Parallel sessions 3

Session 1: Student diversity - A1

- [paper 90] Course of study advising: Supporting student diversity by supporting individual courses of study. - Désirée Krüger, Nina Westerholt (Niederrhein University of Applied Sciences: Teaching and Learning Centre)

Materials: presentation

“Course of study advising” will be presented as a low-threshold method to deal with a diverse student body: Advising supports students to realise courses of study at students’ own pace and in individual order. In doing so students are no longer restricted by their origin and prior education.  

Key wordsBelonging (socially, academic), Counselling, Curriculum, Induction (Orientation), Institutional development, Research on FYE, Student diversity, Transition from highschool/college to HE

Session 2: Engagement - A5

- [paper 73] A “Whole of Institution” Approach to Transition & Engagement – Building Interventions to Enhance the First Year Learning Experience Dr. Emily McIntosh (University of Bolton)

This paper will showcase current research on early intervention, transition & engagement, offering insights into how data is being used to build multiple student experience interventions to improve the student journey and learning experience. It will share data from an umbrella project entitled “Early Intervention, Transition & Engagement – Improving the Bolton Student Journey”.

Key wordsBelonging (socially, academic), Curriculum, Learning communities, Peer mentoring, Physical spaces, Research on FYE, Students as partners, Study Skills, Transition from highschool/college to HE

Key wordsBelonging (socially, academic), Curriculum, Learning communities, Peer mentoring, Physical spaces, Research on FYE, Students as partners, Study Skills, Transition from highschool/college to HE

- [paper 20] A Student Charter: The "Front Page" for New Students Lorraine Gearing, Esmé Spurling (Coventry University)

A Student Charter should provide a signpost for students who often begin their first year with unclear expectations; however universities face challenges with raising the Charter’s profile. With the Students’ Union and with our students as engaged partners, this study investigates ways to bring the Student Charter to ‘life’.

Key wordsBelonging (socially, academic), Induction (Orientation), Students as partners, Transition from highschool/college to HE

Session 3: Independent, self-regulated learning - L01.10

- [workshop 10] Are institutional resources and academics’ approaches to teaching conducive to students’ independent, self-regulated learning? Craig Bartle (Coventry University)

Material: presentation

An ability to study independently is generally accepted as one of the key attributes students need to be successful in higher education. Delegates will be asked to reflect on independent, self-regulated learning through discussions about study spaces, resources and approaches to teaching and academic support within their academic institutions. 

Key words: Active learning, Curriculum, Learning communities, Physical spaces, Student perspective, Study Skills, Transition from highschool/college to HE

Session 4: Transition - L01.08

- [workshop 126] Building a better first year experience: The foundation is there - what are we missing?Thomas Kalvik, Stine Beate Balevik, Torill Eidsvaag (Faculty of mathematics and natural sciences University of Bergen)

Our welcome program has been successful in establishing learning communities with great results during the first semester. However, we struggle with retaining our students as they progress from second to third semester. This workshop will highlight these challenges and discuss measures to increase the students’ motivation to continue at University.  

Key wordsBelonging (socially, academic), Induction (Orientation), Learning communities, Peer mentoring, Retention, Social cohesion, Transition to second year/masters

[workshop 127] ‘Thanks for taking the time to understand’: enabling positive interventions in the student learning experience at Birmingham City University - Professor Nick Morton, Wil Vincent, Daniel Saunders (Birmingham City University)

This interactive session challenges participants to reconsider the factors that lead to some students failing to progress in their learning, and reflects upon a new mechanism for making positive interventions: the Graduate Student Success Advisor.

Key words: Belonging (socially, academic), Health and well-being, Induction (Orientation), Peer mentoring, Pre-entry, Retention, Social cohesion, Students as partners, Transition from highschool/college to HE

Session 5: Personal tutoring - L01.05

- [workshop 122] Embedding personal tutoring in the first year experience: How can we make it most effective?Nicki Schiessel Harvey (Birmingham City University)

Providing a personal touch in an institution and ‘scaffolding’ early learning in HE is essential. This session reflects on a pilot to build personal tutoring into a Semester 1 module. We invite you to co-design ways of embedding PT support for academic and pastoral transition within the first year curriculum.

Key wordsBelonging (socially, academic), Curriculum, Health and well-being, Induction (Orientation), Transition from highschool/college to HE

Session 6: Underperforming - L01.09

- [paper 79] High Potential Engineering Students Performing below Expectations. What went wrong and can course-based-coaching bring them on the right track again?An Vanfroyenhoven (KU Leuven)

Tutors of the Faculty of Engineering Science will report on the problems High Potential Engineering Students experience during the first semester, the course-based-coaching program that was developed for these students, and the evaluation of that program.

Key words:Counselling, Study Skills

- [workshop 67] The Lads… Men and women in their first year of higher education - Henk Sap (Arteveldehogeschool)

Young men are performing significantly less than young women in the first year of higher education. In this workshop, we want to find out what possible causes can explain these significant differences. What is the impact of the feminization, the expectations lectors have and the conflict between the values of the school and the values of these students.   

Key wordsStudent diversity

Session 7: why? - L01.04

- [workshop 64] Roadmap to meaningful student coaching: know where you are heading, before you start walking. - Simone Schut (UMC Utrecht)

Last year we started a project to improve our mentoring program at UMC Utrecht. There is a gap between our belief in what is good for students and their ability to experience what we intended. Now we ask WHY instead of HOW: let go of what you know and find the essence of student counselling.

Key wordsActive learning, Belonging (socially, academic), Counselling, Health and well-being, Learning communities, Retention, Student diversity, Study Skills, Transition from highschool/college to HE, Transition to second year/masters

Session 8: Pre-entry - L01.07

- [show and tell 87] Which individual differences make a difference?Evelyne Meens (Fontys University of Applied Sciences)

Material: presentation

This “show and tell” gives insight into individual differences of prospective students that are associated with study success. The results are retrieved from data of a pre-entry matching program performed by more than 10,000 applicants at a Dutch university of applied sciences.

Key wordsPre-entry, Research on FYE, Retention

- [show and tell 13] Career exploration meets mobile technology!Juan-Claude Lemmens (University of Pretoria)

The University of Pretoria set out to develop a career exploration tool which is targeted at high school learners to match these future students with the right degree. With this mobile application students can complete the career interest survey, view admission requirements and the associated occupations linked to a degree.

Key wordsBig Data, Pre-entry, Research on FYE, Retention, Technology, Transition from highschool/college to HE

- [show and tell 11] Summer college: preparing for successful higher educationLisa Neyrinck (University college VIVES)

Dropping out in the first year is a problem in higher education in many countries. University college VIVES wants to give an answer to the main drop-out risk factors by offering a ‘Summer college’ for 16-17 year olds. In this session you will get acquainted with the concept of summer college and the different aspects to prepare future students to make a motivated choice of study.  

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

Session 9: Digital tools - L01.11

- [show and tell 91] Familiarizing first year students with academic skills through a websiteEva Van de Wiele, Annemarie Leuridan (Ghent University)

Material: presentation

This show and tell reports on the development, content and effects of, a website that summarizes the desired standard of academic language skills at Ghent University.

Key wordsLanguage (academic), Library, Study Skills

- [show and tell 147] Personal interactive learning and feedbackCecilie Asting (BI Norwegian Business School)

By using learning analytics simulating self-regulated learning, we have three goals. Firstly, to influence student mindset inspiring more learning. Secondly, self-evaluating competence and providing adapted learning resources. Finally, a realistic understanding of the amount of work necessary to reach aimed level of competence, thus achieve the reality of student life.  

Key wordsActive learning, Student perspective, Transition from highschool/college to HE, Work and study

- [show and tell 106] Learn to fly. Supporting students’ self-regulation by using a route planner for teaching communicative skills - Carolien Frijns, Jeroen Lievens (KU Leuven)

In this Show and Tell, on- and offline learning materials for teaching 21st century communicative skills will be shown. Testimonials and a time lapse of a session in Flemish higher education will illustrate how the task-based didactic approach supports students’ self-regulation and teachers’ possibilities to monitor students’ learning processes.

Key wordsActive learning, Technology

[show and tell 78] Studies without Worries - Online Student Guidance ProgramWouter Vindevoghel, Katrien Verhoeven, Lien Coppejans, Iris De Slagmuelder, Ruben Dobbelaere (Artevelde University College)

We develloped an online assistance program to help students overcome: procranistination, performance anxiety and insecurity/low self-esteem. The online training program can be completed in an autonomous way. It has low tresholds, is very flexible and can be complementary to existing services a university college provides.

Key wordsBelonging (socially, academic), Counselling, Health and well-being, Physical spaces, Study Skills

Session 10: Starting up - L01.06

Show and tell with small meeting session for two countries starting up: UAE and South Africa

- [show and tell 159] The SANRC - Who we are and What we doLiile Lerato Lekena (South African Nationa Resource Centre for First Year Experience and Students in Transition, University of Johannesburg South Africa)

A brief overview of what the South African National Resource Centre for First-Year Experience and Students in Transition is all about. We briefly share the mission and vision of the centre.  

Key wordsRetention

[show and tell 155] Acheiving objectives of the FYE at The Petrleum InstituteDr. 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 wordsActive 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