the ukat research webinar · tutoring matters webinar series tutoring matters webinar series...

Tutoring Matters Webinar Series


Tutoring Matters is sponsored by

The UKAT Research Webinar

https://www.solutionpath.co.uk/


Who Are We? Emily McIntosh, UKAT Research Committee Chair

[email protected]

mailto:[email protected]


Introduction and Context

Overview of today’s webinar

Work of the UKAT Research Committee –

current projects

Mission, values and purpose


How Are We Working? UKAT Research Mentoring

David Grey, UKAT Research Committee


Personal Tutoring Publications

0

1

2

3

4

5

6

7

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018Books Peer Reviewed Articles

‘Golden age’ of personal tutoring

Renaissance?


Peer Reviewed Publications

HE has changed – we’re expected to show impact of practices and adopt only impactful practices

Little research into personal tutoring, even less which demonstrates impact

“tutoring has the potential to play an important role in enhancing student engagement and retention... few studies demonstrated significant impact... Value of tutoring... demonstrated through a number of smaller, qualitative studies” (Webb et al, 2017)

Books 10

1993 - 2001

2002 - 2018

3

7

Peer Reviewed Articles

(2002-2018)

42 published in UK journals*

Mean publication rate

of which:

Clearly demonstrates impact

Possibly shows impact

2.5 articles per year

2

4

* Some articles report research conducted outside the UK


UKAT Research Vision

capacity for, and quantity of, research into personal tutoring and academic advising

Increaseresearch which

• Demonstrates impact

• Has outcomes that transfer into everyday practice of tutors and advisors

Promote


The UKAT Research Mentoring Programme

• Academics experienced in researching different fields

• Academics or professional staff without prior research experience

Supports practitioners to undertake research in

advising and tutoring

• Developing initial ideas

• Defining research questions

• Working up a research proposal

• Choosing research methods

• Conducting the study

• Analysing results

• Publishing and disseminating outcomes

Supports all aspects of

the research process


The UKAT Research Mentoring Process

Date Activity

July Initial Research Retreat

Literature reviewEthical approvalOngoing online mentoring and collaborative support

November Peer review of literature reviewsLiterature Review - webinar

Ongoing online mentoring and collaborative support

January Second Research Retreat


June 1-day Research Symposium


Summer Writing Up / Writing RetreatOngoing online mentoring and collaborative support

September Publication Submission

Other webinars and online support are offered during the process


Current Projects

Auditing and profiling institutional provision of academic advising

A qualitative study into staff perceptions of their personal tutor role and the

influence of key resources

Learning analytics and student wellbeing

What impact can an academic adviser have on the relationship with alumni?

Student experiences of the Sheffield Hallam Sports Business Management Academic Professional Advisor model

How Are Best Practice Models Balanced with Resource Constraints in the Design

of Successful Academic Advising


Outcomes to Date

• 3 presentations at 2017 UKAT Annual Conference

Conference Presentations

• Walker, B. (2018) A defining moment for personal tutoring: reflections on personal tutoring definitions and their implications. IMPact, 1 (1).

• Grey, D.J. and Osborne, C.L. (2018) Perceptions and Principles of Personal Tutoring. Journal of Further and Higher Education.

• Several further publications in preparation

Peer-Reviewed

Publications

• Content analysis of 15 years of global advising literature

NACADA Collaborations


My experience of the UKAT Research Mentoring Programme

Ben W Walker, University of Lincoln


UKAT Research Mentoring Programme Case Study -Ben W Walker

• Being a researcher can be a lonely business

• Research retreat (January 2018)

• Articulating your research to others helps

• Differentiated - what stage you are at and what’s most useful for you at that time

• Levels of expertise and experience

• Ideal for early career researchers – practical help & no such thing as a ‘silly’ question

• Balance of individual and group work

• Get away from it all


UKAT Research Mentoring Programme Case Study -Ben W Walker

Outcomes and next steps

• Enhanced confidence, knowledge and skills when it comes to research

• A network of contacts to help with this

• Submission for publication – Active Learning in Higher Education

Want to know more?

• http://heri.blogs.lincoln.ac.uk/he-research-awards/1342-2/

• Attend Tutoring Matters webinar 3 – 21.03.19

http://heri.blogs.lincoln.ac.uk/he-research-awards/1342-2/

What synergies or

conflicts exist between

current

Higher Education

Institution learning

analytics and student

wellbeing polices?

INFORMATION SERVICES DIVISION

Samantha Ahern, Digital Education Futures

As part of an ongoing response to increasing concerns around student

wellbeing and mental health UUK, in their September 2017 #StepChange

report, recommended the alignment of learning analytics with student

wellbeing.

However, is it currently possible for these to be aligned?


Rationale

The aim of this study is to identify the key characteristics of existing

policies relating to student wellbeing and learning analytics across the UK

Higher Education sector, and the synergies or conflicts that exist between

them. This will help to establish whether, at present, learning analytics

and student wellbeing initiatives are sufficiently aligned, and if

amendments are required to aid alignment.

Aims


Find out more:

• Call for participants

• Project Blog

https://blogs.ucl.ac.uk/digital-education/2018/11/19/call-for-participants/

https://reflect.ucl.ac.uk/aligninglaandwellbeing/


Why Are We Connected?

Wendy Troxel, Director, NACADA Center for Research at Kansas State University

http://www.nacada.ksu.edu/

History and Scope

• NACADA evolved from the first “National Conference on Academic Advising” in 1977, and was chartered in 1979

• Now has about 14,000 members representing all 50 states, Puerto Rico, Canada, the United Kingdom, the Netherlands, and several other countries (46, to be exact…hence, “The Global Community…”)

• Membership includes faculty advisors, personal tutors, primary-role advisors, and academic leaders

•NACADA Vision• Recognizing that effective academic advising is at the core of student

success, NACADA aspires to be the premier global association for the development and dissemination of innovative theory, research, and practice of academic advising in higher education.

•NACADA Mission• NACADA promotes student success by advancing the field of academic

advising globally. We provide opportunities for professional development, networking, and leadership for our diverse membership.

Approved 2006

Professional values & responsibilitiesRevised 2017

Advising as Teaching Paradigm

• Meaning-making

• Skill identification and development

• Critical thinking

• Sequences of experiences

• Learning strategies

• Scaffolding of knowledge, experiences, and transferable skills

• Knowledge is constructed, not received

• Mental models change slowly

• Questions are critical

• Caring is critical

• What the Best College Teachers Do (Bain, 2004)

Advising Principles Mirror Effective Teaching Principles

- Good teaching? - “Good teaching is . . .”?

- Good advising? – “Good advising is . . .”?

- Scholarly teaching?

- Scholarly advising?

- Scholarship of Teaching and Learning?

- Scholarship of Advising?

WHAT IS . . .

“Good teaching is . . . ____________________________.

WHAT IS “GOOD TEACHING”?

“Good teaching is that which enhances student learning.”

(Kathleen McKinney, Illinois State University)

WHAT IS “GOOD TEACHING”?

“Good teaching is that which enhances student learning.”(Kathleen McKinney, Illinois State University)

THEN . . .

“Good advising is that which enhances .”

SO, IF . . .

“Scholarly teaching involves taking a scholarly approach to teaching just as we would take a scholarly approach to other areas of knowledge and practice. Scholarly teachers view teaching as a profession and the knowledge base on teaching and learning as a second discipline in which to develop expertise. Thus, scholarly teachers:

- Reflect on their teaching

- Use classroom assessment techniques

- Discuss teaching issues with colleagues

- Try new things

- Read and apply the literature on teaching and learning” (McKinney, 2003, p. 1)

SCHOLARLY TEACHING

“Scholarly ________ involves taking a scholarly approach to _______ just as we would take a scholarly approach to other areas of knowledge and practice. Scholarly _______ view _______ as a profession and the knowledge base on teaching and learning as a second discipline in which to develop expertise. Thus, scholarly _______:

- Reflect on their _______

- Use ________ assessment techniques

- Discuss _______ issues with colleagues

- Try new things

- Read and apply the literature on teaching and learning” (McKinney, 2003, p. 1)

SCHOLARLY ADVISING?

“Scholarly personal tutoring involves taking a scholarly approach to advising just as we would take a scholarly approach to other areas of knowledge and practice. Scholarly advisors and personal tutors view advising as a profession and the knowledge base on teaching and learning as a second discipline in which to develop expertise. Thus, scholarly advisors and personal tutors:

- Reflect on their advising

- Use assessment techniques appropriate to advising interactions and initiatives

- Discuss advising and personal tutoring issues with colleagues

- Try new things

- Read and apply the literature on teaching and learning [and how academic advising relates to student success.]”(McKinney, 2003, p. 1)

SCHOLARLY ADVISING & PERSONAL TUTORING

• The Scholarship of Teaching & Learning is . . . “systematic reflection/study on teaching and learning made public.” (McKinney, 2003, p. 1)

• The Scholarship of Advising is . . .

THE SCHOLARSHIP OF . . .

THE SCHOLARSHIP OF ADVISING . . .

NACADA Task Force on Infusion of Research (2008)

. . . scholarly inquiry in all aspects of the advising interaction, the role of advising in higher education, and the effects that advising can have on students.

The approach builds upon and extends the Ernest L. Boyer (1990) scholarships of discovery, integration, application, and teaching.

The extension is toward praxis where research, theory and practice in academic advising represent inter-related processes for understanding and advancing student development and success.

NACADA’S RESEARCH ACTIVITIES and RESOURCES

• NACADA Center for Research at KSU

• NACADA Research Committee

• Research Grants

• Networking opportunities (Advising Communities)

• Virtual Writing Groups

• Presentation and publication outlets

• Collaborative Research Projects (consider varied contexts)

• Partnerships with local, regional, national, and international professional

organizations (including disciplinary and pedagogical networks)

In-Depth NACADA publication opportunities

▪ Pocket Guides

▪ Books/chapters

▪ NACADA Review: Academic Advising Praxis and Perspectives

▪ NACADA Journal

• Peer-reviewed journal articles (in English) directly related to academic advising in post-secondary education

• January 2002- June 2018

Content Analysis on 15 Years of Scholarship on Academic Advising Across Global Journals

• Purpose of the study or analysis

• Disciplinary perspectives

• Theoretical frameworks

• Research designs and methods

• Keywords

• Prevalent themes and foci

Come to our presentation at the UKAT Conference for

more information!

Scope of Analysis

Collaborative opportunities abound . . .


How Can I Get InvolvedEmily McIntosh, UKAT Research Committee Chair

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