Parallel sessions 5
Session 1: Learning and study strategies - A1
- [paper 35] Is there any added value of measuring incoming students’ learning and study strategies in predicting first year study success in the STEM field? An answer of the European readySTEMgo project. - Maarten Pinxten, Tinne De Laet, Carolien Van Soom, Christine Peeters, Greet Langie (KU Leuven)
Current initiatives to identify at risk students in STEM study programmes predominantly focus on knowledge tests. In this paper we will determine whether the learning and study strategies of incoming first-year students have any incremental value over conventional prior achievement measures in predicting study success in the first year in a STEM study programme.
Key words: Big Data, Pre-entry, Research on FYE, Retention, Study Skills, Transition from highschool/college to HE
Session 2: Mature students - A5
- [paper 77] Interventions Based on the Rhythm of the Academic Term for Mature Students - Mr. Ronan Murphy (University College Dublin, Ireland)
This session explores interventions/supports designed to promote academic success and lowered stress levels for mature students and creation of a smooth and emotionally manageable academic term thereby promoting persistence/retention of this cohort. The interventions are created and organised by anticipating hurdles, blocks and sticking points in the academic semester based on student feedback and Student Adviser experience and evaluated through student retention figures.
Key words: Belonging (socially, academic), Induction (Orientation), Peer mentoring, Research on FYE, Retention, Social cohesion, Student diversity, Student perspective
- [paper 83] To which extent are first-year students comparable to bridging students? - Lynn Van den Broeck (KU Leuven)
It is well known that many first-year students encounter transition problems when entering university. The aim of this research was to find out if it is possible to compare the traditional first-year students with bridging students (lateral entry) and to which extent a transition questionnaire can predict the study success of both groups.
Key words: Research on FYE, Student perspective, Transition from highschool/college to HE
Session 3: Underrepresented groups - A2
- [paper 82] Effective transition to Higher Education for students with disabilities through enhancing the use of Assistive Technology in Second Level Education in Ireland - Patrick Hoey, Brenda Shinners-Kennedy, Conor Hartigan (University of Limerick)
The paper describes a project undertaken to review existing strategies for assessing assistive technology needs for students with disabilities and the establishment /adaption of a model for assessment in second level education in Ireland. Some people with disabilities would be unable to attend, participate or complete their education without the correct identification of the appropriate assistive technologies and the training and support for these. Participants were identified as high needs students with low incidence disabilities, including some students already using technology and some users not. It tested and evaluated the assessment model and used the findings to inform future assessment approaches to improve the transition process for students with disabilities.
Key words: Pre-entry, Retention, Student diversity, Technology, Transition from highschool/college to HE
Session 4: Language barrier - A4
- [paper 70] How to Study with Dyslexia? - Magne Skibsted Jensen & Rune Andreassen (Østfold University College)
We report from a multi-case study of six students with dyslexia in their first year of higher education. Interviews, quastionnaires and diaries were used to investigate their reading history, study motivation and study strategies. Despite similar diagnoses, students had all found their different ways to compensate for insufficient reading proficiency.
Key words: Active learning, Student diversity, Study Skills, Transition from highschool/college to HE, Work and study
- [paper 86] Academic language workshops for non-native speakers at Ghent University: implementation and effects - Annemarie Leuridan, Sibo Kanobana (Ghent University)
This presentation reports on the effect of task based workshops of Dutch for academic purposes on students with Dutch as a second language (L2 students). Results indicate that the L2 students perceive improvement of their proficiency skills and self-confidence.
Key words: Belonging (socially, academic), Health and well-being, International students, Language (academic), Student diversity
Session 5: Working together - L01.07
- [show and tell 114] Making the Leap: Supporting 1st Year Student Transition at the University of Limerick, Ireland. - Sarah Gibbons, Michael Smalle (University of Limerick)
The development of a ‘virtual’ Student Engagement & Success Unit in three distinct areas of the University of Limerick works to successfully transition first year students into and through their first months and year of higher level education.
Key words: Counselling, Health and well-being, Induction (Orientation), Library, Peer mentoring, Retention, Student diversity, Student finance, Student perspective, Study Skills, Social Media, Transition from highschool/college to HE
- [show and tell 89] Enhance students’ first year experience by combing central and departmental support - Nina Westerholt (Niederrhein University of Applied Sciences: Teaching and Learning Centre)
I will share methods and experiences about how to combine the strength of a central organised project with the advantages of beeing integrated within the departments. Additionally I will present activities, which arose from such an cooperation, supporting first year students. I look forward to the exchange with colleagues!
Key words: Belonging (socially, academic), Counselling, Curriculum, Induction (Orientation), Institutional development, Research on FYE, Student diversity, Transition from highschool/college to HE
- [show and tell 47] How can a central Study Advice Unit and a multi campus faculty of Engineering Technology work together to enhance the quality of study skills of their bridging student? - Joke Vanhoudt (KU Leuven)
The development of study skills of freshmen is an important task for universities. A cooperation between the faculty of Engineering Technology at KU Leuven, central Study Advice Unit, and staff of the educational development and support unit, resulted in staff training for faculty members to integrate study skills in exercise sessions, especially for bridging students.
Key words: Curriculum, Institutional development, Retention, Study Skills, Transition to second year/masters
Session 6: Bottom-up - L01.10
- [workshop 30] Scaling up the First-Year Experience – how to go from a top-down to a bottom-up perspective. - Johan Landgren, Ann-Sofi Rehnstam-Holm (Kristianstad University)
This workshop will, in the context of a mid-sized Swedish University, explore aspects of integrating FYE on a University-wide level. Subjects discussed will be how to link FYE with questions about quality and quality assurance, how to get all stakeholders involved and how to support the long-term development of FYE.
Key words: Institutional development, Student perspective, Transition from highschool/college to HE
Session 7: Digital tools for education - L01.11
- [show and tell 154] Automated analysis and feedback of students’ results and progress. A first step in data driven learning? - Karen D'Haeseleer, Pieter Vandaele (Artevelde University College)
The department Graphical and digital media, Artevelde University College developed a way to automate analysis and feedback for courses with multiple choice exams. We will demonstrate this process in depth and elaborate on an ongoing research project to better attune the department’s expectation with the students individual background.
Key words: Active learning, Big Data, Student perspective, Study Skills, Technology, Transition from highschool/college to HE
- [show and tell 151] Criterion-oriented evaluation with DiSco (tool for Digital Scoring) - Olaf Spittaels (Artevelde University College Ghent)
First-year students often attend courses in large groups and therefore they are frequently evaluated by means of multiple choice exams or knowledge tests. Rarely the evaluation is based on behavioural indicators (criteria) because of practical limitations. DiSco is a digital online tool that makes it more easy to evaluate students performances and behaviour based on their attitudes and skills.
Key words: Study Skills, Technology
- [show and tell 129] Peer assessment in the VLE - Renaat De Muynck (Artevelde University College Ghent)
How the integration of peer assessment in the Virtual Learning Environment improves the experience for new students.
Key words: Active learning, Learning communities, Student perspective, Students as partners
- [show and tell 153] How to train lecturers who want to use the methodology of blended learning in their courses - Dries Vanacker, Frederic Raes (Artevelde University College Ghent)
The office of educational development of Artevelde University College, Ghent, Belgium, created a professionalization module about blended learning using a blended approach. Lecturers who want to rethink their educational practices and the way they implement and use different in-classroom teaching methodologies are challenged throughout this training module. At the end of the module (5 online & 5 face-to-face sessions) the lecturers will have transformed their traditional course into a blended one.
Key words: Active learning, Curriculum, Learning communities, Student diversity, Study Skills, Technology
Session 8: Student resilience - L01.08
- [workshop 66] “I tell everyone about the theory!” How teaching transitional theories can make student resilience “go viral.” - Reed T. Curtis (Stockholm University)
At this workshop, you will learn Adult Transition Theory and the W-Curve Theory of Culture Shock. You will learn how to teach the theories in unique ways inside and outside the classroom. Wait, there is more! Join us today and you will get a one of kind tool-kit for bringing theory to students!
Key words: Belonging (socially, academic), Counselling, Curriculum, Health and well-being, Peer mentoring, Research on FYE, Retention, Student perspective, Transition from highschool/college to HE, Transition to second year/masters
Session 9: Emotions - L01.05
- [workshop 45] The role of emotion in induction - Gareth Hughes (University of Derby)
Given the high intensity of emotions experienced by students, during transition, Derby provides induction workshops, focussed on the felt emotional experience. This workshop will describe these workshops, give participants a chance to experience some of the intervention and discuss how these sessions can be made relevant to all subjects.
Key words: Health and well-being, Induction (Orientation), Transition from highschool/college to HE