposting

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