2009 Day 3 9:15-10:00 Wendy Hardman, UOIT: Supporting First Generation Students with Online Resources
From OUCEL Wiki
Revision as of 13:53, 14 August 2009 (edit) 134.117.122.48 (Talk) (New page: '''Wendy Hardman, UOIT – “Supporting First generation Students with Online Resources” ''' -We define first generation students as those whose parents did not attend post-seconda...) ← Previous diff |
Revision as of 15:36, 14 August 2009 (edit) (undo) Dpvukovic (Talk | contribs) Next diff → |
||
Line 1: | Line 1: | ||
- | |||
'''Wendy Hardman, UOIT – “Supporting First generation Students with Online | '''Wendy Hardman, UOIT – “Supporting First generation Students with Online | ||
- | Resources” ''' | + | '''Resources”''' ''' |
-We define first generation students as those whose parents did not attend post-secondary education in Canada | -We define first generation students as those whose parents did not attend post-secondary education in Canada |
Revision as of 15:36, 14 August 2009
Wendy Hardman, UOIT – “Supporting First generation Students with Online Resources”
-We define first generation students as those whose parents did not attend post-secondary education in Canada
- First generation students are less likely to enroll, can be discouraged easily and have higher dropout rate at four-year programs (they drop out in first two years)
- First generation students less likely take a rigorous high school programs
-As first generation students often have difficulties with writing and Math, it is important to provide them with support resources in those areas
-It is very important for first generation students to understand both explicit and implicit expectations of university requirements
-Possible influences significant to first generation students:
a) Distance from institution – there is no literature which explores this factor, so we don’t know;
b) Being female – literature suggest that female students (first generation) are less likely to persist in their programs;
Brian Campbell disagrees with this, his own research shows that male students are less successful in HE because male working culture (e.g. ‘does not pay to have a degree’) doesn’t support their success in university settings;
c) Number of siblings – There is no data and/or literature exploring this factor;
d) Income – yes;
e) Math background – yes;
f) Size of university – First generation students tend to choose larger universities
g) More mature (22+) – Yes, they tend to be older (24+)
-There is also no literature on background culture and first generation students
-What is important for first generation students to succeed?
a) doing academically well and b) having social connections
-There is an interesting article on how students’ perception on whether they will be successful or not influence their academic performance;
-UOIT approach: provide online resources for first generation students + provide information in a variety of ways
-Topics vs. Faculty
- Additional resources added throughout the term
- Social aspect (optional)
- Site designed influenced by web sites that students like to visit (Facebook, Wikipedia)
- Students’ input was very important while building the site (focus groups, surveys)
- Accessibility was also important factor in building the site
- There are five ways to access important information on this site; website is expandable, usage tracking is conducted by Google analytics
Discussion
-Some moving object on the site (a car, birds, a person) may be distracting
-These objects have a purpose – it grabs students’ attention so they can click on other objects (faculty buildings, classrooms, etc.) to further explore the site; students were heavily involved in making the site and they are not distracted by moving objects;
-Marketing plan: posters, new students’ orientation
-Even though this website was built for students already attending UOIT, it will be publicly available on the web for everyone interested;
-Social networking side is also included; students are encouraged to submit their pieces; the website also has lots of learning objects, games, chat, etc.