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Engaging New Students Through an Extended ‘Induction’ Process Heather Farley Dr Alison Hampton

Engaging New Students Through an Extended ‘Induction’ Process Heather Farley Dr Alison Hampton. Background. Transition from secondary to tertiary education can be difficult & may not be a continuous, linear progression We need to:

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Engaging New Students Through an Extended ‘Induction’ Process Heather Farley Dr Alison Hampton

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  1. Engaging New Students Through an Extended ‘Induction’ ProcessHeather FarleyDr Alison Hampton

  2. Background • Transition from secondary to tertiary education can be difficult & may not be a continuous, linear progression • We need to: • Ensure compatibility between changing (rising?) student expectations & their actual experience(Cook, Rushton, et al, 2005) • Develop effective two way communication with ‘stakeholders’ … • Understand what motivates the ’21st Century Student’ (Redmond, 2008)

  3. Today’s ‘Generation Y’ Student (Redmond, 2008) • ‘Workers with attitude’ who will challenge & are quick to judge ‘value’ • Digital Natives who are connected 24-7 • Unprecedented parental support & involvement - ‘helicopter parents’ • Attendance/punctuality is always optional • ‘Work’ is the Apprentice & Dragons Den • WLB is more than a buzz word • Image or brand matters • Motivated by mentors/coaches & not bosses/superiors

  4. Current Drivers • Student Transition & Retention research, data & activity (Cook et al, 2007) • External Audit: QAA, NSS, … • Internal Policy: University 1st year retention policy; UBS 1st year retention and attendance monitoring & support strategies; Faculty Working Group on 1st year experience • The Stakeholders themselves: students, tutors, parents, school teachers, …

  5. Current ‘Retention’ Figures (based on ‘Success 1’ data…

  6. What is ‘Induction’ Nowadays? • An ongoing process or ‘student journey’ (Cooper, 2007) • Encompasses a number of stages: • Pre-entry &/or Application stage • ‘Front end’ Induction • ‘Ongoing’ Curriculum Development (including aspects such as provision of formative feedback & attendance monitoring) • Onward Progression … with ... • Staff Development activity to support

  7. What is ‘Induction’ ctd? • Incorporates a number of aspects of student interaction: • Academic Need to • Personal get the balance • Social right • Vocational

  8. Pre-entry / Application Stage • Greater involvement re. school visits • Tailored session for BSc (Hons) Marketing during Open Week • - Mini Marketing Activity • Parent & Student evening (CI/CF event)

  9. ‘Front end’ Induction • Year 1 Tutor role – first point of contact • Social Networking Site (confirmed places in August are invited to join Bebo): • Virtual Tour of campus includes facilities and car parking • Links students pre-induction & beyond • Gives an insight into the ‘individual’ student

  10. ‘Front end’ Induction ctd… • Induction – over 2 days in week 0 • Minimum requirements • Informal with interactive sessions • - Ice Breakers: Speed Intro’s • - Team Building: Lost • - Orientation of Campus: Treasure Hunt • - Expectations workshop: Lecturers vs students • ‘A day in the life of a 1st year student’ competition (UBS) • Quiz … ‘Dinner with the Dean’!

  11. Induction feedback from the students….. • “The activities at induction were very good. The orientation task which our group really got into was fun and allowed us to find rooms” • “The first day was very long…the people who came to speak to us were good and friendly but it was a lot to take in” • “I enjoyed the induction tasks and it was good being split into smaller groups because no-one else from my school was doing my course – so it was a bit scary at the start”

  12. Ongoing Curriculum Development • Maximum 15 students per seminar group • Seminars start in week 1 • Small group seminar tutor = Studies Adviser • Formative feedback given by week 6 • Attendance monitoring & interviews (support mechanism) • Use of Turning Point technology • Vocational activity (Personal Employability Skills module; WBL; PDP)

  13. And What Next? • More ‘connectivity’ & integration between different activities / stages / tutors • Continued use of data & evaluation, to: • monitor & evaluate what is done • inform what happens next • Focus a little more on the ‘student voice’ • Look further at ‘induction’ activity beyond year 1/the new entrant … develop ‘independent learners’

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