Designing for Persistence from the Margins

ID: 40157 Type: Research/Technical Showcase
  1. Kathy Snow, University of Manitoba, Canada

Wednesday, October 23 5:30 PM-7:00 PM

No presider for this session.

This poster will examine the instructional design decisions and initial implementation of a blended learning design for an Aboriginal Transition Years Program (TYP) course. Traditionally Aboriginal students are "transitioned" into mainstream university courses through specialized programs and courses of 1-2 years in duration. These programs are based on the concept of student deficit and therefore attempt to mitigate these perceived deficits by providing additional supports with regard to both academic and personal issues as dictated by individual students' needs. However, it is the supposition of this work that it is not only the students that need to change. Despite over 50 years of TYP support Aboriginal students are still not graduating at rates equivalent to their non-Aboriginal classmates. Lead by student feedback, the pilot course proposes a design for learning with the institution in the deficit position rather than the student.

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