scholarly journals The early impact of initiatives to close attainment gaps at UCL

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Rosalind Mary Duhs ◽  
Julie Evans ◽  
Paulette Williams ◽  
Parama Chaudhury
Keyword(s):  
Systematic Review ◽  
Student Success ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Research Evidence ◽  
Positive Impact ◽  
Inclusive Curriculum ◽  
Attainment Gap ◽  
University College London ◽  
Minority Ethnic

  This article provides an overview of core aspects of efforts to close the black, Asian and minority ethnic (BAME) attainment gap across University College London (UCL). Although the main ‘Catalyst Student Success’ project focuses on home undergraduate students, at UCL we are also using similar approaches to enhance inclusivity in postgraduate courses. The focus in this paper is nevertheless on undergraduates. The detailed use of student attainment data by the UCL Centre for Teaching and Learning Economics is outlined and discussed to underpin the introduction of the use of UCL’s ‘Inclusive Curriculum Health Check’ (ICHC) – UCL BAME Attainment Project 2018 – as a framework for the initiatives taken by departments. A table with the initial responses from the departments in one faculty is presented and selected points are discussed. The value and potential of the initiatives recommended through the ICHC are explored in a table which links systematic review evidence (Schneider and Preckel, 2017) to the ICHC. Staff actions in partnership with students are designed primarily to have a positive impact on the experience and outcomes of BAME students, but the research evidence suggests that favourable effects will accrue for all students.  

scholarly journals Exploring the Black and Minority Ethnic (BME) Student Attainment Gap: What Did It Tell Us? Actions to Address Home BME Undergraduate Students’ Degree Attainment

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Susan Smith
Keyword(s):  
Focus Groups ◽  
Undergraduate Students ◽  
White Students ◽  
Teaching And Learning ◽  
Degree Attainment ◽  
Student Experience ◽  
Student Population ◽  
Documentary Analysis ◽  
Attainment Gap ◽  
Minority Ethnic

This paper explores work in progress on six key actions derived from a project exploring Black and Minority Ethnic (BME) student degree attainment at Leeds Beckett University (LBU). In 2014–15, in common with the wider national picture in higher education, at LBU there was a significant disparity between the percentage achievement of good degrees (Firsts and 2:1 classification) between the white students (64%, who comprise 84% of the total institutional student population) and the BME students (49%, who comprise 16% of the total institutional student population). This attainment gap existed across all the degree programmes after controlling for UCAS tariff points on entry. Indeed, it has been indicated in the literature that the degree attainment gap is strongly related to the experience of teaching and learning at a university (Stephenson, 2012; Office for Fair Access [OFFA], 2015). This context provided the opportunity to examine the particular nature of the BME student experience with a view to using this information to develop local University strategy and actions in relation to identified priority areas. This research used a mixed methods approach of i) documentary analysis of course documentation wording to explore the visibility of inclusive curricular issues and ii) focus groups and interviews to explore staff and student views on BME student experience and achievement. This paper presents findings from student and staff focus groups and documentary evidence from course documents of the five courses in our University which had the highest numbers of enrolled BME students. The findings focused on the BME students’ low confidence, their classroom and placement experience, curricular content, reading lists and delivery. Discussion of these findings by staff and students generated six priorities for short term action. Progress on these actions and proposed future developments are outlined.

scholarly journals The Pedagogical Leadership of the Mathematics Faculty: A Systematic Review

2018 ◽  
Vol 8 (4) ◽  
pp. 217
Author(s):  
Inmaculada García-Martínez ◽  
José Ubago-Jiménez ◽  
Jesús López-Burgos ◽  
Pedro Tadeu
Keyword(s):  
Systematic Review ◽  
School Leadership ◽  
Student Performance ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Organizational Structures ◽  
Teacher Professionalism ◽  
Educational Improvement ◽  
Positive Leadership ◽  
And Mathematics

Background: Research on educational leadership has transcended the international sphere. Numerous studies have been developed on this factor of educational improvement. Few is their number, contextualized in the mathematics area and specifically the teachers. Methods: This paper presents a systematic review that highlights the importance of school leadership and mathematics education, providing empirical evidence on the positive impact that the former has on the latter. The method has been adapted to the guidelines promulgated in the PRISMA declaration, to ensure its systematicity. Results: Regarding the results, most of the research included in this review has found positive leadership effects on teacher professionalism, teaching and learning processes, and student performance. Conclusions: As limitations, the prescriptive nature of legislation and organizational structures has been found, which impedes the implementation of more effective leadership modalities.

scholarly journals Alternative strategies for closing the award gap between white and minority ethnic students

eLife ◽  
2021 ◽  
Vol 10 ◽  
Author(s):  
Louise Cramer
Keyword(s):  
Undergraduate Students ◽  
Ethnic Diversity ◽  
Cell Biology ◽  
Academic Research ◽  
The United Kingdom ◽  
University College London ◽  
Speed Up ◽  
The Uk ◽  
Ethnic Students ◽  
Minority Ethnic

In the United Kingdom, undergraduate students from Black, Asian and other minority ethnic backgrounds receive lower classes of degrees than white students, and similar gaps have been reported in other countries. Such award gaps limit ethnic diversity in academic research, and in the broader job market. Whilst there has been some success in reducing the award gap in the UK, a significant gap still persists. Here, based on an analysis of students studying cell biology at University College London, I show that differences in performance at exams contribute significantly more to the award gap than differences in performance in coursework. From these data, plus scrutiny of the literature, alternative policies are identified to speed up the closure of the award gap and to remove the barriers that prevent students from Black, Asian and other minority ethnic backgrounds from progressing to PhD and postdoctoral positions.

scholarly journals Investigating impact: Exploring the effect of ‘open’ support on student success

2019 ◽  
Author(s):  
Jennie Rose Steres Blake ◽  
Nicola Grayson ◽  
Sami Karamalla-Gaiballa
Keyword(s):  
Regression Analysis ◽  
Student Success ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Lessons Learned ◽  
Face To Face ◽  
Degree Classification ◽  
The University ◽  
University Of Manchester ◽  
The Impact

Traditional investigations into the impact of skills support on student success tend to focus on embedded or curriculum linked modes of delivery. The subject of this investigation concerns a study of the impact of ‘open’ support delivered through the University of Manchester library’s My Learning Essentials skills programme (MLE). MLE is a blended service providing both face-to-face and online support through two dominant pathways: one which is embedded in the curriculum and one which is ‘open to all’ regardless of degree programme or level of study. The ‘open’ nature of this type of support and the variety amongst the student population who engage with it means that measuring the impact on areas such as attainment has always been difficult. This article will present the results of a small study that investigated a specific cohort of undergraduate students in order to assess whether connections could be drawn between attendance at MLE ‘open’ workshops and degree classification. Although the cohort investigated was quite small, there is evidence of significant positive impact on student attainment as a result of engagement with the MLE programme. The data was run through a regression analysis that controlled for factors that could influence attainment and compared attendees of MLE open workshops with those who did not attend. Beyond the results of the regression analysis the study reveals interesting data around student uptake of MLE as a service and presents the methodology used, the results gained, and the lessons learned throughout the process.

Design and Evaluation of a Web-Based Tool for Teaching Computer Network Design to Undergraduates

2011 ◽  
Vol 6 (4) ◽  
pp. 39-59 ◽  
Author(s):  
Nurul I. Sarkar ◽  
Krassie Petrova
Keyword(s):  
Network Design ◽  
Undergraduate Students ◽  
Wireless Lan ◽  
Teaching And Learning ◽  
Computer Network ◽  
Local Area Network ◽  
Positive Impact ◽  
Local Area ◽  
Area Network ◽  
Web Based

Previous studies have shown that motivating students to learn about local area network (LAN) design can be difficult when presented in the traditional lecture format. To overcome this problem, a Web-based tool (“WebLan-Designer”) was developed as an aid in teaching and learning of LAN design at the introductory level. A WebLan-Designer provides a set of learning resources (tutorials, quizzes, network modeling, network design scenarios, key terms and definitions, and review questions and answers) and assists undergraduate students in learning the basics of both wired and wireless LAN design. The tool is Internet-based and can be accessed at any time so that students can study LAN design at their own pace and convenience. This flexible learning approach contributes positively to distance education and e-learning. The effectiveness of WebLan-Designer is evaluated both formally and informally; positive student and peer feedback indicates that the design and implementation of the tool has been successful and that using WebLan-Designer may have a positive impact on student learning and comprehension.

scholarly journals THE IMPACT OF WHATSAPP TOWARD UAD UNDERGRADUATE STUDENTS’ BEHAVIOR IN LEARNING PROCESS

2020 ◽  
Vol 1 (1) ◽  
pp. 55
Author(s):  
Umar Rahaded ◽  
Erna Puspitasari ◽  
Dian Hidayati
Keyword(s):  
Social Media ◽  
Undergraduate Students ◽  
Learning Process ◽  
Student Behavior ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Positive Impact ◽  
Descriptive Analysis ◽  
Analysis Technique ◽  
The Impact

WhatsApp is one of the social media that is used to communicate in the learning process. At present, students cannot be separated from their daily activities away from this social media. This opportunity can be utilized as well as possible by the students. This research was conducted to find out of using WhatsApp toward undergraduate students’ behavior in the teaching and learning process. This study was descriptive qualitative research. The data were analyzed using descriptive analysis technique. The data were collected using interviews, observation, and documentation. The aim of this study to analyze the impact of WhatsApp toward undergraduate students’ behavior and to analyze students’ behavior in their learning process. The result of this research showed that are a positive impact on student behavior as it affects the learning process as, students’ sharing knowledge, student preparation for class, attention, student participation in class, student learning, desires to take additional classes or in subject matter and the negative impact such as, students are more focused.

scholarly journals Una Experiencia de Inclusión Educativa en el Aula de Expresión Corporal con Alumnado Universitario (An Educational Inclusion Experience in a Body Expression course with undergraduate students)

Retos ◽  
2019 ◽  
pp. 702-705
Author(s):  
Alejandro Muñoz Moreno ◽  
Eulisis Smith ◽  
Michelle Matos Duarte
Keyword(s):  
Students With Disabilities ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Teaching Experiment ◽  
Nonverbal Expression ◽  
Inclusive Learning ◽  
Discapacidad Intelectual ◽  
Educational Inclusion ◽  
Sports Sciences

Las últimas investigaciones en el ámbito de la Expresión Corporal (EC) como parte del currículum del área de Educación Física constatan la mejora de la calidad de enseñanza y aprendizaje en el aula (Archilla & Pérez, 2017; Coterón & Sánchez, 2013). Especialmente interesante son aquellas que utilizan el contexto de esta materia para crear entornos de aprendizajes inclusivos, pues al favorecerse las relaciones sociales, la expresión corporal y no verbal es posible contribuir a la eliminación de las barreras que impiden el aprendizaje y participación de todos los estudiantes (Booth & Ainscow, 2002). La posibilidad de vivenciar una clase universitaria plenamente inclusiva puede llegar a tener una incidencia positiva sobre el autoconcepto (Navajas, 2016) y sociabilización (Pérez & Urdampilleta, 2012). En este contexto, el objetivo planteado ha sido el de ofrecer una experiencia didáctica inclusiva en Expresión Corporal para el segundo curso del Grado de CAFyD. Participaron treinta y cinco alumnos de la asignatura de Actividades Físicas Artístico-Expresivas y siete alumnos con discapacidad intelectual durante cinco sesiones en las diferentes temáticas de la asignatura. Esta primera experiencia ha sido beneficiosa para atestiguar que es posible incluir al alumnado con discapacidad intelectual en las aulas universitarias y aprovechar los beneficios que ello conlleva para el resto del alumnado.Abstract: The latest research in the field of Corporal Expression (EC) as a part of the curriculum in the area of Physical Education area confirms an improvement in the quality of teaching and learning in the classroom (Archilla & Pérez, 2017; Coterón & Sánchez, 2013). Those studies using the context of this subject to create inclusive learning environments are of particular interest, for they improve social relationships, and corporal and nonverbal expression, making a contribution to the elimination of learning and participation barriers among students (Booth & Ainscow, 2002). The chance to experience a fully inclusive university class can have a positive impact on self-concept (Navajas, 2016) and socialization (Pérez & Urdampilleta, 2012). In this context, we carried out a teaching experiment during the second year of the Physical Activity and Sports Sciences (CAFyD) bachelor degree. Thirty-five students taking the course of Artistic-Expressive Physical Activities and seven students with disabilities participated in five sessions focused on different subject topics. This initial experience has been positive, showing that it is possible to include students with intellectual disability in university classrooms and take advantage of the benefits this brings to the rest of the students.

scholarly journals Freedom to Achieve: addressing the attainment gap through student and staff co-creation

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Lucy Jane Charlotte Ansley ◽  
Richard Hall
Keyword(s):  
Higher Education ◽  
Value Added ◽  
Inclusive Curriculum ◽  
Curriculum Framework ◽  
Attainment Gap ◽  
Minority Ethnic ◽  
Attainment Gaps

Understanding and enhancing the experience of individuals and communities who have experienced marginalising structures and cultures have become an important area of research across higher education. This work forms an attempt to address injustice through a critical focus on inclusion and ideas of diversity. However, it also enables a reappraisal of ideas of student-staff partnership and co-creation, and student-as-producer. Building upon Kingston University’s value-added metric and Inclusive Curriculum Framework, De Montfort University has developed its own approach to engaging with differential attainment gaps, in part by embedding co-creation at the heart of its ‘Freedom to Achieve’ project. Co-creation enhances the University’s understanding of the experiences of Black, Asian and Minority Ethnic (BAME) students and supports all students to become agents for change. Between January and April 2018, as a pilot for later project-wide implementation, the Freedom to Achieve team facilitated a series of co-creation events at both institution and programme level. This paper presents an evaluation of the co-creation approach alongside initial findings from the events and explains how these will inform the continuing development of the Freedom the Achieve project.

Minding the Gap: A (Re)consideration of Influences on Student Success

2019 ◽  
Vol 34 (2) ◽  
pp. 51-71
Author(s):  
Tracy Worthington
Keyword(s):  
International Students ◽  
Student Success ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Home School ◽  
Academically Successful ◽  
Ecological Approach ◽  
Community Settings ◽  
Student Centered ◽  
Teaching And Learning Environment

Drawing partly on publicly accessible commentary on 2015 Programme for International Students Assessment (PISA) scores (Organisation for Economic Cooperation Development, [OECD], 2016),i this article reminds educators of the need to reflect on past, present, and possible future interventions and strategies to help all students be academically successful. Discussion includes how a STEM/STEAM-based 21st century skills framework can have a positive impact on student achievement by creating an engaging, challenging, rigorous, student-centered teaching and learning environment. The article stresses the importance of taking a unified ecological approach involving home, school, and community settings when attempting to understand how and why students have been academically successful, and conversely unsuccessful. Reminding educators of the importance of reform across the entire PK-21 setting, this article provides a timely (re)discussion of a perennial yet crucial educational topic on how to meet the needs of current and future students in a rapidly changing world.

scholarly journals Teaching University students for a Multicultural society

2020 ◽  
pp. 11-31
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Internal Displacement ◽  
University Graduates ◽  
Teaching And Learning Strategies

Throughout the world, the populations of many countries are rapidly becoming more diverse than ever. Population composition is changing, whether measured by ethnicity or race, age or generation, immigration status, or internal displacement. Higher education institutions have an important role in preparing university graduates to interact with diverse groups. This focus guided our study: What teaching and learning strategies might enhance intercultural competence (ICC) among undergraduate students at a university? ICC was considered to be understanding of one‘s own culture as well as the capacity to understand, interpret, and adapt to other cultures. Investigators wanted to collect a set of activities to foster growth in students‘ ICC through knowledge, experience, reflection, and coaching. This project examined 278 scholarly articles to explore the teaching and learning strategies that appear to have made the difference. Using keywords such as multiculturalism, intercultural competence, diversity, higher education, coaching, reflection, service learning, and cultural partners, investigators used academic databases to locate related materials. Research articles were analyzed to locate effective pedagogical practices. The study reported evidence from academic literature about intensive, intentional, and reflective cross-cultural educational experiences that could have a positive impact on the ICC of undergraduate students. Impactful teaching and learning experiences include elements of knowledge, experience, coaching, and reflection. The author suggested specific teaching and learning activities that combine all four elements and may be customized to enhance almost any academic or professional preparation program: cultural autobiography, diversity stories, cultural partnership, and service learning.

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