Diverse cohorts and barriers to Learning FSTL14 Johnny Collett

Introduction There has been a radical diversification of students in higher education in recent decades (Northedge, et al 2003). This may present challenges for the teacher to create the conditions needed to motivate all students to engage in learning

Example p16504 – An MSc research methods for: Applied human nutrition (AHN) Applied sport and exercise nutrition (ASEN)

P16504 Students cohort: ~ 50% split AHN/ASEN ~ 25% international, 75% home/EU ~10% mature students returning to formal education

Content Cultural differences have been shown to impact on student interaction (Beekes, 2006). However, perhaps the biggest challenge is to engage students with a very different knowledge and experience of a topic: STATISTICS

P16504 – Content Statistics: Essential to module Essential to whole course! Probably valuable for future careers Experience of statistics in cohort Median = Some knowledge of fundamental concepts and tests Range = No understanding - Good understanding How to engage the entire cohort?

Meeting the challenge Brookfield 4 lenses (Brookfield, 1995) Autobiographical: Reflection of previous sessions Students: Module evaluation and individual comments Colleagues' experiences: Discussion with communities of practice Theoretical literature: Mapping feedback against conditions that motivate learning

Condition (Cornell University, 2012) Implemented after Critically Reflection Students see value in course material, learning outcomes, and activities that they can relate to their own lives. Impress on student the importance of stats to course and the value of understanding to future careers The course objectives or learning outcomes align with students' interests and goals (academic, career, and social). Consistently link theory to examples/ situations both AHN & ASEN Learning activities provide opportunities to attain learning outcomes. A practical session that provides practice of using stats test and a good bases for rest of course. In class activities where student provide appropriate scenario’s to apply statistics Assessments are fair and assess what they intend to.Practical session covers everything that might be required in assessment. Although opportunity given to excel in approach to course work. Insure good feedback Students are given choices.Explain to students that some of the session may cover old ground. But advise that there is benefit in going back to basics Students experience the learning environment as supportiveBuddy students with less experience with those with more experience in stats Students experience success in course activities and assignments Stats covered at start of module allowing student apply knowledge to later topics and assignments Students know what to expect and what is expected of them. Poll students on experiences of stats. Show understanding that some have little experience.

References Beekes, W. (2006) The 'Millionaire' method for encouraging participation. Active Learning in Higher Education. Vol 7 (25): Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San-Francisco: Jossey-Bass. Cornell University Centre of Teaching Excellence (2013) Increasing Student Participation. Available at: students/increasing-student-participation.html [Accessed: 20. Feb 2014 ] Northedge, A. (2003) Rethinking teaching in the context of Diversity. Teaching in Higher Education. Vol 8 (1): 17-32