Activity 6. Determining the role of the university and its staff
Read the following quotes.
“The first year curriculum should be attuned to student diversity and must be accessible by, and inclusive of, all students. First year curriculum design should recognise that students have special learning needs by reason of their social, cultural and academic transition.” (Kift, 2009, p. 1)
“Students do not experience transition as a time-bounded phase but instead the year is characterised as a series of highs and lows, distinguished by a period of building up, often accompanied by some sort of emotional high, a possible low and then the whole process repeats itself. This undulating landscape resembles a hero’s journey which may include initial arrival, adjustment to learning, acculturating to a new social environment, forming a student identity, navigating assignment due dates, recommencing the new semester or academic year, participating in exams and so forth.” (O’Shea & Stone, 2014, p .88).
“widening participation staff have noticed that an attitude shift has been required amongst academic staff who associate widening participation with lowering standards, and underestimate the link between quality and diversity” (Thomas & May, 2005 p. 177).
Reflecting on the statements above, and drawing on your reflections in the module so far, including what you have learned from the resources listed in this specific module, make some notes to yourself about whose responsibility you think it is to support students as they move through university.
Consider the following guiding questions:
- How can the institution help students shift 'from the margins to the mainstream'?
- Who needs to be involved? How can this be done?
- What are some strategies that can be utilised?
Discuss your considerations with your critical friends.
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