Quality Assessment, Student Need, and Pastoral Care at the University of Strathclyde

For young people moving from school to higher education, the continued provision of high quality pastoral care should be an important consideration. However, though all institutions provide some sort of service, its quality can vary significantly. Even where provision has been good, it has normally been seen as a 'bolt‐on' extra, rather than something central to the student's experience. At the University of Strathclyde, a key element in the creation of a more effective and integrated approach has been the development of the personal tutor role into that of the more clearly defined and structured one of Academic Counsellor.     

Does the curriculum matter in peer mentoring? From mentee to mentor in problem‐based learning: a unique case study

Peer mentoring has been used for many years by the Nelson R. Mandela School of Medicine to integrate new students into the academic and social culture of the institution. In 2001, an unusual situation arose. A problem‐based learning (PBL) curriculum was introduced and the first cohort in this programme was mentored by senior traditional curriculum students. The present study, by canvassing the 2002 PBL mentors, set out to determine whether the mismatch in curricula impacted on students' mentoring experiences. There was overwhelming agreement that curriculum did matter—it is only when mentors are able to share the same experiences as mentees, can they fully understand student problems. Notwithstanding this and other difficulties (e.g. timetable clashes), some 2001 mentees did form bonds with their traditional curriculum mentors. Some even identified them as role models. The 2002 PBL mentors also indicated that they had undergone considerable personal development as a result of their experiences.     

An Investigation of High-Achieving African-American Students Attending Community Colleges: A Mixed Methods Research Study

While much more research has been conducted about African-American college students in recent decades, there still exists a need for further explorations concerning factors related to student success and retention. For example, articles often explore the experiences of African-American students at four-year institutions and often use deficit frameworks instead of focusing on the experiences of successful students. To add to what is known, this article summarizes the findings of a multi-institutional mixed methods research study that explored the experiences of high-achieving African-American students attending community colleges. Specifically, the researchers explored noncognitive factors that influenced high academic achievement—defined as grade point average (GPA) higher than 3.00, why students considered leaving an institution, and why students decided to remain enrolled. Findings suggested that studying alone promoted a high cumulative GPA and increased the likelihood students never seriously considered leaving their institution. Studying alone, family relationships, hours spent studying with family, engaged and supportive faculty, financial aid, and the strive to succeed also promoted persistence. Relating to sex differences, student organizational involvement appeared to be more important for male persistence than female persistence at a significant level. The article closes with implications for future research and practice.     

Philosophy with children,self-regulation and engaged participation for children with emotional-behavioural and social communication needs

This study examined the effectiveness of Community of Philosophical Inquiry (CoPI) as an inclusive pedagogical approach by which to support the communicative interaction and opportunities for collaborative dialogue for children with social, emotional and behavioural needs in two mainstream classes. There is currently no empirical work that considers children with these particular needs participating in practical philosophy, particularly in CoPI. Two groups of children, aged between nine and twelve, engaged in CoPI over a period of 10 weeks. The philosophy sessions were conducted as part of the regular class work. The results show that the children were able to engage in collaborative, philosophical dialogue with their peers without being any more disruptive than their classmates. The findings of this study lead to the assertion that it is the structure of CoPI that supported the children’s engaged participation and self-regulation and that this might usefully be considered in creating classroom activities for all children.     

Models of Learning Support in Victorian Universities: Issues and Implications

In recent years changes in policy, the spate of amalgamations of tertiary institutions, changes in secondary education and the move in institutions toward intemationalisation, have led to a diversification of student populations in Australian universities. One response to these changes has been the expansion of the provision of student learning support within universities. This study examined the models of such support in Victorian universities. The location of support units, sources of funding, communication between different units at the same institution and staff conditions were identified as core issues in how learning support is delivered. A suggested model for delivery of learning support is proposed.     

Public pedagogy from the learner's perspective: women reading self-help relationship books

In recent years, the concept of public pedagogy has increasingly influenced the study of continuing education, drawing attention to ways in which adults access resources from popular culture and learn without the involvement of educational institutions. Reading relationship self-help books has become a prominent component of popular culture. There are two predominant scholarly interpretations of relationship books for women. One argues that such books have ‘abducted’ feminism, because, while cloaked in egalitarian rhetoric about relationships between men and women, they actually encourage women to adopt characteristically male approaches to relationships. The other claims that such books are ‘anti-feminist,’ because they encourage women to nurture satisfying relationships by adopting traditional feminine roles. We explore these interpretations through reporting the results of twenty-four qualitative interviews. Only a minority of readers reported experiences consistent with existing interpretations of the genre. Most readers displayed complex combinations of learning experiences – some of which were consistent with feminist principles, while others reflected a subtle normalization of gender inequalities. We conclude that understanding the impact of self-help books, among other forms of public pedagogy, requires moving beyond textual analysis, to engaging readers in conversation about how reading has influenced their sense of themselves and their relationships.