Presentation is loading. Please wait.

Presentation is loading. Please wait.

A ‘hands-on’ curriculum: Building capacity in academic literacy skills

Similar presentations


Presentation on theme: "A ‘hands-on’ curriculum: Building capacity in academic literacy skills"— Presentation transcript:

1 A ‘hands-on’ curriculum: Building capacity in academic literacy skills
Michelle Gorzanelli (LTO) Lesley McNab (School of Nursing Sydney) Louise Johnston (Study Centre) Dr. Kathie Ardzejewska (LTO) On behalf of the wider research team including Dr Anna Williams, Sally Roberston, Lynn Thompson, & Cathy Costa. Implementation of the “Plus one” workshop Pilot project between LTO/ SoN and Notre Dame Study Centre where academic literacy skills were embedded in our course within the Communication course in the Bachelor of Nursing programme. Course comprised of 1 hour lecture and 2 hour content tutorial delivered by SoN lecturer and 1 hour Plus one workshop delivered by study centre staff.

2 Context Notre Dame’s L&T Plan (2014-2016)
Objective 1: Provide a distinctive and personalised student experience Strategy: Coordinate resources to support academic/social transition for commencing students Measures: First-year student success and progression rates LTO Strategic Plan ( ) Areas of L&T development: Curriculum Project objectives: Support the design and implementation of a FYE institutional framework 2 drivers UNDA L and T Plan LTO strategic plan- development of generic resources for other courses within UNDA

3 Background Equal opportunity for growth and capacity building for:
Literature Equal opportunity for growth and capacity building for: academic success professional practice (Jefferies et al., 2017; Palmer, Levett-Jones, & Smith, 2018) UNDA Gradate attributes NMBA (2016) Registered nurse standards for practice School of Nursing Varied student capabilities within programme School does not specifically develop ALS “Demonstrate fundamental academic skills such as database searching, writing and referencing” (Course LO) Previous experience/knowledge was not a determining factor “even the playing field” Literature: Jefferies, D., McNally, S., Roberts, K., Wallace, A., Stunden, A., D’Souza, S., & Glew, P. (2017). The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice. A systematic review. Nurse Education Today, 60, doi: 10/1061/j.nedt The University of Notre Dame. (2014). Learning and teaching plan 2014–2016. Retrieved from 2016.pdf​ Graduate attributes- Communication and Research and information retrieval skills Nursing and Midwifery Board of Australia. (2016). Registered nurse standards for practice. Retrieved from   standards/registered-nurse-standards-for-practice.aspx Thinks critically and analyses nursing practice. 1.1 accesses, analyses, and uses the best available evidence, that includes research findings, for safe, quality practice

4 Change in practice: The discipline expert’s perspective
Collegial opportunity: planning/implementation/evaluative phase Co-produced low stakes assessment tasks Embedded academic literacy in foundation course Skill focus and feedback to feed forward Assessment moderation processes: discussion/viewpoints Collegial opportunity at planning/implementation/evaluative at all phases

5 in practice: Academic Literacy Support expert
Increased efficacy of support services Transition – students don’t know what they don’t know Wider support reach Weaker students captured – increased likelihood of academic success Embedded literacy support linked deliberately to assessment tasks–Observed increased motivation to learn Change in practice: Academic Literacy Support expert perspective 1 2 3 4 5

6 Pilot findings: Student survey (n=240, 76.4% response rate)
Reported self-confidence in ALS: (Strongly Agreed/Agreed) 78% paraphrasing skills had improved 81% good understanding of APA referencing 88% know when to reference 80% know how to reference 58% writing skills have improved 74% AT1 increased confidence in subsequent writing tasks 68% developed skills to interpret a grading rubric

7 Pilot findings: Student survey
Structure of embedded Academic Approach: (Strongly Agreed/Agreed) 77% aware of Academic Writing skill needs early in the program 73% feel confident to complete assessments in other courses 74% could see how Plus One supported understanding of content 86% could take ALS and apply them to other courses

8 Future development Research Project
Repeat research project Semester 1, 2019 Refined research tools Practice sharing LTO produced ALS Modules & Resources available to all academics to implement in first-year courses at point of need

9 References Jefferies, D., McNally, S., Roberts, K., Wallace, A., Stunden, A., D’Souza, S., & Glew, P. (2017). The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice. A systematic review. Nurse Education Today, 60, doi: 0/1061/j.nedt Kift, S. (2015). A decade of transition pedagogy: A quantum leap in conceptualising the first year experience. HERDSA Review of Higher Education, 2, Retrieved from file:///C:/Users/301015/Downloads/HERDSARHE2015v02p51.pdf Nelson, K., Smith, J., & Clarke, J. (2012). Enhancing the transition of of commencing students into university: An institution wide approach. Higher Education Research and Development, 31 (2), doi: / Nursing and Midwifery Board of Australia. (2016). Registered nurse standards for practice. Retrieved from Palmer, L., Levett-Jones, T., & Smith, R. (2018). First year students’ perceptions of academic literacies preparedness and embedded diagnostic assessment. Student Success, 9(2), 49–61. University of Notre Dame. (2014). Learning and teaching plan 2014–2016. Retrieved from University of Notre Dame. (2018). The Learning and Teaching Office Strategic Plan 2018–2020. Retrieved from


Download ppt "A ‘hands-on’ curriculum: Building capacity in academic literacy skills"

Similar presentations


Ads by Google