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 [email protected]
01443 482992