Widening participation: does cultural capital really make a difference for first year students?

Paper reproduced with permission of the publisherGovernment policy to widen participation at university is aimed at producing significant changes in the student demographic. This will likely increase the number of students from non-traditional backgrounds such as those with low socio-economic status and those from rural or isolated areas. Many of these commencing students will also be the first member of their immediate family to attend university. By drawing on Bourdieu’s (1991) notion of cultural capital the convenors will lead a discussion of how prior knowledge and experience of tertiary education can impact upon student’s understandings and expectations of university study. In particular, the discussion will examine the debate in the literature as to whether first in family students are significantly disadvantaged and compare these outcomes with findings from a large multi institutional ALTC project examining the expectations and experiences of over 3000 first year students

First in family students – what they say about being at university

This article is open access under a Creative Commons Attribution Licence (CC-BY).Exploring what students say in semi-structured, open-ended interviews provides a rich and personal understanding of their encounters with the university. The opportunity to discuss the experiences of First in Family (FiF) students as they progress through their degree or reach its end allows us to gain insight into their reasons for attending university, their determination to stay and what they believe helped them succeed. This paper discusses the three main themes related to the FiF student experience we uncovered as a result of a detailed literature review and through our interviews. These themes are, their ‘journey’ into and through higher education; their position as ‘student’ which includes the demographic aspects as well as their own concepts of themselves as students; and, the ‘networks’ they have used and developed to succeed at university. The students’ insights may be used to encourage and help future FiF students to complete their studies

The significance of being first: A consideration of cultural capital in relation to “first in family” student’s choices of university and program. A Practice Report

The is an open access article licensed under a Creative Commons Attribution Licence (CC-BY).This presentation explored the differences between expectations of first in family students and students who have immediate family members (parents, care givers, or siblings) who have attended university before them. The authors draw on Bourdieu’s notion of cultural capital to examine how being first in family influences student expectations. Data from a large survey of over 3,000 first year students conducted in 2010 across the three South Australian universities is used to explore the demographic make-up of first in family students, and the choices they make as to what type of university and program they enroll in. Based on qualitative and quantitative data, the authors compare choices of first in family students with those made by non-first in family students. Determining these differences provides opportunities for staff at universities to consider how they may better support students who have the ability, drive and determination to succeed at university but lack the cultural capital and may therefore be thwarted by unforeseen hurdles

Beyond the economics, benefit and cost of higher education: First in family student perspectives

This article is open access under a Creative Commons Attribution Licence (CC-BY).Internationally, higher education is considered key to individual and societal economic success. Using a narrative inquiry approach, this paper broadens our understanding of the benefit and cost of participating in higher education (HE) beyond employment opportunities and tuition fees. The qualitative study on which this paper is based explores the lived experience of eighteen First in Family (FiF) students to create a collection of narrative accounts. On the basis of this evidence, we argue that the benefit of HE extends to encompass the strengthening of FiF students’ sense of competencies and confidence, contributes towards broadening of social experiences, and transforms perspectives. Furthermore, associated non-monetary costs of HE includes the requirement to balance competing life demands and the adoption of poor health behaviours. The study highlights the importance of both monetary and non-monetary factors when assessing overall return on investment of HE

Maintaining connections: An investigation of the factors that influence student participation in health science classes

There is a growing number and diversity of students in Australian universities. A disturbingly high proportion of students adopt passive roles in structured classes, thereby forfeiting the opportunity to engage actively in the learning process. A clearer understanding of factors influencing active participation is likely to encourage re-evaluation of how the classroom setting is structured. In 2008, a questionnaire was administered on-line across the Division of Health Sciences in an Australian university. Survey items represented: self-reported participation in classes; fear of teacher and peer criticisms; peer support; family and school background; confidence; informal contact with teachers; and expectations of students’ roles at university. Path analysis assessed independence and interdependence of pathways linking participation with hypothesised predictors. 764 respondents (559 females) provided complete responses (29% response rate). Among males and females there was a relatively strong pathway linking fear of teachers, confidence and participation, with higher levels of fear predicting lower confidence and participation. In turn, students’ perceptions of their role in the learning process was strongly associated with fear of teachers, indicating that undergraduate students’ belief that it is inappropriate to ask questions indirectly reduces their confidence to participate through fear of teacher criticisms. A direct association was seen between students’ perceptions of their role in the learning process and fear of peer criticism, suggesting that the pressure to play a passive role is reinforced by peer pressure. Students’ perceptions of their role was associated with school and family background, suggesting that earlier encouragement to communicate influences students’ perceived role and status at university. These findings underscore the importance of teaching strategies that diminish students’ concerns related to the perceived consequences of participation. With expanding classes and shrinking contact time, the challenge before the tertiary learning community is to foster a sense of connectedness among its members

To Podcast or not to Podcast? Pedagogical decision making in the use of new technologies

Podcasting is a cheap and portable technology that allows students to download and listen to lectures when and wherever convenient. Most students provided with Podcasts have embraced this technology and many view Podcasts as a useful additional learning resource. Hence, an increasing number of students are requesting lecture Podcasts from academic staff. This study investigated the pedagogical decision making of health science educators in the use of Podcasting technology. Data were gathered from interviews and via an online survey sent to all teaching staff within the Division of Health Sciences. Two thirds of the staff who responded (92/167; 55%) elected to Podcast their lectures. Most did so in response to staff or student expectations rather than pedagogically-based reasons. This study has shown that the decision making inherent in using Podcasting technology is based on student demand and anecdotal evidence rather than a sound pedagogical basis

Let's talk about sex – what do older men and women say about their sexual relations and sexual activities? A qualitative analysis of ELSA Wave 6 data

In 2012/2013 the English Longitudinal Study of Ageing (ELSA) included a comprehensive Sexual Relationships and Activities questionnaire (SRA-Q). A total of 7,079 men and women aged 50 to >90, primarily heterosexual and in a coupled relationship, completed the SRA-Q answering a series of questions about their attitudes to sexual relationships, their own sexual activities, problems and concerns with sexual functioning, and quality of intimate relationships. The questions aimed to gain insights into the ways in which sexual relations and activities related to health, well-being and other lifestyle factors as people grow older. The primary mode of data collection was a tick box response to a series of questions. However, at the end of the questionnaire an open comment box was provided, which asked respondents whether there was anything else that they would like to say. 1,084 respondents provided additional information and these comments created a unique qualitative dataset. The analysis of this data then illustrated how people’s health, relationships, experiences and perceptions of ageing, along with sexual satisfaction, impact on sexual relationships and activities

Australian students transitioning through the “lost year” of higher education

The Issue Student transitions through university have previously focussed on the move into first year (retention and success strategies) from high school or out of university into the workforce (with career readiness and employability). However, second year transitions have only recently begun to attract attention as an area where students may experience hurdles which impact on their progression and overall degree experience and success. Evidence from Australian universities to date has shown similarities between Australian and International second year science cohorts in their thriving behaviours and their risk of academic slump (Loughlin et al, 2013; Gregory & McDonnell, 2012) Previous success strategies have looked at initial transition into second year (McBurnie et al, 2012, Harrison, 2007) or an embedded support strategy (Quinlavan, 2010). However, a more holistic approach to second year transition using multiple interventions is more likely to demonstrate long-term impact on student transition and success. There is also a need to gather more evidence of the “sophomore slump” within Australian institutions and to work collaboratively to achieve this. Approach Currently at Griffith University in the School of Biomolecular & Physical Sciences multiple aspects of engagement scheme has been implemented across all year levels. However, in second year, identifying and reflecting on individual student cohort challenges and providing support as appropriate is being trialled. Elements of both curricular and co-curricular in activities are incorporated, staff awareness is being developed and the entire process is being overseen by a second year student co-ordinator. At James Cook University initial interest has been cultivated with early adoption of identification of second year challenges specifically in the Faculties of Health and Arts/Education. At Deakin University a successful re-introduction activity for second year students has been hosted for several years and uptake of the Thriving Quotient survey will occur in 2013. At University of South Australia early interest in second year student transitions has developed from first year activities with initial evaluations being conducted. Development of a cross-institutional OLT submission for 2014 that looks at both gathering more evidence of slump using a triangulated data approach and then investigating and evaluating activities that will potentially reduce the impact slump may have on persistence and progression

Classroom practices: engaging the first year university student in “the novel” practical experience

The opportunity for first-year health sciences student to interact with patients is usually limited. The challenge for health sciences academics teaching first year foundation courses is to demonstrate to students the relevance and links to professional practice of these courses. In the sciences and health sciences practical classes provide students with a social environment, opportunities for collaborative learning and student faculty interaction. Novel strategies which may be used in lecture and practical class formats to motivate students include structuring an activity using familiar materials or processes in order to explain the unfamiliar. Selection of familiar materials to explain new or difficult concepts can introduce an element of fun into the learning experience. These types of activities represent a form of “experiential learning” where knowledge acquisition results from peer interaction and feedback in an entertaining and low risk environment. The focus of this paper is to examine a number of practical class learning opportunities where the activity was structured using familiar materials or processes in order to explain the unfamiliar. These learning opportunities demonstrated obvious links to professional practice. These classes also provided an environment that facilitated active learning within a social context. These examples were collaboratively evaluated against models for motivation strategies. A summary of key points for each of the learning opportunities and a comparative table for the individual learning opportunities, using the framework of instructional questions associated with ARCS motivational categories (attention, relevance, confidence and satisfaction) is presented. These novel practical classes can be used to demonstrate the professional relevance of foundational health sciences courses and fulfil criteria to be motivating, and therefore potentially engaging for students in a social environment. More importantly, as each of these examples indicates, the practical class can provide a scaffold for students to be able to meet learning objectives. Our observations align with those of others who have observed that learning opportunities such as those described in this paper make abstract ideas more tangible

The Learning Thermometer: Closing the loop between teaching, learning, wellbeing and support in universities

The increasing awareness and impact of mental health problems in university students in addition to a need for objective measures of teaching quality provide the impetus for a new approach to supporting students. There is a need for more effective tools that integrate the institutional silos of teaching, learning, support, and wellbeing to help students maximise their educational outcomes. This paper provides an overview of an innovative student-centred tool, The Learning Thermometer, as an efficient and effective way to integrate the institutional silos and embedding student support within the mainstream curriculum. The Learning Thermometer comprises four web-based surveys that are completed by students during the semester. After each survey students are provided with relevant feedback, and if necessary, suggestions of strategies, resources and people who can help them with their learning and/or wellbeing. The Learning Thermometer has the potential to ensure every student has access to support, if and when they need it during their studies. Recommendations are made on how the tool can be used to enhance teaching, learning and student health and wellbeing