Julie Prior

Students’ early experiences and University interventions to

support the transition of first year undergraduates

Student Writing in Transition Symposium 2011 (NTU)

Session outline University of Glamorgan How it all began, a programme specific initiative The ‘Timeline’: findings from a programme and

faculty pilot Faculty Advice Shops Online learner support tools - cross faculty Final thoughts Current research

University context• Total students – 23,900 (17,000 on campus)

– 84% undergraduates– 60% full time– 19% EU and overseas– 32% under 21, 39% aged 22-29, 29% aged 30+

• 4 Academic Faculties– Advanced Technology– Business and Society– Creative & Cultural Industries– Health, Sport and Science

Initiatives to target ‘at risk’ groups

on Year 1 of theBA Business Study Scheme

(2001-3)

Initiatives to target ‘at risk’ groups

Progress Meetings

PASS

Drop-inRoom

Late Starter Support

Buddy Schem

e

Resit Revision Week

Year 1 – retention & performanceMain Initiatives Attendance monitoring Absence follow ups Monitor coursework submission

and grades – results follow ups Exit interviews / ‘drop out’ follow

ups Central contact point for first years Drop-in visitor analysis Student profiles - problems,

experiences, etc Award Board analysis Follow up non-progression

Outcomes Accurate data Reasons for

WD/TFR/SS Identification of

- at risk groups- key risk times

Set up of early warning systems

‘Risk’ specific initiatives for 2002/3

Key findings 2001/2

High risk groups Late enrolees Repeating students Existing HE transfers in Unprepared/transition

issues In HE for wrong reasons

High risk times

Induction and enrolment Early weeks of first term Summer / re-enrolment

– withdrawal v non-progression

PASS

Buddy Scheme

Drop-In Room

Late Starter Support

Progress Meetings

‘at risk’groups

Resit Revision

Week

‘at risk’group

sProgress Meetings

P A S SDrop-in Room

Late Starter

Support

Buddy Scheme

Resit Revision

Week

‘Unprepared’ – highest cited reason for WD & SS

Early disengagement – highest withdrawals during induction and first few weeks of term

The Buddy Scheme – informal email contact with a designated second year student

Aims

Support early transition to HE environment

Provide additional ‘informal’ support networks

Offer personal and individual contact link

Progress Meetings

PASSDrop-in Room

Late Starter Support

Buddy Scheme

Resit Revision

Week‘at risk’group

s

Mini-induction events for late enrolees / transfers in Late starter packs Ongoing email contact and/or progress meetings Linked with another first year student

Aims Facilitate integration into the Award

Combat feelings of isolation - being ‘out of the loop’

2001/2 - 10 late starters - only 4 progressed to year 2

2002/3 – 17 late starters - only 5 progressed to year 2

Progress Meetings

P A S S Drop-in Room

Late Starter

Support

Buddy Scheme

Resit Revision

Week‘at risk’group

s

Established a base room, where students can informally call in for information, advice and guidance

Aims

Provide an accessible and non-judgmental central contact point for students

Act as an intermediary/sign post for other services

Early identification of problems – pre-empt cumulative effect which can lead to withdrawal

Reasons for ‘drop-out’ can be complex and inter-related, but often solvable with right intervention and support

Progress Meetings

P A S S Drop-

in Room

Late Starter Support

Buddy Scheme

Resit Revision

Week ‘at risk’group

s

Progress meetings with: Repeating students Students with low attendance records Students with non-submissions, failure or low

grades in early assessments

Aims Maintain regular contact with ‘at risk’ students Action planning – successful strategies for continuing Encourage students to be proactive in addressing

difficulties and or ineffective behaviour

Academic problems: 2nd highest reason for withdrawal

Additional support for potentially at risk students

Progress Meetings

P A S S

Drop-in Room

Late Starter

Support

Buddy Scheme

Resit Revision

Week ‘at risk’group

s

Support transition and integration to HERaise performance – improve progression rates

Peer Assisted Student Support - a mentoring programme run by level 2 student volunteers

Study skills workshops to target specific problem areas, eg: time management, academic writing, research and referencing, etc

Aims Support academic transition to HE standards and

expectations Offer students additional scheme specific academic

support Encourage the formation of study groups

Progress Meetings

P A S S

Drop-in Room

Late Starter Support

Buddy Scheme

Resit Revision

Week

‘at risk’group

s

2000/1 - 33 students (15%) failed to progress to 2nd year

2001/2 – only 13 students (8%) failed to progress

Free, week long revision event during the summer subject specific exam, assignment and open sessions daily advice surgery study skills workshops

Aims Raise performance and attendance at resits Encourage ‘clean progression’ to year 2 Opportunity to offer academic advice and guidance to

failing students

20 students @ £4,500 per annum = £90,000

Estimated ‘saves’ over 2 years

2001/2 17 @ £4,500 per annum = £76,5002002/3 20 @ £4,500 per annum = £90,000

Potential projected revenue £499.5k

2003 Cross school role Support extended to all first year UG students in

Business School

Julie Prior

& Dr Karen Fitzgibbon

Student Expectations and University

Interventions - a timeline to aid

undergraduate student retention

The project (2001-3)

Student Achievement Co-ordinatorYear 1 BA Business Studies Scheme(approximately 200 students)

Advice Shop ManagerSchool of Humanities and Social Sciences(approximately 5,000 students)

Timeline to aid student retention

Zone 1 issues

• preparedness

• integration/isolation

• adaptation to new environment

• understanding HE expectations

Students expecting contact

1 2 3

Uni

StudFlag

s WD Transition and integration

Expecting contact

socialisationLRC

Password/ I T issuesfinding way around/ getting lost

week

Stud

ent

Expe

ctat

ions enrol/ queue

module/ award choicestimetable

induction programmefinance issues: loans/ grant/ fees

jobhome/ digs

Uni

vers

ity

Act

ions

identify non returnersinduction programme (good staff )

the Big Welcomelate enrolees - outside system

support late returnersrepeaters - progress meetings

at risk 'screening'fi rst register checks

Examples of student dialogue

• “At school my teachers told me what to do and when to do it. Here, [university] I’m just left to get on with it.”

• “My friends spoke of ‘your University friends’ (who they never met) as if these people were an odd bunch of misfits who wore scarves and smoked dope all day.”

• “I found it so hard living at home, still looking after my little sister, being expected to pick her up from school even when that meant missing a lecture. My parents just didn’t understand how different I needed to be as a university student compared to when I was doing my A levels.”

Key elements for reducing attrition in Zone 1

• Comprehensive induction, staffed by ‘the good guys’

• A central point of contact for student queries

• ‘Catch up’ provision for late enrolees

Zone 2 issues

• time-management

• made the right choice- award?- university as a

whole?

Students maintaining contact

4 5 6

Uni

Stud

late returners - special eventlate repeaters - special event

fi rst absence follow ups

establishing f riendships

fi rst tutors = good guystime management - real time!

promoting autonomous learninglate enrolees - special event

Flag

s WD - Made the right choice?

Maintaining Contact

week

Stud

ent

Expe

ctat

ions

finding way around/ getting lostkeeping up with changing info

dealing with homesicknesspossible fi rst approach to tutor making decisions about balance

time management

Uni

vers

ity

Act

ions

Examples of student dialogue• “Wow Uni is great - partying, new friends, coming and

going whenever I want, sleeping in, only 12 hours of classes. Then BOOM assignments!

• Suddenly I didn’t know if I was coming or going. Up late reading, then partying, sometimes not going to bed at all. First assignment 27% - from then on I started to manage myself a lot differently.”

• “I want to leave. Everything is so different and I can’t cope. I miss my family, I’m not enjoying the subjects and my first assignment…well I haven’t got a clue where to start”.

Key elements for reducing attrition in Zone 2

• Establish early warning systems to identify students ‘at risk’- register checks, non submissions, etc

• Ensure necessary support measures in place

Zone 3 issues

• disengaging

• drifting off

• non-submission

• poor attendance

Students seeking contact

7 8 9 10 11 12

Uni

Stud

am I part of this community?issues of my own making

feedback on progress

WD - Disengaging / drifting away

attendance ongoinglearning independently (or not)

ongoing tutor contactam I on the right course?

academic counsellingfirst f eedback on assessment

student profi les

assessment ongoing

intervention af ter non-sub ass 1register checks ongoing

study health checkprogression report f rom tutor

Flag

s

Seeking or Wanting Contact

week

Stud

ent

Expe

ctat

ions

Uni

vers

ity

Act

ions

Examples of student dialogue• “My lecturer keeps telling me that university is a whole

new ball-game...my work has to be a critical appraisal, with evidence and references to back up my argument – but what exactly does this mean?”

• “In the beginning I thought this is easier than my A’ levels, but that was because I didn’t really understand what I was supposed to be doing. I mean I went to all my lessons and everything, but other than that I pretty much just hung out with my new friends. It took me a while to catch on to the all the ‘extra’ time I should be putting in.”

Zone 4 issues

• drift away• academic failure• resits• failure to progress

versus withdrawal

Students needing contact

Revision13 14 15

Uni

Stud

revisingtime management

Exams

advice about putting things rightstrategies f or continuing

award board information

drif t offdrop out

no contact or discussion

exam techniquewhat do I tell my ….

head in/ out of bucket

wd/ ss/ transfer advice

exam informationrevision & exam workshops

Flag

s WD - Performance issues

Needing Contact

week

Stud

ent

Expe

ctat

ions

Uni

vers

ity

Act

ions

Examples of student dialogue

• “I haven’t sat an exam for nearly 20 years. I just don’t think I’m going to be able to cope.”

• “I know I should have prepared better, but the exams seemed ages away and I planned to catch up over the holidays. I feel I’m slipping further and further behind and I’m really frightened I’m going to fail.”

• “Does a D grade mean I’ve failed?”

• “I’ve failed some modules. Am I allowed to continue - will I be kicked off the course?”

Key elements for reducing attrition in Zone 4

• Contact underachievers - provide clear and constructive feedback on their results

• Ensure staff are available to offer practical guidance and advice on strategies for continuing

• Vigilant monitoring at the start of the new term – who has not returned?

Timeline conclusions

• Multi-faceted issue

• Pigeon-holing responsibility/staff development

• Engaging students with the service

• Simplistic interventions work

2005

An Advice Shop in every faculty

Advice Shops’ baseline provision‘one stop shops’

STUDENT FACING - Drop-in service/appointment system to provide:• Academic advice• Pastoral care • Withdrawal, suspend studies, transfer advice• Mitigating circumstances advice• Referral to other faculties and support departments

FACULTY FACING• Establishing appropriate Mitigating Circumstances process• Involvement in open days, induction, etc• Designing and implementing intervention processes• Communicating between Faculty staff, students and other Uni support depts• Use data captured to produce a research programme for Advice Shops

Student pressures – before

…..after

The GlamorganOnline Learner Support Tools

Early Days

Study Health Check

Being successful in your repeat year of study

Glamorgan Online Learner Support Tools

Early Days

Release: Term 1

Audience:First year

undergraduate and direct entrants

Study Health

Check

Term 2

All students, all levels

Successful Repeat

YearEnd of year and post resit result

periods

All students with ‘Repeat Year’

status

Question sets

Mix of information, developmental and reflective questions

Induction Integration Transition Nature of HE study

Academic resources

Examples of transition questions

• Are you enjoying your studies? • How do you feel you are settling into

university life?• Do you have a good idea of the approach

you need to take to pass your studies?• Have you missed any time-tabled sessions?• Do you understand why you need to work

independently at university?

Sample question

•Good - remember too that working independently doesn't mean that you can't seek help and support - whether it's to help you do things better or get some advice when things go badly.

Yes

•Studying in higher education is different from your previous educational experiences. At university, you are not going to find tutors leading you all the way to your degree - you have to do it yourself, although your tutors will give you guidance and advice.

•You may have heard the term 'reading for a degree' being used to describe studying in higher education, and that's exactly what you are expected to do - read, research, enquire, and think independently so that you contribute not just to your own learning, but to the experiences of others in your group or class.

•Want to know more? Have a chat with one of the advisors in the Education Drop-in Centre or call into your Faculty Advice Centre.

No

Sample of data from 2010-11

•54% Yes, on the whole•43% It has been mixed•3% No

Are you enjoying your studies?

•90% Yes•10% NoDo you feel you picked

the right course?

•6% Yes and I’d like to talk to someone•20% Yes, but I’m OK now•74% NoHave you ever considered withdrawing

or suspending from your course?

Sample of data from 2010-11

•44% I’ve attended everything•51% Yes, but with good reason•4% I’ve missed lots of classes

Have you missed any timetabled

sessions?•81%Yes and I know how to avoid it•18% Yes, but how can I avoid it?•1% No what it is?Do you know what plagiarism is and

why it is unacceptable?

•44% Yes•56% NoDo you find it difficult to balance

academic and other commitments?

Final thoughts...

• Reliable data about the student experience

• Evidence based initiatives

• Can be, but don’t have to be resource intensive

• Get staff buy in

• Disseminate data for institutional learning

Current research

• What do we know about the experience of students who have considered leaving their studies?

• The changing nature of students’ social experience within University

• Student profiling at induction - understanding student expectations and perceptions of HE study

Julie Prior djprior1@glam.ac.uk

01443 482992