Poster session

Poster 1

Does ‘matching’ help our students to make the right choice? A major institutional intervention in relation to dropout and study progress. - Carlijn Knuiman, Rutger Kappe (Inholland University of Applied Sciences)

Matching activities are introduced in the Netherlands for students to check if they have chosen the right study. This pre-entry activity should result in lower dropout rates and might increase ECTS. Research is conducted at Inholland University of Applied Sciences. The results will be reported including analyses regarding several background variables and the advice students received.

Key words: Induction (Orientation), Pre-entry, Retention, Transition from highschool/college to HE

Poster 2

Perceptions, Expectations and Confidence Regarding AcademicCompetencies: The Case of German First-‐Year Students - Dana-‐Kristin Mah (University of Potsdam, Germany)

With regard to a conceptual model of academic competencies, two quantitative studies revealed German first year students’ high expectations of support by university teachers and low selfreported confidence in research skills. We suggest universities to assist students in developing academic competencies by providing training programs, using digital badges and learning analytics.

Key words: Research of FYE, Retention, Student perspective, Study skills, Transition from highschool/college to HE

Poster 3

Emotional Intelligence and Positive psychology factors as predictors of academic performance in first year economic and management students - Cara Jonker (North-West University: Potchefstroom Campus South Africa)

This study aimed to determine if emotional intelligence and positive psychology factors predicts academic performance of first year students in an economic and business faculty.

Key words: Health and well-being

Poster 4

Achieving objectives of the FYE at The Petrleum Institute - Dr. Jamal Hajsaleh (The Petroleum Institute)

The petroleum institute (PI) through their First-Year Experience (FYE) program has adopted an intricate approach to student transition from high school to university life. The approach is a comprehensive and integrated one that focuses not only on the improvement of student academic skills but also on the behavioural and leadership qualities through the living/learning communities.

Key words: Active learning, Belonging (socially, academic), Counselling, Health and well-being, Library, Peer mentoring, Service learning/volunteering, Social cohesion, Students as partners, Study Skills, Technology, Transition from highschool/college to HE

Poster 5

The Birmingham City University Student Success Guide: Written for Students, By Students - Alex Gittings, Harry Jones (Birmingham City University)

The Birmingham City University Student Success Guide is an open-access online support manual for students of Birmingham City University (BCU). Written by our students, for our students, the guide focuses upon easing the transition of new students into life at BCU while providing on-going support for our students through the development of an online community, with case studies and stories about life in our respective Faculties. In this way, the guide introduces our students to university life beyond their home Schools and opens up the wider university experience and the wealth of services available through the eyes of their peers.

Key words: Belonging (socially, academic), Health and well-being, Induction (Orientation), International students, Learning communities, Peer mentoring, Pre-entry, Retention, Social cohesion, Student diversity, Student perspective, Students as partners, Social Media, Technology

Poster 6

An online learning module to support prospective medical students preparing for the entrance exam - Nora Van Tilborgh, Valerie Van Emelen (KU Leuven)

We developed an online chemistry course to support prospective students in their preparation for the medical admission exam. The online course consists of short clips with theory and exercises, quizzes and a discussion forum. First experiences with student engagement and module use are reported.

Key words: Active learning, Pre-entry, Transition from highschool/college to HE

Poster 7

Advising and Orientation - Carmen Kropat (Bielefeld University)

“Advising and Orientation” is part of the university-wide first year programme “richtig einsteigen.” that aims at enhancing students´ success. The project goals, activities and evaluation will be outlined and ideas presented that might be applicable in other higher education institutions. A more general outline will be complimented with some examples.

Key words: Belonging (socially, academic), Induction (Orientation), Transition from highschool/college to HE

Poster 8

A Digital Journey: Embedding digital literacy within the first year curriculum to enhance the digital skills and employability of Youth and Community work students. - Helen Bardy (Newman University)

Sharing the journey (high points and challenges) of creating ePortfolio assessments to enhance the digital literacy of Youth and Community work students. Working with Young People who are digital natives our students gain understanding of digital media whilst producing a rich portfolio illustrating their practice experiences and enhancing their employability.

Key words: Active learning, Curriculum, Learning communities, Service learning/volunteering, Student diversity, Technology, Work and study

Poster 9

Maths + Talk = methods on promoting a culture of learning - Amir Massoud Hashemi (Bergen University College)

The result of this case study over seven years indicates that verbal learning process can assist engineering students’ knowledge to step from informative knowledge to integrate knowledge. Choosing of the questions and problems are essential. Problem-based learning(PBL) and team-based problem solving(TBPS) approach are vital and effective methods to improve their learning abilities and develop their educational identity and professional skills.

Key words: Active learning, Belonging (socially, academic), Learning communities, Peer mentoring, Student diversity, Students as partners, Study Skills, Transition from highschool/college to HE

Poster 10

The problem solver in Informatics: necessary skills to survive and become better learners? - Iris Pauly, Annick Hayen, Frank Van Reeth, Monique Maelstaf (Hasselt University)

Information Sciences at Hasselt University is confronted with heterogeneity in prior knowledge of students. Students have deficient problem solving skills, which makes the transition from high school/college to higher education challenging. The proposed solution is a new course named ‘Problem Solving’. This course is the start of a learning path.

Key words: Active learning, Curriculum, Induction (Orientation), Peer mentoring, Research on FYE, Student perspective, Study Skills, Transition from highschool/college to HE

Poster 11

Studiekeuze123: Helping Students Choose a Study Programme with Reliable and Independent Information - Joeri Nortier (Stichting Studiekeuze123)

Studiekeuze123 is an independent cooperation between the Dutch Ministry of Education, higher education institutions and student organizations. Together, we collect and show all relevant and objective information about study programmes. This session will explain how Studiekeuze123 became such a cooperation in Dutch higher education and what its main activities are.

Key words: /

Poster 12

PALS in School PE : Managing Transition to University, friends across the year groups - Cathy Malone (Sheffield Hallam University)

This poster presents a student and staff account of the experience of establishing a PALS scheme in PE for School Sport. It provides an overview of the scheme, evaluations from first year students and second year leaders. As well as staff evaluations and reflections on the wider benefits to the course.

Key words: Active learning, Belonging (socially, academic), Induction (Orientation), Peer mentoring, Students as partners

Poster 13

How to organize continuous workplace learning in undergraduate education? - Tom Neuttiens (University College Arteveldehogeschool Ghent)

The challenge for educators is to support individual and self-directed learning processes during undergraduate education, especially during the workplace learning curriculum that starts in the second week of the first year. The poster that will be presented aims to describe a workplace learning model that integrates learning and assessment and supports an individual and self-directed developmental process within and across workplaces.

Key words: Active learning, Curriculum

Poster 14

Imagine – elements of the good first year experience - Harri Kukkonen (Tampere University of Applied Sciences)

What kind of action and environment lead to positive first year experience? The assumptions of the students, teachers and other staff were classified to three main categories: psycho-social, material and pedagogical. Differences was found especially in the importance of personal and vocational development, nourishment, peer-relationships and student’s own accountability.

Key words: Curriculum, Physical spaces, Student perspective

Poster 15

Computer Science Tutoring: a tailor-made program for potentials. - Jonny Daenen, Özlem Yalçi (Hasselt University)

At Hasselt University, motivated master students tutor a selected group of first year students to help them during the transition from secundary education. The goal of this tailor-made program is to allow potential students to focus on their individual needs regarding course contents and study approach.

Key words: Peer mentoring, Service learning/volunteering, Study Skills, Transition from highschool/college to HE

Poster 16

Do strengths use and deficit improvement behaviour play a role in first-year students' engagement, burnout and life satisfaction? Results from a South African study - Bianca Theron, Karina Mostert, Leon De Beer (North-West University, Potchefstroom Campus, South Africa)

Strengths use and deficit improvement behaviour were introduced as two new types of proactive behaviour in recent literature. Proactive behaviour refers to the initiative that individuals take in
improving their current circumstances or creating new favourable circumstances for themselves, rather than passively adapting to present conditions. Following this, strengths use behaviour refers to the initiative that students may take to use their strengths at university and in their personal lives while studying. Similarly, students might take the initiative to correct their deficits in order to grow, develop and learn. This study investigates if these forms of behaviour of first-year students from diverse cultural backgrounds play a role in health-related outcomes, including engagement, burnout and life satisfaction.