Welcome To the Uni-Skills Study Group Leaders Training Session! Uni-Skills Study Group Training...

WelcomeTo the Uni-Skills Study Group Leaders Training Session!

Uni-Skills Study Group Training Session 2011

The Program For the Day:

9:00-9:30 – Overview of Widening Participation Program delivered by Michelle Wear

9:30-10:30 – Session 1 delivered by Guest Speakers

10:30-10:45 – Break

10:45-11:30 – Session 2 delivered by Sadie O’Shea

11:30-12:00 – Questions and Review and Your First Session delivered by Nina Woodrow

12:00-12:45 – Lunch

12:45-1:30 – Session 3 facilitated by Eloise Williams

1:30 – 2:00 – Session 4 delivered by Michelle Wear and Sadie O’Shea

2:00 – 2:20 – Smarthinking delivered by Michelle Wear

2:20 – 2:50 – Learning Services delivered by Shelia McCarthy

2:50-3:20 – Administration delivered by Eloise Williams

3:20-3:30 – Final Questions and Evaluation

Griffith Connect

Widening Participation Project

Michelle Wear

Widening Participation Senior Project Manager

Griffith Connect


OverviewFederal Government widening participation - 20% of domestic undergraduate students will be from under-represented groups by 2020.Higher Education Partnerships and Participation Program (HEPPP)Partnerships – outreachParticipation - retention

Griffith Connect


Griffith StrategyResponsible to DVC & PStrategy approved by ExecutiveIncludes enhancement of some existing programs and creation of some new.

Griffith Connect

Widening Participation ProjectFunding allocated in May 2010 * Partnerships $355,505 * Participation $1,714,228 * Total $2,069,733Funding allocated in 2011 * Partnerships $355,505 (+ some to come) * Participation $3,292,432 * Total $3,647,937

Griffith Connect

Partnerships

Enhance existing Equity Support ProgramsExtend Uni-ReachExtend QTAC application support ($15K 2010)Indigenous outreach programsAdditional GUMURRII support staff

Griffith Connect

Participation

WP ScholarshipsExtend start up grantsImprove lap-top computer accessIncrease emergency grantsIncrease counselling – careers and personalSmarthinkingUni-Skills Program

Griffith Connect

Uni-SkillsUni-Key and Uni-Skills

Uni-Key – for commencing students (Student Equity Services)

Uni-Skills – for continuing students

Entire WP cohort approximately 3,000 students

Continuing 1,900

Griffith Connect

Uni-Skills Study GroupsStudy GroupsPilot Semester 2, 2010Domestic, undergraduate studentsPeer leadMatched to year level, program and campusMembers 1-10

Approximately 50 groups were active, some 1-1.Review – survey, focus groups

Griffith Connect

Uni-Skills Study GroupsStudy GroupsSemester 1, 2011Domestic, undergraduate studentsPeer lead (PG students included)Matched to year level, program and campusMembers 1-10Weeks 3 onwards

Griffith Connect

Uni-Skills Study Groups

Study Group LeadersHigh GPASuccessful transitioning through programTraining

Session 1

Inclusivity and Cultural Awareness delivered by Ian Johnson from EnglishHELP

Referral Map for your Campus delivered by Sadie O’Shea

Student Services delivered by representative from Student Services


Session 2 - Giving and receiving feedback

» Feedback enables people to develop their skills and performance by learning about their developmental needs and understanding their strengths.

» Feedback focuses on a person’s behaviour and not their personality!


Giving positive feedback activity

You have been randomly assigned to a group to complete a group project.

One of your group members has taken the initiative to write up the final report for the project, which incorporates all the work the group has done. The overall result is impressive; it is accurate and uses everyone’s work effectively.

Provide feedback to this person!


Characteristics of feedback

Defined by a clear purpose» Why are you giving the feedback?» Why do you want them to change their behaviour / Why

continue their current behaviour?» What message do you want to hear?

Specific and descriptive» If you are giving feedback about a problem – how do you

describe the problem?» If you want the person to change – how will they know what to

change?



Relevant» How much of the feedback really applies directly to the

person’s situation?» What language will you use to reduce defensiveness?

Actionable» Based on your feedback – how will the person know what

their responsibilities are, or what actions to take?» What measures can you use to evaluate the change?» How would you respond if someone gave you this feedback?



Timely» What is the best time to give feedback?» In what environment should feedback be given?

Balanced» How much opportunity will the person have to respond to your

feedback?» Are you open to changing your opinion based on the person’s

response?


Steps for effective feedback

1. Set the proper climate

2. Consider carefully what you want to communicate

3. Set the context for the feedback

4. Give the feedback

5. Give the receiver an opportunity to listen and respond

6. Work together to determine the next steps

7. Express your support!


Giving constructive feedback activity

You have been assigned to a group for group project work. Your group has been working well, but one member has started turning up late to meetings (this is something all group members agreed would not happen).

This situation is not out of control, but you can see further where each team member will be needed, and that this situation could cause more work for other team members.

Please give this group member feedback.Uni-Skills Study Group Training Session 2011

Receiving constructive feedback

Relax and listen Make it your intention to not take feedback as a

criticism Ask for clarification Prompt Paraphrase and check for understanding Agree with the truth Ask for suggestions on alternative behaviour


Listening activity

In a group, do a round of ‘Chinese’ whispers. One person thinks of two sentences to pass along and the last person say out loud to the group what they heard.


Listening effectively

Encourage Paraphrase Probe

Listening is not a passive activity! Listen for unspoken fears, concerns, moods or

aspirations Listen to others with respect Listen without thinking of how you are going to

respondUni-Skills Study Group Training Session 2011

Review Activity Generate a thought provoking question drawn from the content of today’s

workshop so far, such as: What is the purpose of …? Why is … important? What is the best way to respond to...? How does … affect …?

Write your question clearly on a piece of paper.

Screw your piece of paper into a ball and when prompted, throw it into the air

Collect a piece of paper near you and in groups of three discuss these questions


Study Group Sessions

Weekly

1 hour per week contact

1 hour per week pre and post session work

Contacting group

Organising time and place

Preparing Session 1 plan

Completing weekly review

Filling out paperwork

Any follow-up

Reminders for next sessionUni-Skills Study Group Training Session 2011

Study Group Sessions

Facilitators

Not Lecturers

Not Tutors

Guide discussion, help formulate plans and strategies, assist with review of content, direct to resources.


Designing your first session....Question 1

What can you do in your study group?

Question 2

How might your group operate?

Question 3

What will be your ground rules?

For you? For the group?


Designing your first session....Question 1

What can you do in your study group?

Start thinking of the type of activities and content you might cover in your first session.

Start a list now that you will work on in groups in Session 4.


Session 3

These panel members were matched to a group last year. The purpose of the panel is to provide you with some real-life examples of some of the challenges the Study Group Leaders had to face last year.


•Designing your first study session

•Smarthinking

•Learning Services

•Administration

•Where to from here?

•Questions?


Session 4

Designing your first study session

What can you do in your Study Group?

How might your group operate?

This first session

Following sessions



What can you do in your Study Group? Ice breaking activity Set and agree on priorities – what courses, what

assignments. Review material from lectures, tutorials Compare read and update notes Divide up readings or other work Prepare for an exam Repeating recalling key points in subject material



What can you do in your Study Group? Meeting new people at the University Facilitating key contacts Learning different ways to study Questioning and exploring topics and finding answers a chance to get feedback on your ideas and issues or

aspects of the course you are studying finding and realising your own talents teach someone else part of your topic! It will help them

and reinforce your own understanding to learn group facilitation / participation skillsUni-Skills Study Group Training Session 2011


How might your group operate? Where will you meet? How will you recognise each other? How will you contact each other? Will you have a meeting agenda to achieve your

purposes? How will you construct your agenda for each session? Brainstorm? Prior email suggestions compiled and work through them?

Set approximate time limits on agenda items Set a quitting time and stick to it



How might your group operate? End each session by agreeing what each person will

do in preparation for the next meeting How will you reflect on and review the operation and

success of your group? How will you collect feedback from your students?

How will you deal with sensitive issues? Consider privacy and confidentiality.

What roles will each participant fulfil in the group and at meetings?



Ground rules – determine how the group will operate» Important for the group as well as you personally

» Work out the top 3 ground rules for yourself. Ask yourself the following questions:

What will be your ground rules for you?

What will be the ground rules for the group?


SMARTHINKINGSMARTHINKINGOnline

Academic Tutoring & Writing Service

www.smarthinking.com

What is Smarthinking?

Synchronous and asynchronous access to tutoring up to 24 hours a day, 7 days a week

Students:

Connect with an e-structor for live tutoring.

Submit text for review and critique.

Submit questions and receive a reply the next day.

Can access up to 3hrs online synchronous tutoring and / or asynchronous tutoring during this semester only (free). Purchase more (own expense)

Should refer all content issues to their tutor.

Should not refer technology queries to tutors or lecturers. Only through ST itself, Griffith IT Help or Project Manager.

What Subject Areas are Covered?

•Sample:

•Mathematics•Basic Math, Algebra,Geometry/Trig, Calculus I & II, Statistics, Microeconomic Principles, Macroeconomic Principles

•Business Studies•Economics I and II, Finance, and Accounting

•

•

•Science•Biology, Introductory Human Anatomy & Physiology, Physics, and Chemistry

•Writing •Grammar, Composition, and ESL

How do ST e-structors help students?

SMARTHINKING e-structors will

Engage you in discussion (if using synchronous access) Provide written feedback on essays/paragraphs Suggest problem-solving strategies (e.g. for Mathematics) Encourage you with constructive, critical feedback Help you to see areas where your work can be improved Suggest another section of the ST service if necessary e.g.

ESL

E mail Sent to students

How do you access Smarthinking?

•Click on the ST button in tabs

Home Page

•Connect with e-structor: Drop down menu shows currently available subjects. User can submit a question to the whiteboard and undertake a synchronous session with an e-structor.

•Schedule a personal session: User can preschedule a live session with the e-structor. Cancellation inside 48hrs will incur cost to the user.

•Submit your writing: Simply upload a piece of text for evaluation by the e –structor. Provide details of what you want the e-structor to look at specifically. Length of writing will determine how much time is deducted from allowance. Usually 40 or 60 mins (quite a lot of time so draft should be advanced) plus 5 mins admin.

•Submit a question: A subject is chosen from the drop down menu and a question submitted. 24hr turn around, usually.

•Academic Resources: A small group of online handbooks e.g. Accountig Glossary, ST Study Handbook. One section (Mathematics) takes students to a number of external links including the Rice Virtual Lab (statistics-simulations and demonstrations).

•Features Tutorial Link

•“Hi Deb,• •You spoke briefly at one of my economics lectures last week about Smarthinking.•

•I just thought you might appreciate some early feedback as I have just used it for the first time. It was FANTASTIC. It was so handy to have someone available right away when I hit a problem in my study. They took me through the problem and pointed out some solutions and I was able to get right back on track and not waste (typically) hours searching for the solution.• •Nate•5 August 2010

•Sample Synchronous Interaction•Demand and supply

Mathematics online interaction -about factorisation; least common multiple

Sample Writing Feedback

•Link to OWL Live Session

OWL-Submission

Student Handbook

Accessed through L@Griffith page

Student HandbookAccessed through L@G Course Page

For more information contact the Study Group Coordinator at your campus:

Gold Coast and Logan: Sadie O’Shea – [email protected]

Nathan and Logan: Eloise Williams – [email protected]

Mount Gravatt and Southbank: Nina Woodrow – [email protected]

Learning Services


Administration

Tax File Number Declaration- This is important to fill in if you’re a new employee of Griffith - If you’re not new but your details have changed e.g.

- You’ve got another job which is your primary job;- You’ve changed your name/address etc;- You’ve started accruing a HECS/HELP Debt;- OR you haven’t worked in 12 months.

- When you hand it in with your time sheet, please keep the first two pages which contains information for you.

- We only want the coloured pages please!


TIME SHEETS – Important Details!


On all pay forms that you complete you need to make sure that you have ID, Surname, Given Name, Date of Birth and Campus filled in. We can take care of Element, Type of Work, Classification and Hourly Rate

$27.03

If you make an error you ALWAYS need to cross it out and initial it!


21/02/11 09:00 15:30 01:00 05:30

05:30

On any time sheet you need to have a minimum of 2 hours – so if you do get matched to a group and you meet for an hour each week please put down that you worked for 2 hours, as you’ll spend the other hour communicating with students in the lead up to the session, planning the session, and completing your Submission Log after the session.


YOU ALWAYS NEED TO MAKE SURE YOU HAVE SIGNED YOUR TIME SHEET!

If you are new or your personal details have changed


Weekly Review Forms

Study Group Weekly Review Form - It is mandatory that you complete one after each session, even if no-one turned up!- Completing these weekly reviews is a requirement of being a Study Group Leader, we

would prefer not to have to chase you up to complete the review!

www.griffith.edu.au/uniskills


Where to from here? It will take 2-3 weeks to receive your pay from attending today’s session.

If you have not received your pay by the end of Week 4 please get in contact with the Study Group Coordinator located on your campus. Please be patient though, particularly if you are a new employee of Griffith.

We will endeavour to match as many of you as possible, however please don’t be disheartened if we weren’t able to match you. It is not personal, it will simply come down to whether a suitable match can be made.

If you are successful in being matched, your Study Group Coordinator will be in contact with you before the end of Week 2. You will need to come in and collect a Resource Folder as well as the information about the people in your group.

Ideally we would like sessions to commence in Week 3, however we understand that getting in contact with students may be a little bit more difficult at first, so it may take you some time to get started.

If at anytime you have any questions, please do not hesitate to contact one of us.


Any QUESTIONS?


• Please take a moment to reflect on today’s workshop.

• Was there a moment when you felt inspired, excited about the possibility of being a study group leader?

1. Use your sticky notes to write a quick note describing this moment

2. Write as many sticky notes as you want

3. Stick your note onto the white board

• (not your face) •Photo by: Zach_ManchesterUK http://www.flickr.com/photos/zach_manchester/2822282858

Thanks for attending today’s

Uni-Skills Study Group Leader Training Session!

We look forward to working with you throughout the semester!

Welcome To the Uni-Skills Study Group Leaders Training Session! Uni-Skills Study Group Training...

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