Parallel sessions 7
Session 1: International students - A1
- [paper 8] From dependence to independence: exploring the transition of international students to higher education - Blair Matthews (University of Bristol)
This paper explores the experiences of non EU/EEA students entering higher education in the UK. Drawing on a series of interviews with international foundation students, it is observed that students become more independent with time. This paper aims to identify the mechanisms which enable this transition.
Key words: Belonging (socially, academic), International students, Research on FYE, Social cohesion, Transition from highschool/college to HE
- [paper 46] Transition to university: how an International Foundation Year helps to improve the first year experience. - Stephanie Fleischer and Alistair McNair (University of Brighton, University of Brighton International College)
International students experience a difficult transition to university, affected by educational customs. Students who do and do not complete an International Foundation Year (IFY) experience challenges including insufficient interaction with lecturers. The IFY gives students skills to overcome such challenges. Solutions include: more tutorials, Peer-Assisted Study Sessions, discipline-specific writing support.
Key words: International students, Research on FYE, Transition from highschool/college to HE
Session 2: Peer leaders - A5
- [paper 131] A UK Study of Student Peer Leaders: What’s in it for the student leaders? - Matthew Portas, Kate Byrnes(Teesside University)
Despite the identified and potential benefits of peer leadership experiences in Higher Education (HE). There have been limited attempts to understand the experiences, structure and outcomes of them for students. This paper will present results of a nationwide study surveying of peer leaders perspectives on their experiences.
Key words: Peer mentoring, Students as partners, Study Skills
Session 3: Students working on themselves - A2
- [paper 98] Managing Academic Reading in the First Year: What are the challenges - Cathy Malone (Sheffield Hallam University)
This paper presents corpus research into the linguistic demands of a first year social science course. Attitudes to academic reading development among staff and students were also explored. Evaluations of these results were used to inform curriculum design and an account of on going evaluation and course development is presented.
Key words: Language (academic), Learning communities, Research on FYE, Student perspective, Study Skills
- [paper 22] Introductory Higher Education Initiatives: developing self-efficacy - Paul McGuckin, Suzi Roarty (Letterkenny Institute of Technology)
This paper examines the impact of a higher education orientation initiative in a HEI in Ireland. The initiative is assessed based on the self-efficacy both pre-initiative and post-semester one. The paper adds to the literature on the first year experience and will be of interest to academics, academic managers and students.
Key words: Induction (Orientation), Research on FYE, Transition from highschool/college to HE
Session 4: Study efficiency - L01.07
- [workshop 152] Maximizing study efficiency: the result of teamwork between study counsellors with a different background - Inge De Bo, Annick Eelbode (Ghent University)
Study efficiency is a very important determinant of study success. But what makes an approach efficient? In higher education it basically comes down to these two questions: how to think as a scientist/researcher? and how to reach a deep understanding in the subject matter? This means that students need to ask questions, find connections and structure the study matter. Furthermore they have to plan their approach while applying this to their subject matter.
During an interactive workshop we would like to demonstrate you how we are training students to adopt an efficient approach to studying and apply this instantly for maths. Put yourself in the place of a student and experience how the working together of a study counsellor of sciences and a psychologist can obtain these goals more easily.
Key words: Active learning, Counselling, Study Skills
Session 5: Active learning - L01.11
- [paper 146] Motivation of learners in a Just In-time teaching model - Iris Peeters (University of Leuven)
We evaluated the effects of a Just-in-time-teaching approach on the quality of motivation of learners. Although some students complained that the required cognitive engagement was too high, or preferred traditional lectures, weekly measurements of situational motivation revealed an overall high quality of motivation.
Key words: Active learning, Transition from highschool/college to HE
- [paper 105] Grab your mobile device to discover new ways for motivational learning. Results of an educational development project on the use of mobile technology in Flemish higher education - Carolien Frijns, Jeroen Lievens (KU Leuven)
In this paper, technology-mediated task designs for higher education will be explored succinctly and results from surveys and focus groups with students and teachers will be discussed. Furthermore, an interactive website will be shown, revealing how mobile technology can be implemented in various settings in higher education in order to boost motivational learning.
Key words: Active learning, Technology
Session 6: Students helping students - L01.08
- [show and tell 34] With a little help from their friends – new student, peer tutoring and student societies in the University of Eastern Finland - Hanna Koivisto (Finnish Student Health Service FSHS, University of Eastern Finland)
The presentation introduces an ethnographical research project on the role of the peer tutoring and student societies in helping the new student to adjust to the new social environment. Among others the following questions are asked: how do student societies create social identification into the social in-group and what is the role of the mobile social media in the socialization of the new student.
Key words: Belonging (socially, academic), Peer mentoring, Social Media, Transition from highschool/college to HE
- [show and tell 17] BCU Success Guide, the correct way for guiding students. - Alex Gittings (Birmingham City University)
Do academics really know how to get students involved? Are they as in touch as they like to believe? If not then who are? Students! Why can students not inform, teach and guide new, disconnected, lost students through university. Is there a platform for this social cohesion to occur?
Key words: Belonging (socially, academic), Health and well-being, Induction (Orientation), Library, Parents, Peer mentoring, Physical spaces, Pre-entry, Service learning/volunteering, Student finance, Social Media, Technology, Transition from highschool/college to HE, Transition to second year/masters, Work and study
- [show and tell 134] Students as Partners in Widening Participation: Empowering Under-represented Students to Take Action! - Jennifer Murphy, Julie Tonge, Lisa Padden (University College Dublin)
Student Engagement is crucial to the work of UCD Access and Lifelong Learning. This paper will describe the structure of our student leadership programme, including recruitment and training elements. It will discuss the value that student engagement in Access work has brought to Access and Lifelong Learning along with benefits of the programme for students themselves.
Key words: Peer mentoring, Student diversity, Students as partners
- [show and tell 102] Students 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 relevant and objective information about study programmes. This session will explain how Studiekeuze123 became such a cooperation in Dutch higher education and the important role students play in this organization.
Key words: Institutional development, Retention, Student perspective, Technology, Transition from highschool/college to HE, Work and study
Session 7: Take care - L01.10
- [workshop 57] Exploration of Academic Advising Approaches to Support the Transition of First Year Students - Emily Foster (University of Hull, UK Advising and Tutoring)
This interactive session will explore how institutions use Academic Advising to engage and support student transition, build student confidence and self- efficacy, and help students evolve into engaged, self-motivated and involved partners of their education. Providing opportunities to share experiences on; Advising Theory, Advising Curriculum, Supportive Technology, and Student Engagement.
Key words: Belonging (socially, academic), Curriculum, Health and well-being, Induction (Orientation), Pre-entry, Retention, Study Skills, Technology, Transition from highschool/college to HE
- [workshop 158] Engaging Students with Holistic Care - Benjamin Stein, Marie Clark (Hobsons)
A holistic model of student engagement represents best practice in student engagement because it addresses the whole student, rather than siloing student concerns into independent departments. Critical to this model is the means to connect, communicate and coordinate across students' support networks. Technology can play a key role in supporting this student-centric behaviour.
Key words: Belonging (socially, academic), Big Data, Commuter (or local) students, International students, Learning communities, Peer mentoring, Residential students, Retention, Technology