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Promoting student engagement through a collaborative drop-in service called Budi
Conference presentation

Promoting student engagement through a collaborative drop-in service called Budi

Johanna T Einfalt and Janet Turley
2010 Learning & Teaching Week Program Booklet, p.13
Learning & Teaching Week, 2010 (Sunshine Coast, Australia, 16-Aug-2010–20-Aug-2010)
University of the Sunshine Coast
2010
url
https://www.usc.edu.au/View
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Abstract

Curriculum and Pedagogy Budi (Business drop-in) student engagement
Recent discourse about engaging students calls for more collaboration in terms of adopting a holistic approach to course delivery and a move away from the deficit approach (Kift, 2009; Lawrence, 2005; Tinto & Pusser, 2006). As educators today, it is important to meet the challenge of engaging students embarking on diverse and individual journeys in learning and skill development (Kift & Nelson, 2005). As a result, a three-way collaborative model has been visualised at USC, which aims to provide skill support in a more collaborative way (Einfalt & Turley, 2009). This presentation will showcase the evolution of a collaborative drop-in service called BUdi (Business drop-in). BUdi is a consultative service provided once a week to students in a meeting room where students may gain one-on-one advice on assessment tasks from the Course Teacher, the Librarian and an Academic Skills Adviser. This work-in progress represents research into the second phase of an intervention project established in 2009, which involved the embedding of collaboratively taught skills instruction into the course delivery of four first year Business courses. The number of students attending BUdi has increased dramatically since it was first established. Data are currently being gathered to explore the benefit and perceived value of BUdi to those utilising the service. There is anecdotal evidence that this service provides a "safe space" where students are more confident to ask for help and it has been observed that students make connections with other students, which may promote peer learning. Through a focus group with students who have used BUdi, and the gathering of other feedback, the value of the service will be explored and presented.

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