Student-generated induction: notes for UEA Library
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My notes from the workshop by Nicholas Bowskill on student-generated induction - a 'social identities' approach to the transition to higher education
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Student-generated induction: notes for UEA Library
- 1. ‘Midwifing the moment’: thinking about induction Notes from the course ‘Student-generated Induction: a social identities approach’ by Nicholas Bowskill EmptybyShaylorCCBY-ND2.0
- 2. Integration and retention Tinto (1975): Whether a student persists or drops out is quite strongly predicted by their degree of academic and social integration http://www.psy.gla.ac.uk/~steve/localed/tinto.html
- 3. Social integration o Emotional togetherness o Sense of being a group o General isolation from peers
- 4. Academic integration o Performance (grades) o Enjoying your subject o Identifying as a student
- 5. It starts with induction
- 7. 1. Individual cognition = information processing o acquisition, assimilation, transfer & need 2. Structural = the environment o organisation of info, marketing, access & services 3. Social identity = influence of groups o the sense of who we are as group members – and who ‘we’ are as a group
- 9. Student-generated induction o Not a series of presentations o As much about feelings as thoughts & facts o As much about talking to peers as to tutors & support professionals o Agenda is owned and co-authored by participants o Invoking a shared sense of group identity (who ‘we’ are)
- 10. ‘Midwifing the moment’ o Instead of telling students what we think is important, ask them what they think is important to know o Every social interaction is a chance to get something out, not shove something in
- 11. “The whole purpose of HE is to develop in students a critical mindset: the weighing, sifting, questioning approach that isn't cowed by expertise or silenced by authority. Yet … our ‘induction' weeks in general chiefly consist of telling our students things” The F word: information literacy, ‘find’ and other verbs
- 12. How could we help new students to feel at home in the library? Poll/Discussion
Editor's Notes
- Induction = the process by which the university explains itself to new students and helps them adapt to their new learning environment, expectations, and identity.
- ’Who we are as group members’ = who each of us is as an individual at the unique intersection of a whole range of groups and communities (c/f Wenger). The groups we identify with are manifold, and can include gender, race, ethnicities, sexuality, nationalities, religion, social class, political parties, regions, teams, clubs, hobbies, jobs, professions, student, academic, support professional, scientist (and the sub-group ‘women in science’ as appropriate), artist, educator, musician, first born, … There is also a whole cluster of academic group identities: “I’m at university” (and possibly “I’m the first in my family to go to university”) “I’m at UEA” (identifying with the institution) “I’m doing Midwifery at UEA” (back of hoodie – identifying with the course)
- Standard university induction consists of putting students in a lecture hall and talking at them for hours – filling them with information that we think they need to know. This focuses on levels 1 and 2: acquiring non-negotiable information about your course, academic expectations, what you need to do and who you need to be in order to succeed; about how the uni is organised, whom to talk to about what, how to access information. What would happen if instead of telling students what we think is important, we asked them what they want to know – what they think is important?
- … all of which means WE NEED TO TALK A LOT LESS and listen a lot more!
- The group identity that develops in this way not only aids retention – it sets the tone for the individual, critical inquiry into knowledge that we want from our students.
- https://www.polleverywhere.com/