Parallel sessions 4

Session 1: Making a profile - A5

- [paper 81] Transition to higher education: Students who delay their higher education entryShweta Mishra (International Centre for Higher Education Research (INCHER))

This paper presents some of the key results focusing specifically on delayed transition students from the fifth round of the EUROSTUDENT project. The EUROSTUDENT project collects data on the socio-economic backgrounds and living conditions of students in higher education systems in Europe. Using data from 29 different countries, this paper will present the characteristics and educational pathways of delayed transition students in higher education systems and suggest policy measures and institutional mechanisms to support these students. 

Key wordsPre-entry, Student diversity, Transition from highschool/college to HE, Transition to second year/masters, Work and study

- [paper 109] Assistive Student Profiling for Improved Retention and Engagement (ASPIRE) - Michaela Black, Michaela Keenan, Gavin Breslin, Tandy Haughey, Zoey Younger, Sharon Milner (Ulster University Northern Ireland) and Garry Prentice (Dublin Business School, Republic of Ireland)

This paper presents a research project which applied psychological student profiling to identify at-risk and high performing students who had just commenced their first year of study at University.  The research brought profiled ‘at risk’ and high performing students together within a pro-active support intervention, including development sessions using a theoretically grounded intervention to effect attitude and behaviour change. The study was conducted in partnership with students and shows enhanced curriculum development as a positive output from this approach.

Key words: Active learning, Belonging (socially, academic) Induction (Orientation), Learning communities, Peer mentoring, Research on FYE, Retention, Student diversity, Student perspective, Transition from highschool/college to HE, Work and study 

Session 2: Predicting success - A1

- [paper 118] Getting the right student in the right place: two tools that enhance student success - Lot Fonteyne, Lobke Dedrie (Ghent University, Artevelde University college)

Two online assessment tools are presented that foster the successful transition from secondary to tertiary education. These tools match potential students to a suitable program by offering insight into their capacities, interests and the educational programs. They also allow screening and support of students in their first year.

Key wordsPre-entry, Retention, Transition from highschool/college to HE

- [paper 130] Study Success & the development of student support – from research results to actions Nije Bijvank (Saxion University of Applied Sciences)

Results of research on determinants of study success were used by the Study Success Centre (SSC) in the development of student support. One example is the Online Study Success Scan (OSSS). During the presentation we will show the OSSS, explain how research results were used, and will discuss further examples and possibilities to translate research results into student support in higher education.

Key wordsResearch on FYE, Retention

Session 4: Curriculum - A4

- [paper 88] Curriculum organisation and student progress: changing needs during the first year Maartje van den Bogaard (Leiden University)

In this study we compared curriculum attributes and student dispositions across academic disciplines in a single university to understand changing needs of students pertaining to curriculum organisation in their first year of university education. 

Key wordsCurriculum, Retention, Student perspective

- [paper 62] Motivational consequences of the multidisciplinary structure of the first year in science educationNadia Rahbek Dyrberg (University of Southern Denmark)

The study questions the traditional structure of first year in science educations by addressing motivational consequences of multidisciplinary courses for students. Autonomous learning motivation differs among students from different study programmes and it is proven distinctively higher in courses with clear relevance to the chosen field of study.

Key wordsResearch on FYE, Retention, Student diversity, Student perspective, Transition from highschool/college to HE

Session 5: Learning environment - L01.10

- [workshop 63] The chameleon conept: inclusive, activating and content/language integrated teaching, a perfect match?Leen Schelfhout, Ann De Roover (Artesis Plantijn Hogeschool Antwerpen)

Because of the growing diversity in student population and changing needs in didactic approaches, AP University College created an concept based on the parallels between Universal Design for Learning, social constructivism and Content and Language Integrated Learning.This workshop focuses on the role of the lecturer in actively stimulating and monitoring the student’s learning process in and outside the classroom, using a wide range of tools and techniques.

Key wordsActive learning, Language (academic)

Session 6: Belonging - L01.07

- [show and tell 111] An investigation into students' confidence and competence throughout their first year at university. Julie Money (Liverpool John Moores University) 

Over a number of years changes in students both socially and academically have been seen, which has had effect on retention rates over the last few year. Therefore, the research aims was to investigate students’ perceived confidence and competence and how it changes over the first year of the degree programme. 

Key words: Belonging (socially, academic), Curriculum, Peer mentoring, Retention, Study Skills, Transition from highschool/college to HE

- [show and tell 137] Savania: a home away from homeRainer Vanden Berghe (Artevelde University College)

Savania, a subdivision of the housing department of Artevelde University college, is a student organization that helps students to make social contacts and be part of a community. We ensure a warm welcome and a good living and study environment for both national and international students.

Key words: Belonging (socially, academic), International students, Residential students, Students as partners, Transition from highschool/college to HE

Session 7: Maths - L01.11

- [show and tell 95] What can be learned regarding assessment methods from a math positioning test? Riet Callens, Tinne De Laet, Jef Vanderoost, Joos Vandewalle (KU Leuven)

We will focus on the lessons learned concerning assessment when deploying a university math positioning test. We highlight the decision process and the arguments supporting the final decision for a multiple choice test using negative marking, with a on results that are relevant in other contexts too.

Key wordsCounselling, Pre-entry, Transition from highschool/college to HE

- [show and tell 145] Importance of conceptual thinking and talking for mastering mathematicsRagnhild Wiik (BI Norwegian Business School - Campus Stavanger)

First year business school students who had failed their mathematical exams were interviewed. Data were analyzed by Critical Incident Technique to uncover possible common causes of failure. The students had practiced mathematical operations, but had never reflected upon or talked about mathematical concepts. Without conceptual understanding, exam questions were not recognized.

Key words: Language (academic), Research on FYE, Study Skills, Transition to second year/masters

Material: presentation and paper

- [show and tell 110] To promote culture of learning by talking to understand mathematicsAmir Massoud Hashemi (Bergen University College)

The purpose of this case study is to understand the effect of team-based problem solving(TBPS) on changing of culture of learning and knowledge building in mathematics. The method was adapted for Subsea engineering students at Bergen University College during 2009-2015 and experiences reveals that students can build a better understanding on mathematics.

Key words: Active learning, Study Skills, Transition from highschool/college to HE

Material: presentation and paper

- [show and tell 142] Introduction to independent learning - a best practice exampleElke Hark (Fachhochschule Bielefeld)

In Mathematics for Economists, we often find that our students do not have the necessary techniques for independent learning. Therefore, we support our students with partial tests and by offering supervised learning groups. These groups are supported by the principle of minimal help. Initial successes were achieved.

Key words: Active learning, Curriculum, Learning communities, Peer mentoring, Transition from highschool/college to HE

Session 8: Designing space - L01.05

- [workshop 92] Collaborative learning in space and time: towards an ideal (physical) learning environmentEvert Binnard, Iris Peeters (KU Leuven)

Fed by a literature overview and survey results from the ALINA project, the ideal Next Generation Classroom (NGC) and matching didactic methods will be explored during this workshop. Furthermore, ways to stimulate teaching and management staff to facilitate, create and use these ideal classrooms will be sought.

Key wordsActive learning, Belonging (socially, academic), Institutional development, Peer mentoring, Physical spaces, Technology 

- [workshop 148] Too small to either succeed or fail? Experiences of first-year students in a challenging two-campus - Olli-Pekka Penttinen (University of Helsinki) 

In the past, first-year ecology students started their studies at the Lahti University campus, but from 2015 onwards, a single BSc programme in Environmental sciences is operating both in Helsinki and Lahti. A larger teaching programme in Helsinki (main campus) may affect student life negatively in Lahti. Here we discuss steps to redesign first-year experiences and learning at two campuses.

Key words: Belonging (socially, academic), Curriculum, Induction (Orientation), Institutional development, Student perspective, Students as partners

Material: presentation

Session 9: Transition - L01.08

- [paper 4] Student Services approaches for smoothing transitions into higher educationBrian Hipkin (Vice Chair, AMOSSHE)

This session describes the findings of two research projects from UK universities that explore ways of supporting the transition of further education college students and mature students into higher education. The session reveals the project findings and recommendations, and provides an opportunity for questions and answers.

Key words:Belonging (socially, academic), Induction (Orientation), Pre-entry, Research on FYE, Social cohesion, Study Skills, Transition from highschool/college to HE

- [workshop 128] Transition x 2: The Experience of Foundation Year students in progressing through a pre-certificate stage before entering First Year. - Emma Palmer and Tracey Lanson  (University of Hull)

An interactive workshop focussing on the experience of students who undertake a Foundation Year, examining how this experience differs from the traditional FYE and the subsequent impact on belonging and success. Particular focus is on the duel transition – 1. Into Foundation Year, and 2. Into First Year.

Key wordsBelonging (socially, academic), Institutional development, Student diversity, Transition from highschool/college to HE