Proposal Title

Mind the Gap: A review of the collaborative program between TRU faculty and SD73 teachers

Presentation Type

Long (40 minute) synchronous

Start Date

16-2-2021 11:40 AM

End Date

16-2-2021 12:20 PM

Proposal Abstract

Though not well-addressed in the student success and persistence literature, there appears to be a significant role for K-12 teachers and post-secondary faculty members to play in easing the transition and supporting student success and persistence from secondary to post-secondary school (Rodriguez, et al. 2017). These partnerships are a critical first step in helping faculty members and teachers develop a deeper understanding of the issues, challenges, and changes in secondary education, while providing a platform for faculty members to describe and clarify the expectations required for students at the post-secondary level (Rodriguez et al., 2017). Partnerships between teachers and faculty members can create linkages to support student completion and help one another to better understand the knowledge, behaviours, and abilities of students at both levels. The role of meaningful support in the transition between high school and post-secondary is vital to the success of students, and foundational in the formation of learner identity (Briggs, Clark & Hall, 2012; Tinto, 1993). During this presentation we will share the outcomes of the Mind the Gap program developed to bridge the gap/border between the university and the school district. This program supported collaborative projects between faculty and teachers. The goals of this program were threefold- to increase student awareness of the university programs, to promote student persistence when enrolled, and to increase knowledge transfer between faculty and teachers in the two education sectors. We will share stories about the nature of the partnerships, our data collection methods, program evaluation metrics, and lessons learned.

Statement

As students transition to post-secondary school they may experience a heightened sense of stress about what their new school environment will look like. This presentation details the collaborative projects between faculty and school teachers created to ease this transition and share teaching and learning beyond our traditional walls.

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Feb 16th, 11:40 AM Feb 16th, 12:20 PM

Mind the Gap: A review of the collaborative program between TRU faculty and SD73 teachers

Though not well-addressed in the student success and persistence literature, there appears to be a significant role for K-12 teachers and post-secondary faculty members to play in easing the transition and supporting student success and persistence from secondary to post-secondary school (Rodriguez, et al. 2017). These partnerships are a critical first step in helping faculty members and teachers develop a deeper understanding of the issues, challenges, and changes in secondary education, while providing a platform for faculty members to describe and clarify the expectations required for students at the post-secondary level (Rodriguez et al., 2017). Partnerships between teachers and faculty members can create linkages to support student completion and help one another to better understand the knowledge, behaviours, and abilities of students at both levels. The role of meaningful support in the transition between high school and post-secondary is vital to the success of students, and foundational in the formation of learner identity (Briggs, Clark & Hall, 2012; Tinto, 1993). During this presentation we will share the outcomes of the Mind the Gap program developed to bridge the gap/border between the university and the school district. This program supported collaborative projects between faculty and teachers. The goals of this program were threefold- to increase student awareness of the university programs, to promote student persistence when enrolled, and to increase knowledge transfer between faculty and teachers in the two education sectors. We will share stories about the nature of the partnerships, our data collection methods, program evaluation metrics, and lessons learned.