Supporting Student Transitions part 1 - arrival, orientation ...

Supporting Student Transitions part 1 - arrival, orientation ...

Supporting Student Transitions First contact and beyond Michelle Morgan European First Year Experience Conference University Nottingham 9-11 June 2014 Aims and objectives Identify the different transitions in the student lifecycle Discuss how the different student transitions can impact on retention rates and student progression Look at how to plan and develop activities around a diverse student population

Setting the scene How is the student different today? Social Introduction of fees Introduction of loans Changes in the job market

Pressure to attend university to improve job prospects Requirement to work to supplement income whilst at University Post degree debt and associated problems Play hard Academic Change in approach and style of 16-18 Qualifications A levels-England SATs and ACTS USA

UAI, ENTER, TER- Australia How has the student changed for us? Massification Increase in student numbers especially in the past 10 years Globally increase translates into 4.6% increase in participation in HE annually Increase in overseas competition 1970 1 in 2 studied in North America and Western Europe Today it is 1 in 4 How has the student changed for us? Diverse Academic qualifications Domiciled status

Social class Students with disabilities Mature students Mode of study Entry level Who are our students? 5 minute activity Bubbleton University Student body UG domiciled status (82% of student body) UK domiciled 89% EU domiciled 6.5% OS 4.5%

Bubbleton University Seeking the bubble of reputation PG domiciled status (18% of student body: research and PGT) UK domiciled 80.4 % EU domiciled 6.6 % Disability 10% OS 13.3 % Ethnicity Age on entry 18-21 62 % White 76 %

Asian 6% Other 5% Female participation in all levels Non-disclosure 13% Male participation in all levels 60% 40% Source: HEFFA (Higher Education Fudged Facts Association) Identifying Bubbleton students 3

1 2 6 5 7 4 8 Bubbleton Students Identities

UG UK domiciled, English Second Language, Direct Entry UG Mature, Disability (dyslexia), single parent Mature, Veteran, Commuter, Carer of Elderly Parents Disabled, Postgraduate, Parttime PGT International, transgender UG, Visiting, International

UG Young Learner, Care Leaver Disability (Mental Health) UG, part-time, WBL Student today is multifaceted which are not always obvious All new students whether UG or PG need to go through the same transition stages A students reason for going to university and prior learning experiences (personal/formal) is likely to have a big impact on their expectation and experience Reasons for going to university are changing

Not sure what I want to do Parental expectations A degree will get me a better job. I am not interested in the journey I need a degree as a bare minimum No longer for the love of studying and self development we have students from different ethnic groups and non-English speaking backgrounds, international, lower socioeconomic backgrounds, mature aged students, students with disabilities, as

well those for whom higher education is the first family experience (Crosling et al, 2009) 5 minute activity The importance of identifying and supporting student transitions Raising aspirations In tables: Pre -entry activities

Employment Identify what you think are the important transition periods in a students journey at University. Traditional Student Lifecycle Model Moving through the course

Admission First term /semester Source: HECFE 2002 What are the different transitions? The Practitioner Model Source: M Morgan (2011) Improving the Student Experience- the practical guide for universities and

colleges, Oxon:Routledge. 5 minute activity In tables: Discuss in your groups what you think the key issues are for your stage allocation First Contact and Admissions Pre-arrival Arrival and Orientation Induction to Study Reorientation and Reinduction

Outduction First contact and Admissions Setting expectations Managing expectations and aspirations Academic integration Social integration Why go to university?

How and why will university study be different to previous types of study? What is expected of a university student? How will students be treated at university? What happens in each academic level of study?

What support advice and help is available both academically and personally throughout the lifecycle? Is university suitable for everyone? What will the university experience give students? What are the options for a student after university?

Pre-arrival Reinforcement of first contact and admissions information academic and personal advice guidance and support Identifying and providing support to students with specific needs Combined unit information sent out (* Sussex example) Do I need to undertake any pre-entry academic work or reading? What do I do when I arrive at university?

How do I register? How do I pay my fees and accommodation costs? What do I need to do in the first few weeks at university?

What will be expected of me academically in the first few weeks? What support services do I have access to? What extra curricula activities can I engage in? What if I dont settle in and I want to leave? Arrival and orientation

Expectations set during the first contact, admissions and pre-arrival stages need to be delivered Focus on academic and not administrative activities Opportunity to make friends Settle into their university life and studies as soon as possible Appropriate information and support * See handout 8 Strand Approach to Arrival and Orientation Induction to Study Settling into studies Coping with the demands of academia Managing pressures of life Induction period Minimum of 1 semester

Maximum of 1 academic year Re-orientation Takes place at start of new academic year Reminder of academic and personal support available Reorientation session for all returners Identify extra support students need Re-orientation Activities Introduction to academic requirements Refresher on support available PAL Mentors Academic and non-academic support

Reinduction Remind students of support available and help identify and correct academic weaknesses Provide: ongoing study skill development access to employability advice and support whether via the curriculum or extra curricula; opportunities to engage in personal development involvement in community and citizenship activities. Reinduction activities Academic issues Revision sessions, past exam papers Work returned more quickly

Project help Life support skills Presentation and report writing skills CV writing, job interview help Careers advice OUTduction Getting students through the student lifecycle involves more than simply getting them to complete their course. It should support students in the transition from the world of study into the world of life. Michelle Morgan2009

OUTduction starts during INduction when students are introduced to the key skills and knowledge they will build upon and utilise during and post study. Source: M Morgan, 2008 Source: THES 11 and 25 September 2008 OUTduction activities Focused employability skills Debating skills Project management Time management

Academic skills refresher Plagiarism Referencing Report writing Careers advice What to do with the degree? Career route options Future study PG Lifelong learning How to get a job?

CV writing Interview technique How to complete application form Questions to be asked How can skills learnt at university be transferred to life post study? What are the different study, travel and work options available after graduation? How could they impact on a students career and life in general? The key to a quality student experience Supporting students in, through and out of each stage Key service providers need to talk to one another and

coordinate and join up their activities Effectively combining aspects one and two Academic imperative must be heart of all activity Must be owned by the Students home unit (faculty, school, department). Themes in the Practitioner Model What to ask? For every initiative developed within a stage or theme, the following questions need to be addressed. What is the aim and objective of the initiative? Who needs to be involved in the development of the initiative? Who is the target group? What do they need to know?

What information is going to be delivered? Who will deliver it? When is it going to be delivered? Is the timing appropriate? How will it be delivered? What is the cost of the initiative? What is the timeline for the initiative? Is it financially viable? Can the initiative and information be adapted for another group of students? How will it be evaluated and monitored? . Example of interlinking stages, themes and activities Stage = Arrival and Orientation Activity within the theme = First weeks orientation programme

Themes Issue Staff involved Curriculum and Assessment Start the process of learning by giving out and explaining timetables (if not available before) Explain course documents and Home unit academics and non-academic staff, Central Units such as Academic

Registry, LRC, IT, external examiners, student representation Pedagogy Start the process of teaching students how to study at university such as having a fun lecture in a large LT Get students to start working in groups on fun activities (e.g. Fun subject quiz or rocket building competitions) Light touch study skills (LRC?) Home unit academics and non-academic staff, university L&T academic centres, staff

development, LRC, IT, student representation Finance Costs related to study (e.g. accommodation, uni fees, Money management of advice for students Home unit academics and non-academic staff, university financial services, student representation Support Light touch reinforcement of support available students (e.g.

disability, dyslexia, financial guidance Home unit academics and non-academic staff, disability/dyslexia/equal opportunity units, financial services, student representation Employment Job fair Reminder of purpose of education and how to transfer learning skills into the workplace in PT work, placements or post study Home unit academics and non-academic staff, university careers and employability/

enterprise units, student representation Finance LRC Enterprise Home unit academic and non- academic staff Chair and Clerk

Student Representation Orientation Working Group Disability/ Dyslexia/Equal Opportunity Units Orientation Working Group Careers and Employability Academic

Registry Summary Students lives are complex Student Experience is multi-dimensional Supporting transitions is applicable to all UG and PG Do not silo students or unit functions. Support in terms of stages not specific years Home unit manages the Lifecycle Key players to coordinate and collaborate Map Practitioner Model to length of course Not joining the dots

q p o r l m s u k

n t v j z w g a x

i y f h b c e d

Joining the dots up.............. q p o r l m s u

k n t v j z w g a

x i y f h b c e d

Dot to dot and beyond Conclusion We need to inspire new generations to engage in higher education, to believe in the benefits of HE and to invest in it. By ensuring that no student is forgotten or left behind, through adopting an inclusive strategy in all its activities, sustainability should be achievable. Morgan, 2013 Thank you for listening Any questions?

[email protected] Author and Editor of www.improvingthestudentexperience.com Editor and Contributor to Improving the Student Experience-A practical guide for universities and colleges (Routledge, 2012) and Supporting Student Diversity in Higher Education (Routledge, 2013)

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