Because Storify is discontinuing in May 2018, I have archived this thread, that I collated a couple of years ago. Not as attractive as it was with images in Storify, but at least the story is still preserved!
Shared Thinking: Student Induction Event (mainly as reported by Sue House)
I am myself thinking about student engagement in library-led seminars and tutorials – it’s the focus of my PGCert project. So when I read librarian Sue House’s tweets from a Shared Thinking event at York on Tuesday 5th July, I sat up and looked, because she cites lots of useful info & references.
I hope this doesn’t look like stalking! But Sue posted so much interesting, relevant and useful detail, and I knew I’d lose it all unless the tweets were captured and kept safe. So, for future reference, here are some tweets – beginning and ending with Shared Thinking. Interestingly enough (to me), it appears Shared Thinking originated in Glasgow – where I got my PhD. Clearly, I need to investigate!
Meanwhile, here is my first attempt at taking notes on someone else’s attendance at a conference that I wish I had known about! Online notes – how very “now”! (Incidentally, I have looked up most of Sue’s references so they can be followed up later. That’s my “added value” to this Storify.)
Shared Thinking :: Home
Home of Student-Generated Induction: A Social Identity Approach.
We are at the Royal York Hotel, in York on July 5th. This is a full day event on Student-Generated Induction: A Social Identity Approach. See this link for online booking and further details. http://bit.ly/1OemOsc We are at Queen Mary’s University of London for Student-Generated Induction: A Social Identity Approach.
Recent feedback on ‘Student-Generated Induction’: “Very relevant in terms of getting students to engage” #highered #studentengagement
@J1ten Very welcome. Sounds a great conf. Student-Generated Induction is an inclusive pedagogy. #HERAG2016
@sharedthinking absolutely & tutors also have a role in providing space & teaching activities to help students form peer relationships
Student-Generated Induction:A Social Identity Approach Royal York Hotel tomorrow. #belonging #wideningparticipation https://t.co/Oc8BUDdWo4
Should be an interesting day, looking forward to it: https://twitter.com/sharedthinking/status/749968843372687360 …
Not had the opportunity to tweet but fascinating content, theoretical framework based on work of Vincent Tinto, Syracuse.
Vincent Tinto is an award winning Distinguished University Professor at Syracuse University of sociology. He is a noted theorist in the field of higher education, particularly concerning student retention and learning communities. Tinto received his Ph.D. in education and sociology from the University of Chicago after earning a Bachelor of Science in physics at Fordham University in 1963.
Search results 1-3 for ‘Author: tinto ; Title: leaving college’ | Copac
So .. Tinto’s work is into student retention and learning communities. From my point of view, the learning communities work may be more pertinent, since I’m not on the student recruitment/registry side of things.
Need to get students to share their immediate concerns and address those first.
You’ll know your induction processes are successful when your students feel they ‘belong’.
We each have lots of different social identities, it depends which one is activated at a particular time, this can affect yr cognitive load
Social capital and clarity of identity tool coming soon from the HEA (according to someone from the HEA!)
Work of Claude Steele also referenced, check out YouTube for films re: feeling stigmatised if your social identity is under threat.
Claude Steele – Wikipedia, the free encyclopedia
Claude Mason Steele (born January 1, 1946) is an African American social psychologist. He used to be the executive vice chancellor and provost at the University of California, Berkeley. Steele was the I. James Quillen Dean at the Stanford Graduate School of Education, and professor emeritus in psychology at Stanford.
Belonging – work by Steele, Walton, Cohen, Caciooa & Hawkley, Costa, Haslam.
Gaertner & Dovidio – common group identity / super-ordinate group.
Belonging is about social identification, can be framed from an individual to a structural level – functions as a bridge.
Groups are significant in everyones life. Induction should be based on who there is in the group. Ask them about their concerns.
And here’s a great idea both for student induction AND the kind of seminars I give about either musicological OR library/information related topics. Start by asking what the group hopes to get out of a session. (And end by asking if it has helped?!)
Different identities can be switched on and off depending on cues in the environment. There is a continuum me > we. Tajfel, Turner.
Could collect feedback from 2nd years reflecting on 1st yr experience can be valuable peer / mentor type sharing of experience.
When asked what the best part of our practice was, result was experiential learning activities (interesting activities linked to subject).
Aha! Experiential learning! I am mentioning this in a paper I’m giving at ISME in a couple of weeks’ time. I think I shall be citing this …
Conference program for @official_isme is online. http://bit.ly/1Ynophs #ismeglasgow2016
The opposite of ‘belonging’ is social isolation, very harmful to health and well-being.
Belonging is not just about interactions between an individual student & the uni. It’s also about peer relationships within the group.
So how do we get students to support each other? Peer learning, mentoring schemes etc.
When asked what the most positive aspect of the way we address diversity at induction – clear communication was the most imp. answer.
This type of group work activity has been used successfully in induction at Glasgow by Dr Nicholas Bowskill @sharedthinking this is his work
There’s an embargo on Bowskill’s thesis, only completed in 2013. However, you can look at the abstract via the University Library catalogue.
A social identity approach to learning with classroom technologies
Bowskill, Nicholas William David (2013) A social identity approach to learning with classroom technologies. PhD thesis, University of Glasgow. Due to Embargo and/or Third Party Copyright restrictions, this thesis is not available in this service. This inter-disciplinary study develops a group level approach to learning design and practice in the classroom
And here’s a shorter book published by Bowskill in 2013:-
Item 1 of 4 for ‘Author: Bowskill, nicholas’ | Copac
Luckily the book is also available on Amazon. Note to self – must get this for @whittakerlib!
Student-Generated Induction: A Social Identity Approach: A Staff Development Guide by Nicholas Bowskill (ISBN: 9781480113299) from Amazon
When asked about concerns about group work most important answer was enabling the group to see the relevance (why are we doing this?)
Threshold concepts (Ryland’s?) were used to measure the success of student-led induction.
Method can be used with returning students to compare their first year answers and show how far they’ve come.
Dweck – things may be difficult / uncomfortable now, but that may change over time.
Lots to think about re: student-led induction!
Thanks to everyone at Student-Generated Induction,York today. Hope you enjoyed it. #inclusion #wideningparticipation pic.twitter.com/ZxXVUvp2cm
Looks like a great day at #connectmore16 Student-Generated Induction was born at Uni of Glasgow.
I’m currently on holiday, but I’ve emailed my work-self details about these workshops, so I can share the information with colleagues when I get back to my desk in a couple of weeks’ time!