Common Time: Embedding the concept of academic and social integration across cognate degree programmes
MetadataShow full item record
Common Time (CT) was a structured programme designed to enhance the social and academic engagement of a growingly diverse student body on a new campus that draws its population from a low-socioeconomic area. As a voluntary and non-remedial programme, it incorporated a range of formal and informal activities and processes to engage students. CT operates across degree programmes and involves the collaboration of academics, librarians and support staff such as learning advisers. Interviews with students reveal that the CT strategy achieved the objectives for which it was designed: to facilitate faculty-student informal interaction, provide the opportunity for students to interact and develop relationships with their peers, and provide a range of activities that would assist students with their academic and intellectual development. Further evidence of its success is borne out by high and consistent attendance, the longevity of the programme and its adoption as a model at other institutions.
Showing items related by title, author, creator and subject.
Effective online learning experiences: exploring potential relationships between Voice-over-Internet-Protocol (VoIP) learning environments and adult learners’ motivation, multiple intelligences, and learning stylesScott, Donald E. (2009)This study was a 360 degree exploration of the effectiveness of online learning experiences facilitated via Voice-over-Internet-Protocol (VoIP) by incorporating the insights afforded by students, their lecturers, and the ...
Transactional analysis, interpersonal behaviour and science and mathematics outcomes: a case study in a New Zealand school.Slater, Stuart K. (2000)Transactional Analysis, or TA, has been used for more than four decades to enhance interpersonal relationships and promote personal growth through counselling and psychotherapy. It has been used to advantage in organisations, ...
Giridharan, Beena (2012)There is growing evidence that the lack of competence of university ESL (English as a second language) students in academic writing affects their overall academic performance. Olivas and Li (2006) connected low second-language ...