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Anatomy of a Student: Who are your students and how can you support them?

Anatomy of a Student: Who are your students and how can you support them?. Joe Lipsett Vivien McComb New Faculty Orientation 2014. Who are our students?.

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Anatomy of a Student: Who are your students and how can you support them?

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  1. Anatomy of a Student: Who are your students and how can you support them? Joe Lipsett Vivien McComb New Faculty Orientation 2014

  2. Who are our students? An overview of the university’s student population. This information will help you to better understand the students registered in your courses

  3. Source for all information & diagrams: Planning, Quality & Reporting (PQR) – Program Enrolments Report 2013

  4. What is the profile of an average or typical Newcastle University student?

  5. Profile of a typical UoN Student… • Undergraduate • Attends a Newcastle Campus • 17-25 years of age • Domestic • Originated from Newcastle and the wider Hunter area

  6. Learner analysis: Why should you collect this information?

  7. Collecting Student Information • NUSTAR • Paper survey • Clickers or Lecture Tools • Electronic survey (Blackboard) • Program convenor • Planning, quality and reporting (PQR)

  8. Student Support Scenarios

  9. Scenarios As a table: • Read the scenario and identify: • Where would you collect this learner information from? • What is the issue? • How does this information affect your teaching & student support? As a cohort: • Share responses with the room

  10. 1. You are the coordinator of a first year course. The cohort is comprised of mainly students with a low ATAR (Aust. Tertiary Academic Rank). You have inherited the course and are teaching it for the first time. You find that the course is poorly designed with weekly academic readings that are too ‘high-level’ for first-year students and the assessments are confusing for students.

  11. 2. The cohort in your course is comprised of students from a number of different countries where English is their second language, and also young and mature-age domestic students. The main assessment component requires that students work in groups throughout semester to complete a major project.

  12. 3. You have inherited a large second year course comprising 600 students. This is a course which students from multiple disciplines and 5 degree programs must complete as compulsory for their studies. Your course subject matter is very precise and specific to your discipline area and you are now required to teach the course into the different programs.

  13. 4. The course you are coordinating covers content that is sensitive and requires a high level of empathy and open-mindedness on the part of students when engaging with it. The practical part of the course requires that students work with frail and elderly patients. Your student cohort is comprised of mostly young (18-20 year olds) male students.

  14. 5. You are teaching a course that relies on problem based learning methods and open ended approaches to learning key concepts and skills. The key concepts and skills in the course are difficult and require sophisticated skills and thinking approaches to resolve the given problems. Your students are first-year high-achievers who have entered University with high ATARS (Aust. Tertiary Admission Rank). They have been very successful in their previous studies in secondary school.

  15. 6. You are teaching a post-graduate course that is entirely online. The student cohort is comprised of primarily international students and ¼ of the assessment weight for the course is comprised of contributions to discussion forums. After the first two weeks you discover that less than half of the students have accessed the forums and only a few have posted any content.

  16. 7. You are teaching a second year course of 200 students. The majority of your students are majoring in the discipline and a third of them are new to uni transfers from TAFE (Technical and Further Education). The content and skill set for the course have been carefully scaffolded from the first year compulsory course.

  17. 8. You are supervising two RHD candidates at different stages of their thesis. One student is a single parent who is very capable, but frequently misses deadlines due to familial challenges. The other candidate is an international student who is often on campus, frequently in touch but has weak writing skills.

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