Case Study 2 – Confidence, resilience and retention: Change at the unit level
Dr Denise Brookes from Queensland University of Technology began implementing changes to her first-year Exercise Science unit to enhance students’ experience and resilience.
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Key features of this case
- increase students’ self-efficacy and engagement in the learning process
- ‘exit’ strategy after each class
- assessment of knowledge and skills rather than the person
- Exercise Science
- Queensland University of Technology
- First year unit with 84 students
- Completed course in later 2017, began implementing changes in semester one 2018, case study recorded in June 2018
Providing a purpose for learning in lectures (ProPuLL)
Many students attend lectures and tutorials unprepared. To remedy this, students were required to provide a short written or verbal response, called “an exit ticket”, at the end of each session. The aim was to increase students’ accountability and engagement in each session. The pilot study was designed to examine the efficacy of students’ active involvement in choosing their own learning highlight for each session, thus encouraging them to: (i) reflect on what they had learned (ii) articulate what or how they had thought about new information (iii) teach them to think critically, and (iv) provide the educator with an informal measure of students’ understanding of the session.