Occupational therapy students’ perspectives of the ‘Headstart’ Widening Participation Programme.

Dr Elizabeth McKay, Alice Mackenzie

Linda Gnanasekaran,

Dr Wendy Bryant, Dr Debbie Kramer-Roy

BRUNEL

Brunel

Brunel University

Aims of the workshop

• To discuss the concept of widening participation in occupational therapy education.

• To share the findings from the ‘Headstart’ research

• To consider future ways ahead.

Exercise 1

What would you put into a widening

participation programme for Occupational

Therapy students who have had a gap in

education?

HEAD START COURSE TIMETABLE 12th – 16th September 2011 Day 1 - Monday

12th September

Day 2 - Tuesday

13th September

Day 3 - Wednesday

14th September

Day 4 - Thursday

15th September

Day 5 - Friday

16th September

9:30-10:00

Arrival + Registration

BC Darwin Room

(90 seated)

9:30-10:15

Registration

BC LC005-9

(80 seated)

9:30-10:15

Registration

BC LC005-9

(80 seated)

10:00-10:15

Registration

BC LC005-9

(80 seated)

9:30-10:15

Registration and

Travel reimbursement

BC LC005-9

(80 seated)

10:00-11:00

Welcome

+

Introduction Icebreaker

BC

Darwin Room (90 seated)

10:15-11:15

Working in Groups – Project

ASK

LC005-9

(70 seated)

10:15-11:15

Fundamentals of academic

Writing

068 and LC-C

ASK

(40 seated x 2)

10:15-11:15

Getting to grips with your

essays

ASK

LC005-9 and LC004/6

(40 seated)

Or

Intro to u-Link + PPT

AS/SV

Library computer training

room (40 eated)

10:15-11:15

Using Maths (Practical

Applications)

IK

LC068

(30 seated)

Or

Critical Thinking

ASK

(40 seated)

LC005-9 and LC004/6

BREAK 11:15-11:30 BREAK 11:15-11:30 BREAK 11:15-11:30 BREAK 11:15-11:30 BREAK 11:15-11:30

11:15-12:45

Scavenger Hunt: Find your

way around campus

Debrief Tour

BC

Campus/Darwin Room

11:30-12:30

Presentation to impress

ASK

LC005-9 and

LC-C

(35 seated x 2)

11:30-12:30

Notemaking

ASK

LC005-9 (30 seated)

Or

Intro to u-Link or PPT

AS/SV

HAL213 (20 seated x2)

Library computer training

room (40 seated)

11:30-12:30

Academic Reading

ASK

LC005-9 and LC004/6

(40 seated)

Or

Intro to u-Link or PPT

AS/SV

HAL213 Library computer

training room (20 seated x2)

11:30-1:15

11.30 – 12 noon Practice

Group Presentations

BC /ASK

12 noon – 1.15 Group

Presentations and feedback

LC004-6 and LC068 and

LC005-9 and LC-C

Day 1 - Monday

12th September

Day 2 - Tuesday

13th September

Day 3 - Wednesday

14th September

Day 4 - Thursday

15th September

Day 5 - Friday

16th September

LUNCH 12:50-

1:30 LUNCH 12:30-1:15 LUNCH 12:30-1:15 LUNCH 12:30-1:15

LUNCH 1:15-

2:00

1:30-2:30

Writing Exercise:

Discovering

where you are

with your writing

ASK

LC005-9 (70

seated)

1:15-2:15

Notemaking in

lectures

ASK

LC005-9 & LC068

(25 seated x2)

Or

P.Tutor

Or Rock

Climbing

(One to one

room x 2)

1:15-2:15

Informing

sciences and

occupational

therapy

(20 seated)

LC004-6

1:15-2:15

Algebra

IK

LC005-9

(60 seated)

Or

P.Tutor

Or u-Link Drop-

in Clinic

LC016

(One to one

room x 2)

1:15-2:15

Introduction to

reading for

Occupational

Therapy

LC004-6

(20 seated)

1:15-2:15

Intro to Statistics

IK

(25seated x2)

LC005/9 –

LC004/6

Or

P.Tutor

one to one room

x 2)

1:15-2:45

Learning to think

as an OT: Using

seminars,

reading and

lectures

LC004/6

(20 seated) 1:45-3:00

Action plans

Evaluation

Feedback

BC

Darwin Room

(90 seated) 2:30-3:15

Life at

University: Time

management

ASK

LC005-9 and

LC004/6

(35 seated x 2)

2:15-3:00

Introduction to

seminars

BC/ASK

(25 seated)

LC004/6

LC068

LC- C

2:15-3:00

Informing

sciences and

occupational

therapy

LC004-6

(20 seated)

2:15-3:15

Managing Stress

RC

LC005-9

(70 seated)

___________

3.15 – 3.45

Research for

group project

2:15-3:45

Managing Stress

RC

LC005-9

(70 seated)

___________

3.15 – 3.45

Research for

group project

2:15-3:45

Research for

Group Project

LC005-9

(70 seated)

Or

P.Tutor

one to one room

x 2)

2:45-3:45

Research for

Group projects

LC005-9

(70 seated)

3:15-3:45

Learning at

university:

The expectations

BC

LC-C (80 seated)

3:00-3:45

“Question Time”

BC

LC068 (80 seated) 3:00-4:00

Certificate

Presentation

Afternoon Tea

Darwin Room 3:45-4:00

Evaluation and

Reflection

3:45-4:00

Evaluation and Reflection

3:45-4:00

Evaluation and Reflection

3:45-4:00

Evaluation and Reflection

From Social Inclusion to Widening Participation

Social Inclusion and Exclusion

• Social inclusion is understood to have benefits for people otherwise excluded not only from informal social networks but also from aspects of community life such as paid work, education, leisure activities and transport.

• Social exclusion - Parr et al (2004) define exclusion as a negative consequence of rejection, avoidance and distancing from other community members (p.405)

Widening Participation is

NOT about lowering standards of entry.

Widening participation… is vital in

– creating a fairer society,

– securing improvements in social mobility a

– supporting economic growth.

Widening Participation encourages A diverse student population which is essential for

vibrant intellectual enquiry and a resilient knowledge economy.

A higher education offer that is socially and culturally diverse, and more representative of local communities.

The availability of local provision, will continue to be very important.

Exercise 2

What would be the challenges

for these students coming to

university and starting a BSc

degree in Occupational

Therapy?

Research Focus & Data Collection

• The project examined:

– the impact of the ‘Headstart’ programme on their studies at 1 & 2 Level .

– what the students considered was useful to them?

– what they identified as issues to inform further development of this programme?

• Student perspectives were collected via in-

depth interviews.

Analysis

• Data was analysed using thematic analysis

• Each section was done by members of the team

• Themes were reviewed and collapsed into 3 main areas.

Findings from the ‘Headstart’ Evaluation

• Three key themes emerged :

• Preparing and participating in Headstart

• Learning, studying and engaging in University Life

• Transitioning and gaining beyond Headstart

Preparing and participating in

Headstart • Reasons for attending

Headstart.

– a time gap from their last experience of education,

– Previous negative experiences and

– being nervous about studying.

• Reasons for attending Headstart.

– prepare for coming to university and

– prepare for new programme of study.

– to meet other mature students or those who were in similar position

• Most remembered the ASK and the occupational therapy specific sessions.

• Particular activities

• + such as ice breakers and the scavenger hunt

• - rock climbing and budgeting sessions -less useful

‘this one was very good, getting to grips with your essays’.

‘feedback on your writing’

• ‘motivational learning’.

Preparing and participating in

Headstart

Occupational therapy sessions provided…

•insights into the OT course •developing their understanding of what to expect. •and for what lay ahead, ‘massive shift to independent learning’. Participating had social benefits. •Meeting others early was an advantage •the university as a good place to be..

‘opportunity not to be missed’.

Learning, studying and engaging in

University Life • Headstart was found to be useful providing:

• Specific study skills; learning revision

• Motivation/ support for academic choice/positive attitude:

‘ headstart acted as a revision and reminder about academic writing and a re orientation to study’.

‘being part of it all, having a shared purpose and feeling

motivated’

‘ [my] planning improved a lot – preparing for lectures in advance,

getting there on time’..

Lecturers

• lecturers were worth listening to, providing useful tips and advice.

• staff were seen as approachable. Having to do a presentation was seen to be useful as it was in a safe context.

• They valued Headstart it helped the transition into university life. ‘gets you over initial discomfort …starting something new where you know nobody’.

• University really valued them and wished them to succeed.

• Several participants later went on to become student ambassadors.

• The generosity of the university was appreciated.

Transitioning and Gaining beyond

Headstart

Overall • Benefits for Level 1+++

• helping people to settle in

• familiarised with the environment and resources.

• stablish good study and self management habits

• There was some sense that there could be more variety of activities, e.g meeting with personal tutors

• Headstart programme is a successful aspect of the university’s Widening Participation agenda, with many benefits for students.

Future Directions

Thanks for your attention

• Please feel free to contact us

• elizabeth.mckay@brunel.ac.uk

• Alice.mackenzie@brunel.ac.uk