Planting the Seed of a Staff-Student Partnership Research Project
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This essay is a reflection on the planting of the first seed of a staff-student research partnership. Our partnership aimed to grow the profile of partnerships at our Australian University while simultaneously evaluating the efficacy of peer-to-peer (P2P) revision sessions in a newly implemented Medical Imaging (MI) course. We also sought to achievethese two aims through the development of a research project to evaluate the P2P revision sessions that were initiated by Sophie, the student member of this partnership; and through the sharing of our experiences of the partnership process through critical reflective journals over the course of the partnership. We hope that both of these processes will inform thestructure of future P2P revision sessions and also provide others with insights into the partnership process that may assist them to plant their own partnership seeds. Our partnership began only a few months ago when we were introduced by a colleague.Keywords:
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The WELCOA Writing Project is an example of a successful corporate-campus partnership between the Fisher Institute for Wellness and Gerontology, at Ball State University, and the Wellness Councils of America. The first 24 months of this writing project have led to the creation of 27 articles and five PowerPoint presentations on a wide variety of health and wellness-related topics. The Fisher Institute has benefited from the partnership financially, received national recognition as a programme, and been able to use the writing project as an immersive learning experience for students. WELCOA has also benefited significantly in that it has received a large amount of quality health and wellness information that is consistently delivered on a predetermined schedule of production, from a single source, and at an appropriate cost. The Fisher Institute and WELCOA continue to explore ways in which to expand the partnership. This expansion will allow the existing partnership to grow into a synergistic strategic alliance that can significantly impact the profession and enable both entities to work towards goals that would be beyond the reach of each individually.
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In tough economic times, librarians are challenged to increase their instruction and outreach efforts despite shrinking budgets. This article discusses creating a mutually beneficial partnership with existing, successful campus programs to increase outreach efforts with minimal financial risk. Ten steps for creating a meaningful partnership are discussed. The author uses lessons learned from her own experience creating a collaboration with a first-year orientation program to illustrate the challenges and suggest best practices to help readers implement the model on their own campuses.
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The Strathclyde Enhanced Partnership Initiative is one of ‘a ‘family’ of pilots in the west of Scotland taking forward recommendations from the Scottish Government report by Graham Donaldson, Teaching Scotland’s Future. The thinking behind this pilot built on previous pilot projects developed by Glasgow University with Glasgow City Council and North Ayrshire Council. All of the pilots focus on developing partnerships between university, education authority and schools to support students’ professional development and assess their progress during placement. SEPI’s version of shared observation and dialogue was specifically tailored to placement experience. Students would work together to lead and observe a lesson, focus on an aspect of practice and discuss their observations and suggestions for improvement with a tutor. As in the Glasgow University pilot, SEPI encouraged description rather than evaluation of practice during lesson observations. In secondary placements, following debates about the respective contributions from subject tutors and generalist school-based tutors in supporting students, the SEPI pilot continued to use both but with reduced visits from subject specialist tutors. This evaluation of the initiative aimed to take account of the distinctive features of the Strathclyde pilot and the strengths, differing contexts and stages of development of its work with the authority and its schools. Evidence was gathered of the views of students, teachers and tutors through interviews and questionnaires. This evidence was considered alongside direct observation of the activities taking place.
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This case study presents an ongoing project run by the Student-Staff Partnership team at Nottingham Trent University aiming to support course committee, NTU’s mechanism for student reps and staff to jointly discuss the health and development of the course. An inquiry into course committee practice was carried out, revealing some patterns indicating that course committees do not work as expected. Resources have been developed in order to facilitate more meaningful contribution from all members to the committee meeting. Additionally, one-to-one support was offered to a few course committees, helping move the current practice from a passive approach towards a more partnership-based one.
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Murdoch University in order to share its collaborative approach to supporting future generations of library professionals organised its first group practicum project in 2017. The project targeted a group of library students from Curtin University with an interest in science fiction. Seven students were recruited for a practicum placement to create a collection development report with recommendations on the management of the library’s Science Fiction Collection. The practicum project was a success, as the students delivered an industry relevant report in an environment that resembles the dynamics of a team project. The Library experience was also successful due to the development of a partnership with Curtin University’s Placement Coordinator and the engagement of Murdoch Library team to support the student experience and the outcomes of this project.
In 2018, the Library decided to develop a new project in conjunction with Curtin University. This time, the Library collaborated with the Curtin University lecturers in creating a new project, from inception to completion, to consolidate the students’ knowledge and experience in information literacy. In 2018, five students carried out a project to create a Special Collections digital learning object and two other projects including the indexing of fanzines using Dublin Core Metadata Elements and a presentation to all Library staff.
The 2018 project proved to be another success for both universities and caught the attention of others in Western Australia. As a result, Murdoch decided to expand its partnership with Curtin University and engaged with other Universities to help them develop similar practicum experiences with the view of developing future partnerships for the benefit of the library and information industry.
This paper will explore Murdoch’s approach to support the library industry in Western Australia through collaboration, engagement and partnerships. The paper will also focus on the lessons learnt and future collaborations following Murdoch’s partnership model.
Keywords: group practicum placements, partnerships, university libraries, library and information skills, Library and Information students, engagement, special collections, workplace-based learning.
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Connect, build, develop: Forming effective liaison strategies through peer mentoring and partnership
After years of engaging in academic and library careers that centered on instruction, I became the business and economics liaison at Auburn University during the summer of 2015. It was an unexpecte...
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OBJECTIVES/SPECIFIC AIMS: To fulfill the Indiana Clinical and Translational Sciences Institute’s (Indiana CTSI) Community Health Partnerships’ (CHeP) mission of improving the health of Indiana residents through community-university partnerships, CHeP engaged with community partners to develop and implement a pilot award program for community-based participatory research, the Trailblazer Award (TA). The objective is to describe the engagement processes throughout the pilot program timeline and as the pilot program evolved over the 6-year period since the program started. METHODS/STUDY POPULATION: Though a process of engagement with community stakeholders, we assessed the process for each year of the TA, noting what changes occurred and how they occurred. Engagement for the TA process occurred during the following phases: RFA development, review, active project support, dissemination of project results, and project/partnership follow-up. RESULTS/ANTICIPATED RESULTS: During the RFA development phase, we decided to focus the award on health equity for 5 years; and we implemented structural changes to encourage new partnerships in underrepresented and rural areas. During the review phase, we incorporated both community and university reviewers and co-moderators. To increase capacity among our reviewer pool, we offered webinars and repeated opportunities to serve as reviewers. During the project support phase, we added the following: community-based CITI training; opportunities for networking with peer awardee teams; and community and academic co-led sessions on addressing recruitment barriers, grant writing, and dissemination to a community audiences. Through our active engagement of the CHeP Advisory Board, one Board member (from Indiana State Department of Health) leveraged matching funds for the TA, effectively doubling the number of projects supported each year. DISCUSSION/SIGNIFICANCE OF IMPACT: Whereas previous work has reported on engagement during the review process of pilot award applications, we discuss ways to extend engagement to include other aspects of a pilot program both before and after the review process. In our process, several key partners offered insightful changes that have resulted in a more engaged program.
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How do we appreciate? The Appreciative Advising framework facilitates and fosters optimal student development and success. But, how may this be conducted in a community college setting when academic advising sessions and resources have competing priorities? Learn from the innovative practice and partnership between Ivy Tech Community College, IUPUI’s Department of Psychology, and the IUPUI-Ivy Tech Coordinated Programs Passport Office to enable the necessary foundation for Appreciative Advising sessions at your community college. Our practice encompasses workshops and presentations for psychology students at Ivy Tech which includes a transferable statewide competency-based curriculum. These initiatives enable a follow up one-on-one advising session to explore ‘outside of the classroom’ needs. We appreciate our students in innovative ways by building relationships to ensure that they are being asked the right questions to achieve their goals and overcome challenges.
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Context
When our involvement in OTLA began it was an already existing and successful programme, with versions having been delivered by The Learning Consortium across Essex/Kent, AoC London in the London area, and emfec in the East Midlands.
OTLA2 was a strand of activity that came to include us in the South West, and The Learning Consortium in Yorkshire.
Using learnings from the previous programmes we developed a smaller scale, ‘solutions focussed’ approach with a larger number of smaller projects. There were no preset ‘themes’ and we encouraged providers to focus on areas of concern within their existing improvement planning so that project delivery would have a direct impact on standards.
The project focussed on FE providers in 6 counties: Cornwall, Devon, Somerset, Dorset, Wiltshire, and Gloucestershire.
Delivery team
Our delivery team comprised of our Partnership Mentors (Rosemarie D’ambrosio-Winter and Paul Stych) and our Research Mentor (Jim Crawley). These were supported by the Project Manager (Tom Hesmondhalgh), Education Director (Kevin Piper), and the rest of the project team at Creative Education.
Partnership Mentors were the first point of contact and engagement with providers. They supported the initial promotion of the opportunity, assisted providers as they made their applications, and provided support and challenge right through the project delivery.
The Research Mentor’s role was to provide projects with access to research based approaches they may wish to include in their proposal, train on research methods, and assist with final reporting.
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The University of Technology Sydney First Year Experience program is an institution-wide, systematic approach to supporting the transition, retention and success of first year students from low socioeconomic status backgrounds, within a philosophy that good practice for these students is good practice for all students. The program is based on third-generation first year practice and transition pedagogies. It includes central and faculty coordinators, small grants and learning communities enabling the development, embedding and sharing of transition practice in the curriculum. This good practice report describes the program, its evolution over five years and its impacts on academic and professional staff engagement and improving the success of students from low socio-economic status backgrounds. Lessons learned about the importance of central and local coordination, sharing practice underpinned by a scholarly framework and the use of data and strategic alignment are highlighted. *This ‘Good Practice Report’ was first presented at the 2016 STARS Conference in Perth, Australia in June/July 2016 and was selected by the Conference Committee as one of the top-rated reports. The authors have kindly given their permission to have this report published in the Conference issue of the Journal and it has undergone a further review by the editors to confirm it aligns with the Journal format. Please cite this article as: McKenzie, J., & Egea, K. (2016). Five years of FYE: Evolution, outcomes and lessons learned from an institutional program. A Good Practice Report. Student Success, 7(2), 65-76. doi: 10.5204/ssj.v7i2.345 This good practice report has been accepted for publication in Student Success. Please see the Editorial Policies under the ‘About’ section of the Journal website for further information. Student Success: A journal exploring the experiences of students in tertiary education This work is licensed under a Creative Commons Attribution 4.0 Licence. As an open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. ISSN: 2205-0795 Five years of FYE: Evolution, outcomes and lessons learned from an institutional program. A Good Practice Report 66 | Student Success, 7(2) July, 2016 Introduction The University of Technology Sydney (UTS) First Year Experience (FYE) program is an institution-wide, systematic approach to supporting the transition, retention and success of first year students from low socio-economic status (LSES) backgrounds, within a philosophy that good practice for these students is good practice for all students. Over the past five years, the program has improved LSES first year students’ learning and experiences across undergraduate courses and has evolved in ways that are evidence-based, align with strategic institutional changes in learning and teaching and support the professional development of academic and professional staff. This good practice report describes the program and its evolution over five years, along with the outcomes for participating staff and students, and lessons learned over time. Program rationale and design The program was designed in the context of the Bradley recommendations for increasing participation in higher education, particularly for students from LSES backgrounds (Bradley, Noonan, Nugent, & Scales, 2008). Planning and consultation commenced in 2009, with the intention to create an evidence-based institutional program to support the FYE. The program design was informed by third generation first year policy and practice (Kift, Nelson, & Clarke, 2010), including the ideas of transition pedagogy (Kift, 2009; 2015). As the university already had successful co-curricular student support activities and an effective PASS scheme, the new program was designed to complement these by embedding transition pedagogy (Kift, 2009) in the curriculum for all students. The program commenced in 2011 as part of the UTS Widening Participation Strategy with funding provided through the Higher Education Participation and Partnerships Program (HEPPP). Implementation began in the middle of that year, with the employment of a 0.8 FTE institutional FYE Coordinator. While the first year curriculum focus and key implementation approaches were decided, an overall strategy framework (Figure 1) was developed through 2011-2012 by a group led by the FYE program owner and FYE Coordinator with representatives from all faculties, academic learning centres, student services areas including language and study skills support and counselling, the library, the Indigenous education unit, student administration, equity, and marketing. The aims of the group were to encourage engagement and communication among areas and to build alignment between the new curriculum-focused approach and existing co-curricular student support strategies—both key aspects of third generation transition practice. With students’ identities (both as a student and a professional) and sense of belonging at the centre, the framework identifies key areas for supporting student success. Implementation of the components of the framework is achieved through a set of interlinked activities facilitated by central and faculty leadership. The groups are: • The coordinator group. A centrally-located FYE Coordinator and program leader and First Year Transition Experience (FYTE) Coordinators in each faculty provide leadership for the strategy and enable collaboration across the university. The coordinator group meets 5-6 times per year with key professional leaders from student services, the library and equity. The group is able to work on aligning curriculum and co-curricular support and identifying infrastructure needs, and to provide stakeholder feedback into university systems projects; and • The FYE community. This university-wide learning community currently has over
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