The conference sessions are:
- The FYE body of work is arguably 119 years old, how up to date are you?
Diane Nutt (Chair of EFYE) and Ed Foster (Nottingham Trent University)
One of the challenges attending a new conference is understanding the context of the sessions. This may be particularly the case for the EFYE as it isn’t a single ideology or methodology, but a range of practices developed to suit different institutional and national settings. This session is designed to help new delegates to orientate themselves to the EFYE and, just as importantly, start networking with other first-time delegates.
- Coaching the learning process of FY students & how to professionalise teachers to realize this.
Herman Van de Mosselaer (Artesis Plantijn University College Antwerp)
Many FY students lack effective learning strategies. Research shows that they need coaching to improve their study method and that this coaching is optimally integrated in the learning environment.. This workshop is about what teachers can do to support content-integrated self-regulated learning. Participants get a report and experience for themselves how teachers can be coached to realize this by the use of teacher design teams (TDTs) and data on students’ preferred learning strategies.
- Inclusion and equity in our educational system: from theory to awareness.
Gönül Dilaver, Anastasia Kurysheva, and Gisela van der Velden (Utrecht University)
Although the higher education institutions strive towards an equal and inclusive educational system, (bio)medical education in the Netherlands needs to become more inclusive. The instances of exclusion and inequity manifest themselves during all stages of education: selection and admittance, during the degree programmes and at graduation stages. These issues bring a feeling of urgency. During this workshop, we want to bring awareness about the biases in our educational settings at all stages.
- Planning the Student Experience: Student Motivation, Goal setting, and Self-Understanding
Mirjam Mekhaiel and Gaelle Augé (University of Geneva)
Through this workshop, participants will obtain a better representation of the impact that goal setting, motivation and self-understanding may have on students during their studies. In a highly interactive session, we will first introduce the course content of three workshops that focus on guiding students to an optimal student experience. Secondly, we will present the results of the evaluation by the participants of these workshops. Finally, we will share the tools developed in this context.
- Succesful Introduction weeks.
Pieterjan Bonne and Lut Van Wesemael (Artevelde University College Ghent)
Join a community of practice on introduction/induction/welcome weeks to share experiences in order to identify key elements for a successful week.
- Data-based feedback through learning dashboards: does it support the first-year experience
Tinne de Laet (University of Leuven)
In our interactive pre-conference workshop we will present key findings from three institutions using learning analytics to support first-year students and will challenge you to discuss if similar tools would be useful in your institute. We will not only elaborate on particular staff and student evaluations but also on how the tool was embedded in practice (training for staff, actual use in daily practice). We are looking forward to your input!
1.1 Paper session: Technology and E-learning
E-Learning: An Alternative tool for enhancing Students learning Journey in Higher Education
Ravjeet Kour – Oncampus Coventry University
ONCAMPUS Coventry teach a range of pre university programmes to the international students with an opportunity to progress to a wide range of undergraduate and Master’s degree at Coventry University.
Here we investigate Educational approaches in Europe and Asia – to compare and contrast science educational systems and enhance the capacity to draw some lessons from various systems of education for our use. Primary quantitative research with quota sampling is used to collate and evaluate from 50 teachers from European and Asian countries….
The impact of Twitter upon the student nurse journey at Birmingham City University
Lisa Abbott and Robert Mapp – Birmingham City University
Our large number of nursing students create a vibrant and diverse community, however this creates a challenge in creating meaningful connections with big groups. To explore this we have undertaken a qualitative research project, utilising focus groups to enhance our understanding of the value, impact and challenge of engagement with the @BCUNursingteam twitter page.
1.2 Paper session: Pre-entry
Direct or indirect transfer from secondary education into universities of applied sciences: what difference does it make for students’ transfer expectations and experiences?
Louise Elffers, Miranda Vervoort, Fiona Veraa and Mieke van Diepen – Hogeschool Van Amsterdam
In this study, we explore differences in students’ expectations before transfer and actual experiences after transfer between students who make a direct or an indirect transfer from secondary education into universities of applied sciences. We discuss how mapping these differences might help in reducing dropout in the first year.
Reflecting on study choice process: idiosyncrasy of choices
Jonne Vulperhorst and Nynke Bos – Leiden University – IclonThe study offers insight in the higher educational choice process. We examined how students, currently enrolled in the university, reflect on the added value of the chain of activities undertaken in order to make their final study choice. Results show students evaluate trial days at university as most helpful in deciding which programme to pursue; matching activities and support from high school counsellors are seen as less helpful in making their decision for a programme.
1.3 Paper session: Study Experience
Understanding new students’ skills, confidences and anxieties: self-assessment as a means to improve teaching, learning and student support to facilitate ’learning gain’ in higher education
Dr Linda Speight and Ben Walker – Lincoln Higher Education Research Institute, University Of Lincoln
Pre-registration self-assessments from over 3000 students are being used at the University of Lincoln to explore new students’ skills and concerns. The data are informing a review of teaching practices and non-academic service provision, including the development of a personal tutoring toolkit to support equality of success across all student groups.
Examining student experiences of teaching and study environment
Eva Lykkegaard – Educational Science, University Of Southern Denmark, DenmarkA mixed-method study developed to systematically track students’ experiences of teaching and study environment longitudinal and correlate this retrospectively with their retention or dropout in order to create specific initiatives to enhance students’ study experience.
1.4 Workshop 1: The Collegiate Learning Assessment (CLA+): An institutional case study of using standardised testing to measure and develop students’ generic skills.
Jamie Morris and Professor Stuart Brand – Birmingham City University
Birmingham City University, alongside Coventry University, Liverpool John Moores University and Staffordshire University are using the Collegiate Learning Assessment (CLA+) as part of a funded pilot project on measuring the ‘Learning Gain’ of students in Higher Education. Alongside preliminary results data, this session will explore the Birmingham City University staff experience of embedding the test within curricula and the students’ experiences of taking the test.
1.5 Workshop 2: Start as you mean to go on: overcoming the challenge of assessment for disabled students in their first year
Dr Ruth Payne – School Of Languages, Cultures And Societies/University Of Leeds, Uk
This session reflects on existing reactive responses to disabled students, such as offers of extra time, by sharing the first year experience of a tetraplegic student. By making proactive changes to assessment design we can eradicate the need for these ‘reasonable adjustments’, whilst also benefitting from reductions in marking workload and increases in student engagement.
1.6 Workshop 3: Ensuring the relevance and excellence of the first-year experience
Dan Friedman – University 101 Programs/University Of South Carolina
The presence of a first-year experience programme does not guarantee that benefits will follow. There is a big difference between doing something and doing it well! This interactive presentation will highlight what makes FYE a high impact practice and will apply research on best practices for fostering student persistence through college. In particular, the session will address the importance of establishing sense of belonging/social integration and using existing structures for early alert interventions.
1.7 Workshop 4: Using peer assisted learning to empower first-year students and helping them experience success
Leif Bryngfors and Joakim Malm – Lund University
The workshop will focus on what first-year students to higher education needs to be successful and
how a peer learning programme might address those needs. The workshop will start with a
brainstorm session where participants in small groups will share thoughts and ideas on the question:
“What would you like to affect with your new students? Provide skills, strategies, other?
Thereafter a well-established peer learning programme will be presented – Supplemental
Instruction/Peer Assisted Study Schemes (SI-PASS).
1.8 Show & Tell session: Induction beginning stages
Introductory Higher Education Initiatives: Semester One Interventions
Paul Mcguckin and Suzi Roarty – Dept. Of Business, Letterkenny Institute Of Technology, Donegal, Ireland
This paper examines the impact of a higher education orientation initiative. The initiative is based on the impact of a series of interventions during semester one. Exploration of these interventions links to the conference theme: from expectations to experiences.
Making Place: The student, the embodied experience of learning and the transition to Art College.
Collette Nolan and Bill O’ Flynn – Crawford College Of Art & Design, Fine Art Department, Cork Institute Of Technology
This action research project included students and staff as participants in a non-hierarchical teaching and learning situation. Collaborative making, peer learning, self-assessment and phenomenological performative strategies were tested and provided students with creative ways to access and adopt the learning and understanding of fine art studio practice. Introduction of these strategies in course delivery enabled students to be actively engaged in co-creating their learning environments.
Project “Good Start”
Susanne A. Bjørge, Isabelle Gabarro and Maren Rotmo – Sit (The Student Welfare Organization In Gjøvik, Ålesund Og Trondheim)
Students arrive to their universities with big expectations, considering their education and social life. At the same time, many students experience loneliness. Many have moved away from home for the first time, leaving family and friends behind, and find it difficult to seek out arenas to meet new people. Project “Good Start” use simple measures in the first welcoming weeks, to increase the sense of belonging, creating friends and facilitate safe and stimulating learning environments.
First five days in the University- Imagination, Creativity, and the Essex Challenge culture
Anthony J Vickers, Vishwanathan Mohan and Marty Jacobs – School Of Computer Science And Electronic Engineering
The article summarizes our reflections on the inaugural “Essex Challenge week” organized during the first week for all first year students of the university. The regular timetable was cancelled and a wide range of events were organized with the objectives of a) acting as an informal, enjoyable, ice-Breaker enabling smooth transition from school/college/home to being self-sufficient at University; b) gathering useful metrics related to computational thinking, to provide individual student support; c) inspire the students to think creatively and imaginatively by working in teams on core technical challenges (to be completed in 3 days).
1.9 Show & Tell session: Mentoring
Drs. S.M.A. Bruin, drs. H. van Engelen and J.J. van Buul – Eindhoven University Of Technology/Department Of Mathematics And Computer Science (Education And Student Affairs)
The TU/e student mentoring is a successful program that facilitates the academic transition from high school to university through the use of low-threshold experience experts, i.e. senior students. The program contains some fundamental ingredients for first-year students to make a start and achieve study success.
Clarify (or improve) study start via peer group counseling
Ruben Van Doorn- Liberal Arts And Sciences, Philosophy And Religion, Utrecht University
Some of the motivational problems of first year students arise because of minor personal or study related worries or practical coming-of-age problems. How could the study advisor help more slowly starting students sooner? The study advisor of 250 first-year bachelor students studying Liberal Arts and Sciences at Utrecht University initiated a ‘slow starters’ peer group session. Such a group session can help students sooner, on the condition that students are carefully selected and considerately addressed.
Is Geography for me?
Danielle Chavrimootoo – The University Of Manchester
This show and tell session will focus on the work in progress research that aims to explore why so few black, Asian, and minority ethnic (BAME) students apply to study geography at university? It is of interest to note that no previous study has evaluated a range of targeted interventions and additionally explores the experiences of BAME pupils studying geography. The research findings will stimulate further discussions at The University of Manchester to consider and design more targeted, discipline-specific activities.
How to facilitate a sense of belonging in a large student-population?
Annerieke Oosterwegel, Linda van Ooijen – van der Linden, Marloes Timmen, Niels Bakkeren and Liesbeth Woertman
To facilitate commitment and community building in a large population of students, we implemented an elaborate tutoring system. This system involves a stable structure of small units of students, supported by a tutor and two student-mentors, and a series of seminars and activities consisting of two phases.
1.10 Show & Tell session: (Intercultural) learning and exchange
Enhancing Social Awareness by means of a course-transcending first year project
Haza Rahim, Lisanne Stessen, Annerieke Oosterwegel and Maarten van der Smagt – Psychology Department, Faculty Of Social And Behavioural Sciences, Utrecht University
Project ‘de Bestemming’ is a course-transcending project in which students apply psychological knowledge they obtain in their first-year courses to a contemporary societal issue (the influx of refugees into Europe). We aim to provide the students with insight into their future role of as psychologist/academic in society, a toolkit for analyzing societal problems from a psychological perspective, and how this perspective may yield actual solutions to some of these problems.
From expectation to experience? Towards goal setting for and learning from international exchange
Veronique Schutjens and Elma Zijderveld – Department Of Human Geography And Spatial Planning, Faculty Of Geosciences, Utrecht University
The Utrecht University project XChange stimulates (outgoing) exchange students to set goals, reflect upon experiences and consciously acquire intercultural and employability skills. Research has shown this results in more goal directed behavior, proactive actions, self-regulated learning and an increased performance. The first project part offers structured training to exchange students before, during and after their stay abroad. The second part up aims at dissemination of exchange experiences and skills learnt to other (younger) bachelor students.
Developing Skills of Exchange Students through Engaging Global Student Communities
Guido De Wilde – University Of Amsterdam, Student Services, International Student Affairs
“The University of Amsterdam has introduced a price winning program with student groups as ‘Ambassadors’ (both inbound and outbound exchange students, and other students). Exchange students help to promote exchange programmes, and advise and reassure future exchange students about going abroad. The Ambassador Programme challenges students to use and showcase students’ talent in order to achieving the internationalization goals. Ambassadors are offered a range of training programmes to help develop or enhance students’ skills.”
Transferring study efficiency from the University of Ghent to its global campus in South Korea and vice versa
Jiyoung Yoo, Inge De Bo and Annick Eelbode – Global Campus Of Ghent University At South Korea
An induction program profoundly helps first-year students to adjust themselves to a new educational system. Also, the teachers need an efficiency to get aligned with students in expectations and experiences. We will share the outcomes by the framework developed for maximizing study efficiency to overcome problems from diversity. We expect that this framework can apply to other (academic) institutions in any diversity situation resulting in a better educational environment both for students and teaching staffs.
2.1 Paper session: Technology and E-learning
CAFE: an automatic and on-line learning system to guide First Year Students towards the meeting of Higher Education requirements
Simon Liénardy – Montefiore Institute / University Of Liège
This communication focuses on CAFE, an original, Assignment for Learning based, automatic and on-line learning system implemented in the context of a Computer Programming Introduction course addressed to First Year Students. One of CAFE key point is to help students to work on a regular basis on problems with increasing difficulties and cumulative expected learning outcomes to make them meeting Higher Education requirements. Further, CAFE provides a high quality and automatic feedback to students.
Addition of forum e-activities and enhanced coursework feedback to work-based e-learning material significantly affects the academic performance and student experience of first year students in Higher Education.
Dr Parminder S. Sandhu – Centre For Higher And Degree Apprenticeships, University Of Kent. U.K.
The use of discussion forums (with in VLE, moodle) help to manage the expectation of the students as well as improving the overall learning experience. The increased comprehensive and timely (typically provided in five working days) feedback from the lecturers also enhances the student experience.
2.2 Paper session: Diversity
Promoting student engagement in intercultural group work
Irene Poort – Department Of Teacher Education/Faculty Of Behavioural And Social Sciences/University Of Groningen
The costs and benefits that students attribute to intercultural group work and their importance to the students were explored by conducting focus groups. Suggestions are made of how to encourage active engagement in intercultural group work by decreasing costs and capitalizing on benefits thus using the rich resource of diversity.
Gatekeepers to the middle class: Successfully addressing the weakest students from socially disadvantaged backgrounds
Markus Keller – Faculty Of Theology, University Of Oslo
“Successfully reaching and helping the weakest students is often very difficult. But, when we know that weaker students more often come from socially disadvantaged backgrounds, it becomes essential for universities to find strategies to help them become prepared for dealing with academic studies.
The session will present the outcome of a pilot tested during the spring of 2018, where we set up individual counselling in order for students to develope strategies to better deal with academic studies.”
2.3 Paper session: Inclusion
Coming and going:
Lynn Fulford, Rohzeena Janjua, Brandon Turley and Sarah Aziz Birmingham City University
Our project investigates ‘living at home’ students, the challenges they face and the benefits they bring to our institution. Its focus is on first year undergraduate students, exploring how institutional strategies can be implemented to improve outcomes for all living at home students. We believe that our project provides greater understanding of the needs of our students, enabling us to develop a more inclusive learning environment centred on a culture of improving outcomes for all.
Specific learning disabilities and higher education: developing inclusion
Victoria Mann – University Of Sheffield
This presentation will discuss the different disabilities and how they can impact learning. It will then discuss how to support students at a programme level; module level and individual level. By the end of the session, the delegates will have an understanding of the different SpLDs and their impact on learning; will be able to recognise when a student might have an SpLD and will have strategies to develop inclusive practice to support the retention and achievement of students with an SpLD.
2.4 Workshop 5: Sense of Belonging + Inclusion = Community?
Emma Palmer – University Of Hull
This show and tell explores and highlights the perception of inclusive practice and communities at the University of Hull among staff and students. In addition, it also raises the question of the sector-wide definition of inclusivity, and reflects on how the sector can influence and monitor inclusive practice, partnership and a sense of belonging for all.
2.5 Workshop 6: What can students teach us about inclusivity?
Gareth Hughes – Student Wellbeing / University Of Derby
This interactive workshop will explore the idea that by carefully considering the needs of specific student groups, particularly those with complex needs, we can improve inclusive teaching and learning for all students.
2.6 Workshop 7: Generation Z, Diversity, and the World Classroom
Vinika Porwal, M.Ed. – Amsterdam University College
In this interactive workshop, the facilitator will guide participants to discuss the characteristics of students born after 1995, Generation Z, and their expectations of how diversity and identity are addressed in classrooms and in student services. Participants will learn strategies to incorporate diversity into their work and interactions with student
2.7 Workshop 8: Design your own study and career guidance.
Delphine Goethals and Lien Ampe – Artevelde University College Ghent
Our workshop focuses on guiding students during their decision-making process, resulting in ‘the right student in the right place’ starting from their first year in higher education. We clarify our vision on study and career guidance, based on scientific research. We convert this theory in practical examples. The participants will map out the study and career activities of their home institution. They will exchange their experiences and find solutions for gaps in their summary.
2.8 Workshop 9: How student staff partnerships can be adapted to support innovation and inclusivity.
Samuel Geary – Birmingham City University
This session will explore how, with the support of two national projects, we have adapted our student engagement funding in an attempt to support students from potentially disadvantaged backgrounds. As well as giving examples of individual projects and the impact they are having we will share how these findings are being disseminated across the institution and the HE sector.
2.9 Show & Tell session: Introduction
Creative Strategies for Promoting Student Advisory Services
Dr Niamh Nestor, Catriona Keane, Kathleen Kiely, Jacqueline Levine and Aisling O’Grady – University College Dublin
University can be daunting. UCD Student Advisers established a Communications Committee to increase awareness of our service and ensure that students are aware of supports available. We use social and traditional media platforms, creative spaces, and joint ventures within and outside of UCD, to encourage students to proactively manage their wellbeing. These contribute to the student experience. We wish to share our experiences with colleagues in other universities
A good start is half the job done. Towards a leaner and more social introduction week
Joke Vrijders and Annelies Groenweghe – Artevelde University College
The introduction week in the Bachelor of Office Management was redesigned completely in order to enhance social integration and active learning. By means of an escape room, an interactive kick-off challenge and a digital portfolio in WordPress attendance went up by 25% and satisfaction rates by nearly 10%.
Induction Week – 1 Week Excerise
Anne Rogers & Deirdre Ryan – Department Of Architecture, Cork Institute Of Technology (Cit)
The focus programmes are Architectural Technology & Interior Architecture, both delivered as Ordinary Degree – Level 7 Programmes and Honours Degree – Level 8 Programmes. Architectural Technology involves the technical issues of the architectural design process. While Interior Architecture involves the design of building interiors, from layout and structural resolution to furnishing & decoration.
3.1 Paper session: Pre-entry
Influence of prior schooling on university transitions
Nosisana Mkonto – Cape Peninsula University Of Technology
Higher Education Institutions (HEI) need to address the realities of student’s prior learning experiences. HEIs should take ownership of the student intake and accept the responsibility for accommodating the students that they admit into their programmes. They need to do whatever is reasonably within its control to successfully provide support for the first year students. The first year undergraduate should be the main focus for intervention.
Selection: a blessing or a threat?
Astrid Freriksen – Utrecht University/Bachelor Biomedical Sciences
Admission into university is often decided via a selection procedure. High school grades are regularly used in selection procedures and are shown to be good predictors of first year study success. Selection, however, also has detrimental effects on the diversity of the student population. In this session we will discuss the positive and negative effects of selection for admission into the Bachelor’s Programme Biomedical Sciences at Utrecht University.
3.2 Paper session: Late Entry/Transfer Student
Another kind of selfassessment
Line Ellemann-Jensen – University Of Copenhagen / Faculty Of Science
Presentation and discussion of our development of a digital self-assessment tool for potential bachelor students. The purpose of the tool is to meet the imbalance between the excited expectations of the potential bachelor students and the reality they meet at the university and their bachelor programme as new students.
When first year is third year: widening access, inclusion and attainment in Scottish higher education
Claire Reid Mackie – University Of The West Of Scotland
For thousands of Scottish students, first year at university actually happens in third year through an articulation approach aimed at widening access and inclusion. This paper uses the participatory methodology of Photovoice to capture their experiences and explores how the concept of transition pedagogy could offer holistic support.
3.3 Paper session: Multifacet learning support/mentoring
Pilot project Student Mentoring at Graz University of Technology
Christoph De Marinis and Elisabeth Cäcilia Grün – Graz University Of Technology (Tu Graz)
In 2017 TU Graz launched the pilot project Student-Mentoring with the intention to reduce barriers between teachers and First Year Students and to support the transition to university. The implementation generated questions about responsibilities of the mentors, how to handle difficult topics and how to distinguish their role from the work of other support systems. The evaluation of the pilot project included a workshop with mentors and an online survey for the mentees.
A Multi-Facet Learning Support Programme for First Year Psychology Students: Impact on Student Experience and Exam Performance
Delphine Rinaldi and Mirjam Mekhaiel – University Of Geneva
First year at university is a challenging experience for which students must adapt their study methods. Therefore, we developed learning support programmes in different faculties in order to help newly arriving students in the best way possible. During our presentation, we will focus specifically on the three-faceted programme for first year psychology students as an example. We will relate to the impact of the programme on exam results as well as its satisfaction measures.
3.4 Paper session: Self and Peer Assessment
Enhancing formative assessment in engineering mathematics
Karen Fraser Centre For Educational Development
Our aim is to build student confidence by encouraging them to take greater responsibility for their learning through the use of self and peer assessment and reflection on the quality of their work and learning.
Introducing a PASS (Peer-Assisted Study Sessions) Scheme into the School of Health Sciences
Clair Zawada Birmingham City University
The Peer-Assisted Study Sessions (PASS) programme seeks to facilitate student centred learning. Varying PASS schemes were introduced within the School of Health Sciences at Birmingham City University, recruiting students to take on the role of PASS leaders to a first year cohort. Sessions were linked to module aims and sought to encourage revision, and offer peer support / advice. This paper will present the evaluations received, as well as the logistical challenges that were overcome.
3.5 Workshop 11: Advancing Inclusivity and Citizenship through Change Laboratories – putting theory into practice
Alison Robinson-Canham, Fernando Remião , University of Porto, Tuula Heide-Savolainen, University of Eastern Finland, Tommi Haapaniemi, University of Eastern Finland, Luisa Bunescu, European University Association (EUA) Higher Education Academy (Uk)
This workshop explores new ways of using social theories of learning to address inclusivity and citizenship in the context of increasingly diverse student and staff communities. The model seeks to overcome educators’ resistance and discomfort around ‘inclusivity training’ and promotes the principle that inclusive practice is effective practice for all.
3.6 Workshop 12: Diversity: from policy to action
Tinneke De Clercq, Nele Pierlet and Elke Van Paemel – Artevelde University College Ghent
After developing a general policy on diversity, our university college translated the general strategies into a diversity action plan. We present the challenges we faced when translating policy into action. We clarify the specific goals and actions of our own diversity action plan. Secondly, we will interact with the participants, gather ideas and share experiences on three topics:
– Inclusive learning
– Support for refugee students
– Distance learning and social cohesion
3.7 Workshop 13: Making the first year pay: driving up student engagement and aspirations
Mark O’Hara and Juliette Gaunt – Faculty Of Health Education And Life Sciences, Birmingham City University
In much of the UK, first year undergraduate grades do not count towards final degree classifications. While there are good reasons for this policy it does little to incentivise hard work during this crucial year. BCU’s High Achievers Recognition Scheme (HARS) ensures that other means are in place to drive up engagement amongst first year students. This short presentation outlines the Scheme and reports on students’ views of its influence on learning behaviours and aspirations.
3.8 Workshop 14: Building an Effective FYE – Turning Challenges into Opportunities
Tom Brophy and Dr. Steven Smith Saint Mary’S University
This interactive session will focus on lessons learned in the aftermath of an institutional public relations crisis and how we used these lessons to catalyse a cross-university effort to improve the first year experience. Our workshop will highlight efforts made to bring institutional programming engagement through a collaborative academic/student services approach. Attendees will learn from our victories and defeats, current and future approaches, and be able to discuss and problem solve their own institutional challenges.
3.9 Workshop 10: Including refugee students: lessons learned
Anne Hamburger – Utrecht University
In 2016 Utrecht University signed a cooperation agreement with the Foundation for Refugee Students in order to improve the facilities for highly-educated refugees that study or want to study at Utrecht University. Since the start of the agreement many activities and facilities were developed, some more successful than others. What were key factors for success? Why were some ideas less successful? Which problems did we encounter? What are lessons learned?
3.10 Show & Tell session: Pre-entry/matching
Integrating prospective students with a three-day pre-academic program.
Carlijn Knuiman and Rutger Kappe – Inholland University Of Applied Sciences
This show and tell focusses on a three-day pre-academic program aimed at integrating prospective students. Research is conducted on both student experiences with the program as well as effects of the program. Do students experience more academic, social, professional and university integration after participation? Results will be presented.
Are pre-study data predictive of first year study success?
Geert-Jan Roelofs – Dept Of Physics, Utrecht University
Prospective students Physics&Astronomy in Utrecht are offered a pre-study day with homework, a lecture and a test. We investigate how study success during the freshman year correlates with the performance on this day and with high school grades. We discuss our findings in terms of student IQ and mindset.
Information to students prior beginning university: when and what?
Tone Stokka and Torill Andersen Eidsvaag – University Of Bergen
Applying for HE in Norway goes through two stages: prospective students make a list of up to 10 study programme before the 15th of April, then they can change the priority of the choices until the 1st of July. In this show and tell-session we will talk about a letter that we send out to prospective students around the 1st of June to prepare the students on what they will meet when they start studying.
4.1 Paper session: Master FYE
Selective graduate admissions to the life sciences Masters programmes
Anastasia Kurysheva – Biomedical Sciences/Graduate School Of Life Sciences/Umc Utrecht & Utrecht University
The presentation outlines the research project on selective admissions to Master’s programs and the results of its first survey study. In that study, we examined how students are selected and how they experience the admission process. The next studies are also delineated, in which we examine the predictive validity of applied admission criteria. This research has practical value for applicants, professionals, involved into the selective admissions and researchers in the field of higher education.
Guiding Master Students in an Interdisciplinary Graduate School
Gönül Dilaver, dr. Mieke Lumens and dr. Geert Ramakers – Biomedical Sciences Umc/UU
The Graduate School of Life Sciences (GSLS) at Utrecht University offers 14 multidisciplinary masters programmes, which attract students with various backgrounds (Biomedical Sciences, Biology, Chemistry, Pharmacy, but also Psychology, Linguistics and Mathematics. In these programmes, students can make choices with respect to courses, research projects, and writing assignments. This freedom of choice offers this broad spectrum of students the opportunity to tailor their programme to their own interests and future plans in Life Sciences.
4.2 Paper session: Learning Analytics
Predicting various learning outcomes: working towards complex models
Gert Vanthournout, Stephen Hargreaves, Magda Mommaerts, Herman Van de Mosselaer and Eva Maertens – Artesis Plantijn University College, Ap Educational Research Unit
The current study investigated if and how various student and context factors are predictive for outcome variables, situated both at the course-specific and the general level. Data from 367 freshmen were obtained at five data-gathering moments through questionnaires and student administration. Data were analysed using SEM. Background factors are predictive in all models and especially in outcomes at the program level. The effect of perceptions of didactic quality increases as outcome measures become more specific.
Teaching Citizenship: A constant tension between diversity and inclusion
Ed Foster and Dr Rebecca Edwards – Department: Schools Colleges And Community Outreach, Institution: Nottingham Trent University
A pre-induction/induction activity designed to encourage students to reflect on starting at university was piloted at the start of the 2016/17 academic year. Attendees will have the opportunity to find out about the activity and the outcomes of the students who did, and did not, participate in it.
4.3 Paper session: Learning Analytics
Mentoring as pedagogical intervention informed by learner analytics: perspectives and reflections
Sarah Parkes, Helen Bardy, Adam Benkwitz and Rae-Ann Preece – Newman University Birmingham
Utilising the institutional student partnership framework at Newman University Birmingham (UK), Sport and Wellbeing; Youth and Community work and English subject areas developed, deployed and evaluated different student mentoring systems, based on student engagement data. From the perspectives of staff and students, this paper will discuss how institutions might respond to calls for ‘big data’ whilst ensuring they remain centred on the person before them, and discuss emerging findings from the partnership projects above.
Utilizing learning analytics for study success
Jane Yin-Kim Yau, Dana-Kristin Mah and Dirk Ifenthaler – Chair Of Learning, Design And Technology, Business School
Our systematic review consisted of empirical studies conducted during the past five years to locate evidence of study success via the utilization of learning analytics. We will present the lessons learnt, limitations of learning analytics to support study success, and challenges of future work in this research area.
4.4 Paper session: Pre-entry
Should I stay or should I go? SIMON and the effects of giving feedback on student-program match
Lot Fonteyne – Ghent University
How can we get the right student in the right place? One way is to use valid instruments that support the study choice process. We demonstrate such an instrument, SIMON and we focus on an issue that is rarely addressed: how do (prospective) students react to feedback resulting from instruments?
Towards a successful first-year university transition: Exploring the gap between student expectation and experience
Dr Subethra Pather and Prof Nirmala Dorasamy Office Of The Deputy Vice Chancellor Academic – University Of The Western Cape
This paper argues that a gap between student expectations and experience can negatively impact the goal of achieving access and success at university. The study utilised a pre- and post-survey to collect quantitative data from 95 first-year teacher education students. Lizzio’s (2006) Five Senses of successful transition was used as a lens to analyse the data.
4.5 Workshop 15: ‘Matching’ skills: how to enhance reflection of First Year Students on their study choice to prevent them from dropping out in the first year
Marja (Drs. M.W.) Zuiderwijk and Leonore Zuijderhoudt – University Of Applied Sciences Utrecht
In Utrecht, prospective First Year Students take part in a ‘matching event’, a study day before the start of the academic year on which they can get a taste of the specific study programme of their choice, to offer them opportunity to investigate whether the bachelor programme they have applied for is the right choice. In this workshop we will discuss and practice with methods for enhancing reflection of First Year Students during the matching.
4.6 Workshop 16: Student Engagement in Assessment: Expectations and First Year Experiences
Esmé Spurling and Chidimma Okoye – Office Of Teaching & Learning, Vice Chancellor’S Office
This workshop will provide an opportunity for interactive group discussion and for student voices to be shared on their understanding and experiences of assessment in Higher Education, based on a series of 2018 (staff) workshops held at Coventry University. As a group, we will explore the understanding of modern assessment methods, criteria (rubrics), learning outcomes, feedback/feedforward, assessment errors and skills development, with support from our multi-cultural student feedback. We will conclude with a discussion on the way assessment will be developing for the current student during their transition to University and how technology can and will play an impact in this future change.
4.7 Workshop 17: Dream teams
Thomas Kroes – Student of University for Applied Sciences Utrecht
What are the benefits and the challenges of interdisciplinary student-led teams for a university? What are the effects of these teams on the student’s life? In this dynamic workshop, members of dream-teams will tell about their experiences, discuss the opportunities for the university and find out what the positive or negative effects are on a personal level.
4.8 Workshop 18 Supporting students through an off-campus experiential learning opportunity: did we get it right this time?
Andrea Lyons – Lewis Department Of Sociology, Nottingham Trent University
In the workshop I will share our experiences of supporting students using reflective practice, through a challenging off campus learning experience: service learning. This involves students applying skills and knowledge from year one to live projects with local not for profit organisations in two.
4.9 Workshop 19: Do students succeed better when seen?
Harald Åge Sæthre, Kristine Lysnes and Håvar Mjøs Nilsson – Faculty Of Mathematics And Natural Sciences, University Of Bergen
Huge classes with many hundred students makes it easy to disappear as an individual student. To “not attend” is seen, by many students and academics, as an academic freedom that must be protected. At the same time, we can see that different tests with mandatory attendance gives better results and better retention. Is it possible to get better attendance without making it mandatory?
4.10 Show & Tell session: Learning Strategies
Embedding transition initiatives and personal development within a large-scale and integrated approach to the first-year business curriculum
Douglas Carrie – Faculty Of Business And Economics, The University Of Auckland
The University of Auckland has a sequence of core Business 101 and 102 courses were 2,000 students per semester are enrolled into 20 streams/sections and organised into over 300 teams. The aim is not only to deliver an integrated introduction to the study of business, but also to take a holistic approach in supporting our students’ transition to success in their University studies.
A Teaching Method of Integrated Self-Regulatory and Learning Strategies in Higher Education
Mirjam Mekhaiel, Benoît Galand and Marco G.P. Hessels – University Of Geneva
We will present the long and short term results of the impact of our method that can be implemented as part of an existing course and as a study skills course. We will show how teachers and support services can teach and guide students in planning, monitoring, and evaluating their progress and efficiency while working on their study tasks, using different learning strategies. Samples of our sub-studies vary from 40 to 120 1st year students.
Learning Development: Measuring the impact of academic skills support on student success.
Ellen Pope and Dr Gareth Woods – Aston University In Birmingham (Uk)
Aston University’s Learning Development Centre (LDC) helps students remain and succeed in their studies through the provision of mathematics, academic writing, and study skills support. This session shows how the LDC impacts on the grades of students accessing support, particularly those from under-represented and disadvantaged groups. Taking the Foundation Degree in Engineering as a case study, the session shows how academic support has benefited first year student progression, achievement and overall happiness on their course.
Facebook, flashmobs and Photovoice: using social media to increase inclusivity in higher education research
Claire Reid Mackie – University Of The West Of Scotland
This show and tell session will outline an inclusive approach to educational research called “flash Photovoice”. Based on the participatory methodology of Photovoice, it incorporates the use of social media, namely Facebook, to initiate data collection and stimulate discussions among participants whose first year at university is actually third year.
Poster 1 Matching the first-year experience
Linda Van Ooijen – Van Der Linden, Liesbeth Woertman, Susan te Pas and Maarten van der Smagt – Psychology Department, Faculty Of Social And Behavioural Sciences, Utrecht University
We present a matching programme for our psychology bachelor programme that closely resembles a typical first-year study. It includes lectures, seminars and different forms of assessment. Such a programme prepares prospective students for their first year, while the obtained assessment information enables tutors to better support their students.
Poster 2 Three types of engagement: a concise review model for the First Year Experience
Oscar Van Den Wijngaard – Edlab – Maastricht University
“Following a common approach in the literature on student engagement EDLAB uses three distinct yet related aspects of engagement to analyze the impact of the first year experience on students: affective, cognitive and behavioral. An analysis on the basis of this model helps understand how curriculum design, pedagogy, extra-curricular activities, advising, social life, etc. have an impact on persistence and retention through the way in which they affect these three types of engagement.”
Poster 3 From Expectations to Experiences – What First Years Have to Say.
Cliona Hatano – Cork Institute Of Technology
Cork Institute of Technology, Ireland, has a long and hard-earned reputation for being student centric. Its Student Engagement Office (AnSEO) works closely with CIT Students’ Union to develop Student-Staff partnerships. sparq@CIT (Student Partnership in Quality) provides innovative ways of enabling students to discuss their learning with staff, provide feedback and work together to
Poster 4 Academic Success Coaching. Raising Expectations, Enhancing Experience
Mary Mccarthy – Anseo. Student Engagement Office.Cork Institute Of Technology
Academic Success Coaching (ASC) in CIT works with first years to ensure academic progression and increased student experience of self-efficacy. ASC enables students to pick up techniques and methods that work for 3rd level. Early alert student profile surveys enable us to identify “at risk” students and respond to emerging transitional issues through tailored workshops, individual Academic Coaching consultations, liaison with academic staff and targeted social media messages.
Poster 5 Be the First! Peer Mentoring for First Generation Students at the University of Graz
Victoria Reszler – University Of Graz, Austria
In Austria, students with an educationally disadvantaged background are still underrepresented in higher education and are struggling with higher drop-out rates especially in the first year of studying. The University of Graz intended to improve the support for so-called first generation students (FGS) by developing a peer mentoring program for future and first year students who are the first ones in their immediate family to attend university.
Poster 6 Good Start is half the work
Lisa Moran – Cit, Anseo, Student Engagement Office
Cork Institute of Technology’s Good Start welcome is a high-vis, peer-led, purposeful first four weeks programme which aims to ensure that incoming first year students feel supported, informed, welcomed and that they matter. Good Start aims to increase both academic and social engagement early in students’ third level experience and has had a transformative impact on first year students’ experience of CIT.
Poster 7 Pick& Mix: a fresh approach to Orientation
Bronwyn Farr – University Of Aberdeen
I moved from Canada in 2008 to complete my MSc and lived in Swansea, London and Aberdeen. I’ve worked in UK and EU Student Recruitment, Erasmus and Study Abroad/International Exchange, and now I am responsible for running both the International Centre and the Orientation programme for incoming students at Aberdeen.
Poster 8 Using peer educators to create an active learning environment for first-year students
Madeleine Lorås – Norwegian University Of Science And Technology
During the fall of 2017 the Excited center for excellent IT education set out to solve the challenge of creating an active learning environment for a class of 130 first-year students through organizing an interdisciplinary study day using peer educators. This poster session will present the results and experiences from this initiative.
Poster 9 The impact of a memorable event upon the 1st year student Nurse journey
Robert Mapp and Lisa Abbott – Birmingham City University, School Of Nursing And Midwifery, Programme Director For The Bsc (Hons) Nursing Course
At Birmingham City University we have created memorable events which act as landmarks in recognising student’s achievements. These events both celebrate the student’s success and empower students to become resilient learners. Thus developing social capital and enhancing belonging to the university, this has the potential to encourage student engagement and reduce attrition.
Poster 10 Enhancing first year success by exploring the student role in higher education
Fiona Veraa – Professorship Vocational Education Of The Centre For Applied Research In Education Of The Amsterdam University Of Applied Sciences
We explore the student role by identifying demands, behaviors and strategies that students should master to be successful as a student in higher education. The study maps the influence of social and cultural capital on the socialization process into the student role.
Poster 11 Implementation of E-portfolio System to Encourage
Jinhee Kwon – University College Of Yonsei University
The e-portfolio program suggested in this study is originated from national learning account system, a kind of e-portfolio to facilitate self-directed learning. This study suggested the structure of educational e-portfolio program in higher education context and some policy implications for the implementation of the system at the higher education institution.
Poster 12 Understanding the psychological needs of black and minority ethnic social work students at university
Liz Clarke – Oxford Brookes University
Black and minority ethnic (BME) students disproportionately experience difficulties with academic progression than white students: they are more likely to defer, have academic work referred, take longer to complete the course, and withdraw from the course altogether. The poster will present research and report on the findings of a literature review and a focus group which was carried out with a number of first year BME students studying social work.
Poster 13 Pre-College Program for international students in Residential College Environment
Hyekyung Hong and Jeong_Ah Cho Yonsei – University/University College
This presentation has a twofold purpose: (1) to share Pre-College Program for international students in residential college environment and (2) to suggest implication from our program, discuss how to make up for limitation.
Poster 14 Induction Week – 1 Week Excerise
Anne Rogers & Deirdre Ryan – Department Of Architecture, Cork Institute Of Technology (Cit)
The focus programmes are Architectural Technology & Interior Architecture, both delivered as Ordinary Degree – Level 7 Programmes and Honours Degree – Level 8 Programmes. Architectural Technology involves the technical issues of the architectural design process. While Interior Architecture involves the design of building interiors, from layout and structural resolution to furnishing & decoration.
5.1 Paper session: Bringing together
Bringing students together with Inter-Professional Learning (IPL)
Clair Zawada – Birmingham City University
The Faculty of Health, Education & Life Sciences recently hosted their 2nd Interprofessional Learning (IPL) conference, designed to enable students and staff to learn with and from each other. The conference offers sessions from multiple disciplines that encourages further learning, and also instils a sense of belonging within the Faculty.
The Impact of Friendship on first time in college students’ resilience and wellbeing.
Jenny Petrucci – The American University Of Rome
This paper focuses on an ethnographical study dealing with the impact of friendship on first time in college students’ resilience and well-being and offers a thorough analysis of those elements helping students in their transition to college.
5.2 Paper session:
Cutting through the noise: using a smartphone application to build confidence in first-year students
Prof Nick Morton, Prof Hanifa Shah, Thomas Pritchard and Wil Vincent Faculty Of Computing, Engineering & The Built Environment, Birmingham City University (Bcu)
A reflection on the design and uptake of an innovative smartphone application, planned to digitally engage first-year students with key information as they begin their studies. Initial results show an increase in both sense of belonging and preparedness to study, important factors in indicating student success in the longer term.
Get Set for Success: a Widening Participation (WP) focused pre-entry programme for transition into Higher Education (HE)
Vera van Leeuwen – St Mary’s University, Twickenham, London
Students from under-represented (WP) groups are at risk of failing to achieve and engage at university. The aim of GSfS, a two day residential programme for WP students, is to improve student retention and success through the enhancement of transition into HE and to get a ‘head start’ to feel academically and socially prepared for university. Analysis of five years’ worth data shows that entrants feel significantly more confident after the programme than before.
5.3 Paper session: Expectations
Successful student transition: Enhancing academic and information literacy through collaborative partnerships
Lisa Emerson – College Of Humanities And Social Sciences
This paper reports on the results of a 5-year study which investigates whether developing seamless information/academic literacy expectations through partnerships across the secondary and tertiary sectors in New Zealand is effective in enabling student transition.
Images of Inquiry: first year students’ understandings and expectations of university research
Dr Grant Bage and Dr Karen Smith – School Of Education
This paper reports ongoing research and development project from an English University exploring first year students’ understandings of research and inquiry, their previous experiences and future expectations of university-based research. Participants in the session will reflect upon undergraduate induction into research and inquiry, from student and educator perspectives; and have opportunities to evaluate and contribute to the development of educational activities or approaches, to improve first year students’ induction and experiences.
5.4 Paper session: Effective Induction
Doing Induction: a student perspective
Ruth Payne and Sarah Graham – School Of Languages, Cultures And Societies, University Of Leeds
We report here on a joint project between the universities of Newcastle and Leeds, exploring students’ initial sense of belonging and preparedness. Using a thematic approach, we reflect on how our induction programmes have met student expectations of the transition to undergraduate study. We ask how much we can really influence student expectations before they arrive, and consider this alongside the culturally fluid phenomenon of broader social expectations and the ever-present matter of student confidence.
Gathering first year students experiences by mystery shopping
Mira Valkonen, Tiina Niemi, Verna Hahtola, Aliisa Saari, Eila Pajarre – Tampere University Of Technology
Mystery shopping is commonly used in retail stores, restaurants etc., but rarely used in universities. In Tampere University of Technology we decided to try mystery shopping as a new way of gathering a holistic view of first year students’ transition phase. Altogether 65 first year students were acting as mystery shoppers, reporting their personal experiences of teaching, student services and facilities in campus and learning culture as a whole during their first six study weeks.
5.5 Workshop 20: Investigating credibility-based strategies for inclusive classrooms
Louise Autar Research master student Gender & Ethnicity – Utrecht University
In this workshop, I will elaborate on the usefulness of credibility as a perspective on classroom interactions that foster inclusiveness in classrooms. Through various interactive exercises, participants will be familiarized with vocabularies of epistemic trustworthiness and the entanglements with “diverse” identities that can make for feeling in- or excluded.
5.6 Workshop 21: Getting first-years involved: Student organisations and their importance (from experiences to collaboration)
Emma Carpay and William Carey – Utrecht University and University Of Manchester Students’ Union (Umsu)
What does student involvement and student government mean for different Universities? What challenges are experienced from different perspectives of student organisations? It is important to understand the opportunities for impacting First Year’s in their student life. William Carey (Manchester University) and Emma Carpay (Utrecht University) explain and discuss the unification of student through student-led organisations and generally, will try to give tools for how to get the students and staff involved!
5.7 Workshop 22: A practical approach to stimulate motivational and self-regulated learning
Angela Markenhof, LL.M and Elma Zijderveld – Educational Consultancy & Professional Development, Utrecht University
Not all students are able to successfully make the transition to higher education. They neither know how independent learning works or what they have to do to ensure it. This workshop introduces a simple tool for having clear and effective mentoring conversations. The tool enables one to systematically diagnose bottlenecks in student performance and motivation. Moreover, it reveals opportunities to resolve these, thus helping students to develop into more independent and self-responsible learners
5.8 Workshop 23: Using learning analytics to support students throughout the first year
Ed Foster, Rebecca Edwards, Ann Liggett/ Tinne De Laet, Jasper Witters, Katrien Heirwegh/ Nynke Bos – Nottingham Trent University/Ku Leuven/Leiden University
This session will present key findings from three institutions using learning analytics to support students. It will explore the use of information to support students through critical points in the first year, and allow attendees to reflect on how they currently/could use data to support students in their own contexts.
5.9 Show & Tell session: Bridge between students and academics
We are the Champions! – How the Student Experience Champion and Student Engagement Champion have had an impact on student success, progression and retention.
Melanie Gill – University Of Brighton, School Of Education
This session will explore how these roles may have contributed to top student survey scores for the University of Brighton’s School of Education. The roles include individual student support; managing PASS (Peer Assisted Study Sessions); managing the Assignment Support Team (a peer mentor one-to-one support project); coordinating Student Experience Leads and Personal Academic Tutors; developing best practice around assignment extensions, mitigating circumstances and widening participation; engagement with student reps and the School’s student forum in relation to the National Student Survey (NSS) and Brighton Student Survey (BSS).
How to benefit from an extra layer of teachers – experiences of Junior Lecturers
Roeska Blankevoort – Falw, Vrije Universiteit Amsterdam
Since 2013, the Bèta faculty of the Free University in Amsterdam has hired Junior Lecturers for their educational programs. These Lecturers have several important functions within the education BioMedical Sciences. Specifically, these lecturers are dedicated to the whole first year of the students. They coordinate the introductionary course. They design new forms of exercises for other courses. Because they teach in all the courses, the ensure continuity between courses and can point this out to the Students. They have set up a career path supervision for the students, tools that will be used throughout their careers.
Creating a First-year Student Academic Enrichment Program at an International Branch Campus
Samantha Neugebauer, Carla Botha and Angelyn Hilgendorf – New York University Abu Dhabi
This workshop explores the administration and pedagogy of NYU Abu Dhabi’s Academic Enrichment Program, which is an invitation-only program for local Emirati students. This yearlong program provides a specialized writing-intensive curriculum and experiential learning opportunities which promotes diversity and inclusion. Our experiential learning includes international travel to Florence and Berlin as well as local course trips to sites like the Louvre Abu Dhabi and Wahat Al Karama, which link directly with curricular learning outcomes.
Peer Assisted Learning (PAL) – using a feedback loop to bridge unmet expectations
Katrin Neuhaus – Bielefeld University, Centre For Teaching And Learning, Peer Learning
The feedback loop is a key element of the Peer Assisted Learning (PAL) scheme that offers a regular exchange between first year students, older students and academics that helps adjust and communicate students’ and teachers expectations and needs. This low-threshold approach facilitates a cooperative learning culture and collaborative teaching development between students and academic staff.
5.10 Show & Tell session: Diversity/well being
Study Buddy and more PAL-initiatives as extra support for students with migration background
Joke Vanhoudt and Margo Landsheere – Ku Leuven
The Avicenna Fund wants to raise the success ratio for students with migration background and supports initiatives regarding social and academic integration. Therefore, the Study Buddy project was started and support for PAL-sessions was provided. We still have some questions about recruiting, implementation, accreditation regarding PAL.
Student wellbeing (research) project
Nikkie Gubbels, Rutger Kappe – Inholland University Of Applied Sciences
Strengthening the wellbeing of students is seen as an increasingly important approach of the development of students’ social, emotional and academic skills. The aim of the student wellbeing project is to investigate the state of student wellbeing in Dutch higher education, the factors (stressors & energy sources (e.g. pressure, exams, social and academic integration, cohesion) influencing wellbeing and possible find best practices to help students (curative and prevention).
The natural science orientation study for refugees at the University of Bielefeld/Germany as a practice example
Christine Rausch – Centre For Teaching And Learning
The session will show a practice example to prepare students with refugee background for higher education and shall give an opportunity to discuss several aspects in respect of supporting and including the target group. It is shown the development, core elements, chances and challenges of the natural science orientation study. A preparatory and bridging program, which had to be embedded into the legal, institutional and political framework and had to find new structures to integrate and to empower a very heterogeneous group with special needs.
6.1 Paper session: Curriculum Interventions
Learning from the Failure Slam: The Risky Business of Embracing Failure through Low Stakes, High Impact, Collaborative Curriculum Opportunities
Dr Kerry Gough – Nottingham Trent University
Examining the risky of business of embracing failure within the curriculum, this session explores the development of collaborative low-stakes, high impact learning opportunities that facilitate the management of student expectations of the higher education experience. This session offers practical solutions that aid our students’ in their personal and professional development.
Developing Educators: using situated learning to motivate for change
Kelly Peake, Seymour Wright and Sally Mitchell – Academic Development/Queen Mary University Of London
Developing Educators is a large-scale project that takes a holistic view of first year programmes across a whole Faculty of Science and Engineering, using ethnographic methods to answer the deceptively simple questions: what is actually happening in teaching and learning spaces? To what extent does it seem to work? This paper offers tentative answers and outcomes, and a reflection on the how to use situated learning as a motivator for change.
6.2 Paper session: Well-being
Forward Thinking – Thinking Differently About Specific Learning Differences
Gareth Hughes Student Wellbeing – University Of Derby
Forward Thinking is a strengths based pilot intervention, that uses the concept of neurodiversity to improve the confidence and self-perceptions of students with dyslexia. This paper will examine the rationale for this approach, share examples of content and outline the results of our evaluations and the next phase of development.
The importance of providing mentoring and guidance of students: not only with the objective of enhancing their academic achievement but also personal development and wellbeing.
Jacques Van Der Meer and Stephen Scott University Of Otago
The increase of students’ mental health problems has highlighted the importance to support students not only in their academic endeavours but also in their overall wellbeing. Academic achievement and student wellbeing are intricately linked. Findings from a pilot project at a New Zealand university clearly showed this. We will present a framework and research agenda aimed at developing a systemic, intentional and research-informed process to support students’ in their academic and personal development.
6.3 Paper session: Behavioural research
The association between students’ academic need satisfaction and their motivation: the longitudinal change and stability of motivational profiles during a transition
Evelyne Meens – Fontys University Of Applied Sciences
The results of this study suggest that to enhance students’ autonomous motivation after an educational transition, educational institutions should invest in interventions that make sure that (1) students are satisfied with their chosen major (need for autonomy), (2) students feel at home right after the transition (need for relatedness), and (3) students’ self-efficacy and academic adjustment are stimulated (need for competence).
Investigating the First Year Experience at Maastricht University
Valérie C.E. Drost – Edlab, Maastricht University
“The Maastricht University Institute for Education Innovation (EDLAB) conducted a qualitative study to investigate the First-Year Experience (FYE) at Maastricht University. A series of 14 focus groups were conducted among full-time Bachelor’s students (N=92). We focused on several FYE-related themes including the pre-academic period, academic and social adaptation, faculty introductions, Problem-Based Learning, education, prospects, and support. A three-domain model of engagement (i.e. affective, behavioral and cognitive) was used to analyze data.”
6.4 Workshop 24: A Guided Start within the Student Lifecycle
Katharina Salicites, Andrea Bernhard and Martin Ebner – Graz University Of Technology
In 2015, the University of Technology Graz started the project “Education 2020” with a specific strategic direction with a focus on strategic higher education development. The “Guided Start” within the “Strategy of Academic Affairs” at our University aims to minimize the difficulties of first year students and ensures a quick entry to the university. We want to discuss three measures, which were developed within the project. Those are Online-Self-Assessments, MOOCs as bridging courses and Student Mentoring.
6.5 Workshop 25: Designing Staff Development to Enhance the First Year Experience
Luke Millard Birmingham City University
This workshop will challenge participants to co-design a staff development course that will ensure we and our colleagues design and implement better first year programmes for our students. It will draw upon a First Year Experience module that is part of the MEd offer at a UK University. The approach of the existing staff development course will be outlined and critiqued as we strive to work together to identify what should be the key components of a staff development offer on transition and the first year first experience.
6.6 Workshop 26: Religion, Culture and Employability
Tao Jiang – Leeds University Business School
In line with the Diversity and Inclusion theme of the conference, this workshop will look at how university could support first year female Muslim students to develop their employability skills and explore their full potential.
6.7 Workshop 27: Common Reading – Going Beyond the Book
Dr. Catherine Andersen – Vice Provost University Of Baltimore
Common reading programs occur when groups of incoming first-year students read the same book(s) and participate in activities that create a common intellectual experience. This workshop will provide information on planning campus events, including goals and outcomes, assessment plans, budget, book selection criteria, and in and out of class programming.
6.8 Workshop 28:Reflections on a student led initiative from EFYE 2017: Did we ‘encourage student staff collaboration’?
Samuel Geary, Stuart Brand, Alex Gittings and Jack Hogan Birmingham City University
We will be reflecting on a student led initiative we trialled at EFYE 2017. Using the outcomes of individual sessions and comments from the post conference survey we will discuss how the event was received and what can be done to improve similar initiatives in the future. Students who led individual sessions will be sharing their own reflections as well.
6.9 Show & Tell session: Student Engagement
VOICES – the stories of minority groups
Benedict Rowswell – Falmouth & Exeter Students’ Union
Voices is a collaborative FXU project, to provide a platform for students whose voices might previously have been lost in the noise. A multi-channel venture, on and off line, Voices is comprised of impactful events and engaging campaigns. This prestigious project will showcase five volumes over the course of the current academic year, sharing the raw, authentic experiences of students from Falmouth University and the University of Exeter in Cornwall.
Supporting 1236 students with a disability: reshaping processes and initiatives
Ruth Cnockaert Ghent University – Department Of Educational Police – Student Counseling Office – Office Student & Disability
The enlarging group of students with a disability at Ghent University has led to adapting some processes and initiatives. Ghent University handles a dual track policy regarding students with a disability by strengthening both general services and specialized support.
Dare to be different: a succesful diversity policy in higher education
Elke Emmers and Evelyn Morreel Odisee Hogeschool
Odisee, a university college in Belgium, is creating a powerful learning environment for each student, where a broad basic understanding is the basis for the diversity policy and where we grow towards an inclusive education community in which the learning environment is stimulated to make use of student differences.
6.10 Show & Tell session: Retention
Succeed criterier in the first semester of the bachelor study in nursing education
Hege Aamlid and Karin Kongsli – Vid Specialized University, Oslo, Norway
The cause of our success is that we have integrated nursing knowledge, student wellbeing and exam preparation. The success criteria are divided into several themes that will be presented in the Show and Tell Session.
Result: 2.6% drop off, improvement of grades for exams, 4% failure rate, the students reports high satisfaction and wellbeing.
Addressing Retention in the First-Year: strategically informed, student-centred delivery
Dr Ian Glen – Heriot-Watt University
Heriot-Watt University is a truly global operation which operates across five campuses. With the objective of creating a sense of belonging across such a diverse community, we have been focusing on improving student retention at multiple locations with the first year being the key area to enhance.
Identifying longterm students
Huub Everaert – University Of Applied Sciences Utrecht
A treatise on the methodology of identifing present students at risk of delaying graduation at the Seminarium voor Orthopedagogiek (Master SEN, University of Applied Sciences Utrecht).
Individualising the student learning experience: Lessons learned from 2-years in private sector education
Matthew Portas – Teesside University/The Football Association
This show and tell session will focus on the lessons and experiences of the presenter having moved from teaching students in a UK university to working with workforce development and education within the private sector.
Next steps? Writing about and publishing on your first year experience practice and/or research
Diane Nutt (Chair EFYE) and Luke Millard (Birmingham City University)
This is the first ever post-conference workshop at an EFYE event. We would like to invite any delegates at the conference who are hoping to write and publish their work on first year experience to come along and discuss possibilities.
Have you presented at the conference? Have you done research on an aspect of first year experience? Have you an innovative example of practice supporting first years or students in transition that you have evaluated and would like to share more widely? The presenters are hoping to put together a special issue on first year experience for a journal so this is one possible opportunity, but we are also aiming to use this session to explore the many ways you might publish your work on first year experience, and to consider what support you might need. Have you written for publication before? Do you need a co-author? Do you have some great practice but need a colleague from elsewhere doing similar work to explore cross-institutional and/or cross-national examples? Do you need ideas of where to submit your work? Do you need a network of colleagues to motivate you? We may also explore the possibility of setting up a European community of practice for writing about FYE.
- Preconference sessions. These sessions are interactive, and longer than the conference workshops to explore a topic and to network with colleagues interested in similar issues.
- Show and Tell. Four show-and-tell presenters are grouped for a 60-minute session.
- Paper sessions. Examples of practice or research, with evidence of evaluation and/or research outcomes.
- Workshops. Interactive sessions led by one or more workshop leaders in which educational insights, solutions to problems or effective practices within the themes are shared and actively developed with the international conference delegates.
- Poster sessions. Posters will be displayed during a special poster session. Delegates visit the poster sessions and informally talk to the poster presenters.
- Post conference session. Diane Nutt and Luke Millard would like to invite any delegates at the conference who are hoping to write and publish their work on first year experience to come along and discuss possibilities.