Supporting Student Needs in STEM Education: Tailored Tuition Strategies
Tailored tuition approaches by associate lecturers in STEM education aim to respond effectively to students' diverse needs. Common strategies include adapting document formats, providing additional support, and managing time effectively. More bespoke methods like recordings help students navigate tasks and build resilience. Collaboration with other support staff is crucial for students with complex needs to ensure a supportive learning environment.
Supporting Student Needs in STEM Education: Tailored Tuition Strategies
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Tailored tuition Associate lecturer examples of responding to students needs Rachel Slater, Elaine McPherson, Anne Campbell, Christine Pearson STEM (E&I, EEEs) and ALSPD 19/04/23
Accessibility and inclusion in tuition (AccIT) Research question and methods Research question How do STEM ALs adapt their tuition practice to respond to students needs? Methods Quantitative and qualitative data from questions for ALs in the 2019 OU Measuring accessibility practices and perceptions survey ( 100 STEM AL responses) Qualitative data from 25 semi-structured interviews 2 x workshops with ALs at ALSPD conference Thematic analysis categorised common approaches and more bespoke adaptations 2
Common approaches (reported at previous eSTEeM conferences and Horizons in STEM) Adapt the format of documents Provide materials in advance Changes to the teaching space Provide additional materials, support, time Measures to support anxiety Measures to support hearing impaired Time management and prioritising Be an encourager Previous AccIT eSTEeM conference presentation Previous Horizons in STEM conference presentation 3
More bespoke approaches - recordings What Empty room recordings Screencasts Short videos Power point with audio Why Common requests Help familiarise and navigate when new to StudentHome How to e.g. TMA submission, reduce size of images Common errors E.g. subscript and superscript, maths calculations it s about building resilience in your students by proving them with the information to help themselves Walk through of activities to prevent anxiety and help build confidence Tailored recordings for individual students 4
Extract 1 - Empty room recordings to support a TMA activity In response to one student s challenge with a TMA activity to produce an infographic, but helpful for all the tutor s students 5
Working with others is key when supporting complex needs Who Staff tutor SST and Education advisors Student s advocate Why Joint approach often needed, e.g. when students declare multiple disabilities, or have complex mental health needs, or may be particularly vulnerable Important that the AL feels supported and reassured Not always easy to achieve 6
Hmm, you just have to get on with it a lot of the time don t you? My staff tutor kept changing I wasn t sure if I had a problem who I was supposed to contact we had a very difficult start I worked with my Staff Tutor and an advisor on the best way to support him when I have a student who has difficulties, I will always have a quiet chat with my Staff Tutor t it was a bit daunting working with an advocate and a more senior person in the University, it took a long time for me to understand the help that was needed they didn t want to cloud how I work 7
Extract 2 working with an Educational advisor A vulnerable student with mental health issues sent their tutor messages indicting they were in a distressed state 8
Extract 3 reaching out for support Another example of a vulnerable student and their tutor reaching our for support after receiving distressing communication 9
Building confidence, trust and understanding Importance of early conversations and engagement Small changes to tuition practice can make a big difference, e.g. - changed feedback style to celebrate every mark - limit feedback to essential points if anxiety is an issue - clear, factual and unambiguous feedback - regular contact - flexibility Helping students to help themselves can help build resilience Trust and understanding not only important between student and tutor, but between tutors, staff-tutors and others that support students 10
Extract 4 Building rapport Example of changes to the teaching space for a student who is a wheelchair user with hearing loss 11
Key messages Be an encourager Small adaptations can make a big difference Don t make assumptions, treat all students as individuals and talk to them Informal conversations and building trust and confidence are key Work together with staff tutor and/or education advisor on complex cases You re not alone reach out for support 12
And finally - Extract 5, transformationwhen the penny drops AL created videos to support a dyslexic student in understanding key concepts in the module 13
Thank you Rachel Slater Anne Campbell Elaine McPherson Christine Pearson rachel.slater@open.ac.uk anne.campbell@open.ac.uk elaine.mcpherson@open.ac.uk christine.pearson@open.ac.uk
