Curtin College Transition Study: Tracking the Performance of Pathway Students in Mainstream University Programs

Transcription

1 Curtin College Transition Study: Tracking the Performance of Pathway Students in Mainstream University Programs Maria Fiocco, Katie Dunworth, Denise Mulligan The Organisations Curtin College students, 85% international Part of Navitas University Pathways division Provides Certificate IV, University Preparation and Diploma courses Located on the Curtin University campus Diploma students enter Year 2 of university Curtin University 40,000 students, 35% international Four teaching faculties: Business, Health Sciences, Humanities, Science and Engineering 1

2 The aim of the study 10 year comparison with direct international and domestic students: Pass rates Semester Weighted Averages; Attrition and completion We wanted more refined/individual data to identify: Profile of a successful transfer student Factors that contributed to success Ways of fostering the development of the success factors Population for study Former Curtin College students undertaking undergraduate study at Curtin University s main campus Entered university between 7/08 and 7/10 Had completed at least one semester of study Full-time or part-time All disciplines 418 students met these criteria. 2

3 Data collection Online survey Permission to survey 80% of population (i.e. 340) 23% response rate (78 responses) Interviews Group interview - 4 participants Individual interviews - 6 participants Demographic Data Survey Gender Female = 33 Male = 45 Age (median 22) = = = 27 Country of birth ASEAN = 27 East Asia = 22 Indian/African continents = 19 Middle East and other = 10 First language LOTE = 68 English =

4 Demographic Data Survey Years in Australia (76 responses) 1-2 years = years = years = 10 Current year of university (76 responses) 2 years = 30 3 years = 35 4 years = 11 University degree (77 responses) Business = 9 Health Sciences = 19 Humanities = 3 Science & Engineering = 46 Semester weighted averages SWA last semester Discipline area SWA SWA Total Business Engineering & Science Health Science Humanities Total

5 Difficulty with English (EAL) 3.00 CIC CU NOW Speaking Listening Writing Reading Language difficulties when when starting CIC, starting on entry Curtin to University, College, and Now on - L2 entry students to using University, English during and semester Now. (n=47) Number: 47 English L2 students Difficulty with English English used (n=47) LOTE used (n=19) Speaking Listening Writing Reading Language difficulty experienced experienced by L2 students on by transfer L2 to students University by Language on transfer used where to live University by during semester Language used where live during semester. Number:

6 Support Classes English Development Program Helpful % Not helpful 2 2.7% Did not attend % Study Skills/ Academic Masters Program Helpful % Not helpful 2 2.7% Did not attend % Individual Study Skills Helpful % Did not attend % Maths Workshop Helpful % Not helpful 1 1.3% Did not attend % Computing Workshop Helpful 3 4.0% Not helpful 1 1.3% Did not attend % Academic Adjustment Issues Topic Mean Std Dev Balancing time commitments (study, work, family etc.) Asking questions / contributing to class discussions Keep up with amount of reading required Handling periods of anxiety or stress Delivering presentations in class Understanding lecturers accents Using academic language in assignments Finding appropriate learning support services Confidently asking for help or advice

7 Academic Adjustment Issues Topic Mean Std Dev Getting assignments in on time Using appropriate referencing (avoiding plagiarism) Using appropriate structure in assignments Finding appropriate materials for assignments in University library and databases Academic Adjustment Issues Other topics presented Understanding lecture content Keeping up with note-taking in lectures Understanding discussions in tutorials/seminars Understanding course texts and academic articles Evaluating sources for relevance and reliability Synthesising ideas or information from various sources when completing assignments Working effectively with other students on group assignments 7

8 Social Adjustment Issues Topic Mean Std Dev Participating in social or sporting activities Feeling valued as a member of faculty/ school Getting support when stressed Making friends with students from L1 backgrounds Making friends outside Curtin College group Staying motivated to continue studies Overcoming homesickness or loneliness Establishing good relationship with lecturers / tutors Establishing good relationship with fellow students Satisfaction with Curtin College Topic Bus E&S HS Hum Mean English skills Study Skills University culture Course content Australian culture Social skills

9 Interview/open questions How the college could improve Encourage socialisation Allowing international students to interact with each other and also with the Australians by assigning them to work together in teams By providing opportunities to mingle with Curtin students in the same level of study It would have been great if there was better mix between the students They could have created opportunities to interact with fellow students in the University, so that entering into Curtin University wouldn't feel so new with regard to the people studying with you Interview/open questions How the college could improve that [university] lecturer was not cooperative he wouldn t tell anything but say you have to figure this out for yourself. That was stressful. [Development of autonomy] Teachers in Curtin College babysit you and tell you what to do. Engaging students into field work. 9

10 Interview/open questions What the College does well Learning about the university culture and methods of teaching before entering into the environment. Strong in preparing international students to adapt the university culture. Provides a smooth transition to uni no need to jump, jump is hard. they do a lot of stuff like report-writing and referencing which you don t learn in high school. I felt more prepared than other students who didn t come to Curtin College in areas like referencing and formal writing, oral presentations. Interview/open questions What the College does well There were 2 units of communication skills in Curtin College and they were really useful, especially for report-writing and referencing. Most the lecturers were friendly so it didn t feel too much like a strange country. It s not hard to make an appointment with the lecturer or tutors in Curtin College. 10

11 Tips from successful students You just have to go out there and really talk to people even when you know you will have this grammar error and all but it actually really helps you speaking. You just have to be ready for that blank look. Don t always hang with students from your own country. And try to ask questions from lecturers. I would recommend other students to have a part-time job because it is a good experience and it helps improve English skills. Units for English development I have heard are useful but I did not attend. At that time I was quite confident about my English but when I got into uni I realised my English wasn t as good as I thought. Conclusion from study The successful student Speaks English outside class, mixes with other students, reads outside coursework materials, attends study skills classes Factors students believe contribute to success Internal motivation, supportive environment, care of individuals, relevant programs 11

12 Conclusion from study The College currently does well Teaching written genres, referencing, library skills, oral presentations, integration into a university environment To foster further development, the College should Help develop autonomy, give practice in large classes, promote social integration, consider fieldwork, provide more oral skills development What s next T& L Plan that includes a transition program: Teaching in lecture format in larger classes for some units; Formal orientation and introduction to the Faculty staff; Discussion of the university culture and role play on how to approach different scenarios; Standing item in Course Advisory Committees which addresses transition and creates joint solutions between the College and Curtin. Continue: Revised English Development Program to focus on language skills rather than on academic communication; Student Experience Program that encourages domestic student involvement 12

13 Lessons from the study Timeline - > 300 hours invested by the consultant 2009 April October: Proposals to Academic Board 2010 Jan June: Internal Discussions and Planning What did we want from the study? July Dec: Literature review, Design of instruments, Application to Human Research Ethics Committee, Negotiations with University Planning 2011 March April: Research open May August: Writing up the research Lessons from the study Timeline 2010 July 2011 July Literature review (for Ethics app) Research team meeting (every 6-8 weeks) Research design and instruments preparation Preparation of Curtin Ethics Application, Response & Approval Negotiation with DVC E and MIR for access to students Appointment & briefing of HTML consultant programmer* Development of data collection protocols and software Survey instrument trial (hard copy and online) Instrument modification 13

14 Lessons from the study Timeline 2010 July 2011 July Online conversion of instrument and alignment with data collection systems (MIR or outside consultant). Testing of system & modification as required. First mail-out to students re survey & interviews Online data collection (survey) Reminder to students re survey & interviews (MIR does this) Interviews (focus & individual) (~20) Statistical analysis & reporting Qualitative analysis & reporting Prepare report to HREC Lessons from the study We hope to repeat this study on a regular basis, but next time around we will: Encourage the university to make it their study, that is systematically part of their survey schedule rather than a one off. In this way it will be Curtin surveying their own students. Only include those students who have been in mainstream for 1-2 semesters so the experience is more immediate. 14

15 Lessons from the study AQF Qualifications Pathways & Linkages Policy all pathways, linkages and credit arrangements will.be continually reviewed by education and training providers to maximize the applicability to new and updated qualifications and to student and industry needs (AQFC 2010 p52). 15