Julie Prior

1. Students’ early experiences and University interventions to support the transition of first year undergraduates Julie Prior Student Writing in Transition Symposium 2011 (NTU)

2. Session outline • University of Glamorgan • How it all began, a programme specific initiative • The ‘Timeline’: findings from a programme and faculty pilot • Faculty Advice Shops • Online learner support tools - cross faculty • Final thoughts • Current research

4. Total students – 23,900 (17,000 on campus) 84% undergraduates 60% full time 19% EU and overseas 32% under 21, 39% aged 22-29, 29% aged 30+ 4 Academic Faculties Advanced Technology Business and Society Creative & Cultural Industries Health, Sport and Science University context

5. Initiatives to target ‘at risk’ groups Buddy Scheme Late Starter Support Resit Revision Week PASS Drop-in Room Progress Meetings Initiatives to target‘at risk’ groups on Year 1 of theBA Business Study Scheme (2001-3)

6. Main Initiatives Attendance monitoring Absence follow ups Monitor coursework submission and grades – results follow ups Exit interviews / ‘drop out’ follow ups Central contact point for first years Drop-in visitor analysis Student profiles - problems, experiences, etc Award Board analysis Follow up non-progression Outcomes Accurate data Reasons for WD/TFR/SS Identification of - at risk groups - key risk times Set up of early warning systems ‘Risk’ specific initiatives for 2002/3 Year 1 – retention & performance

7. High risk groups Late enrolees Repeating students Existing HE transfers in Unprepared/transition issues In HE for wrong reasons High risk times Induction and enrolment Early weeks of first term Summer / re-enrolment withdrawal v non-progression Key findings 2001/2

8. Buddy Scheme Resit Revision Week ‘at risk’ groups Drop-In Room PASS Progress Meetings Late Starter Support Initatives to target 'at risk' groups

9. ‘at risk’ groups Buddy Scheme Late Starter Support Resit Revision Week Drop-in Room P A S S Progress Meetings

10. The Buddy Scheme – informal email contact with a designated second year student Aims Support early transition to HE environment Provide additional ‘informal’ support networks Offer personal and individual contact link ‘Unprepared’ – highest cited reason for WD & SSEarly disengagement – highest withdrawals during induction and first few weeks of term

11. ‘at risk’ groups Buddy Scheme Resit Late Starter Support Revision Week Drop-in Room PASS Progress Meetings

12. Mini-induction events for late enrolees / transfers in Late starter packs Ongoing email contact and/or progress meetings Linked with another first year student Aims Facilitate integration into the Award Combat feelings of isolation - being ‘out of the loop’ • 2001/2 - 10 late starters - only 4 progressed to year 22002/3 – 17 late starters - only 5 progressed to year 2

13. ‘at risk’ groups Buddy Scheme Late Starter Support Resit Revision Week Drop-in Room P A S S Progress Meetings

14. Established a base room, where students can informally call in for information, advice and guidance Aims Provide an accessible and non-judgmental central contact point for students Act as an intermediary/sign post for other services Early identification of problems – pre-empt cumulative effect which can lead to withdrawal • Reasons for ‘drop-out’ can be complex and inter-related, but often solvable with right intervention and support

15. ‘at risk’ groups Buddy Scheme Resit Late Starter Support Revision Week Drop-in Room P A S S Progress Meetings

16. Progress meetings with: Repeating students Students with low attendance records Students with non-submissions, failure or low grades in early assessments Aims Maintain regular contact with ‘at risk’ students Action planning – successful strategies for continuing Encourage students to be proactive in addressing difficulties and or ineffective behaviour

17. ‘at risk’ groups Buddy Scheme Resit Late Starter Support Revision Week Drop-in Room P A S S Progress Meetings

18. Peer Assisted Student Support - a mentoring programme run by level 2 student volunteers Study skills workshops to target specific problem areas, eg: time management, academic writing, research and referencing, etc Aims Support academic transition to HE standards and expectations Offer students additional scheme specific academic support Encourage the formation of study groups

19. ‘at risk’ groups Buddy Scheme Late Starter Support Resit Revision Week Drop-in Room P A S S Progress Meetings

20. Free, week long revision event during the summer subject specific exam, assignment and open sessions daily advice surgery study skills workshops Aims Raise performance and attendance at resits Encourage ‘clean progression’ to year 2 Opportunity to offer academic advice and guidance to failing students 2000/1 - 33 students (15%) failed to progress to 2nd year 2001/2 – only 13 students (8%) failed to progress 20 students @ £4,500 per annum = £90,000

21. 2001/2 17 @ £4,500 per annum = £76,500 2002/3 20 @ £4,500 per annum = £90,000 Potential projected revenue £499.5k 2003 Cross school role Support extended to all first year UG students in Business School Estimated ‘saves’ over 2 years

22. Julie Prior& Dr Karen Fitzgibbon Student Expectations and University Interventions - a timeline to aid undergraduate student retention

23. Student Achievement Co-ordinator Year 1 BA Business Studies Scheme (approximately 200 students) Advice Shop Manager School of Humanities and Social Sciences (approximately 5,000 students) The project (2001-3)

24. Timeline to aid student retention

25. preparedness integration/isolation adaptation to new environment understanding HE expectations Students expecting contact Zone 1 issues

26. “At school my teachers told me what to do and when to do it. Here, [university] I’m just left to get on with it.” “My friends spoke of ‘your University friends’ (who they never met) as if these people were an odd bunch of misfits who wore scarves and smoked dope all day.” “I found it so hard living at home, still looking after my little sister, being expected to pick her up from school even when that meant missing a lecture. My parents just didn’t understand how different I needed to be as a university student compared to when I was doing my A levels.” Examples of student dialogue

27. Comprehensive induction, staffed by ‘the good guys’ A central point of contact for student queries ‘Catch up’ provision for late enrolees Key elements for reducing attrition in Zone 1

28. time-management made the right choice - award? - university as a whole? Students maintaining contact Zone 2 issues

29. “Wow Uni is great - partying, new friends, coming and going whenever I want, sleeping in, only 12 hours of classes. Then BOOM assignments! Suddenly I didn’t know if I was coming or going. Up late reading, then partying, sometimes not going to bed at all. First assignment 27% - from then on I started to manage myself a lot differently.” “I want to leave. Everything is so different and I can’t cope. I miss my family, I’m not enjoying the subjects and my first assignment…well I haven’t got a clue where to start”. Examples of student dialogue

30. Establish early warning systems to identify students ‘at risk’ register checks, non submissions, etc Ensure necessary support measures in place Key elements for reducing attrition in Zone 2

31. disengaging drifting off non-submission poor attendance Students seeking contact Zone 3 issues

32. “My lecturer keeps telling me that university is a whole new ball-game...my work has to be a critical appraisal, with evidence and references to back up my argument – but what exactly does this mean?” “In the beginning I thought this is easier than my A’ levels, but that was because I didn’t really understand what I was supposed to be doing. I mean I went to all my lessons and everything, but other than that I pretty much just hung out with my new friends. It took me a while to catch on to the all the ‘extra’ time I should be putting in.” Examples of student dialogue

33. drift away academic failure resits failure to progress versus withdrawal Students needing contact Zone 4 issues

34. “I haven’t sat an exam for nearly 20 years. I just don’t think I’m going to be able to cope.” “I know I should have prepared better, but the exams seemed ages away and I planned to catch up over the holidays. I feel I’m slipping further and further behind and I’m really frightened I’m going to fail.” “Does a D grade mean I’ve failed?” “I’ve failed some modules. Am I allowed to continue - will I be kicked off the course?” Examples of student dialogue

35. Contact underachievers - provide clear and constructive feedback on their results Ensure staff are available to offer practical guidance and advice on strategies for continuing Vigilant monitoring at the start of the new term – who has not returned? Key elements for reducing attrition in Zone 4

36. Multi-faceted issue Pigeon-holing responsibility/staff development Engaging students with the service Simplistic interventions work Timeline conclusions

37. 2005An Advice Shop in every faculty

38. STUDENT FACING - Drop-in service/appointment system to provide: Academic advice Pastoral care Withdrawal, suspend studies, transfer advice Mitigating circumstances advice Referral to other faculties and support departments FACULTY FACING Establishing appropriate Mitigating Circumstances process Involvement in open days, induction, etc Designing and implementing intervention processes Communicating between Faculty staff, students and other Uni support depts Use data captured to produce a research programme for Advice Shops Advice Shops’ baseline provision‘one stop shops’

39. Student pressures – before

40. …..after

41. The GlamorganOnline Learner Support Tools

42. Glamorgan Online Learner Support Tools

43. Question sets

44. Examples of transition questions • Are you enjoying your studies? • How do you feel you are settling into university life? • Do you have a good idea of the approach you need to take to pass your studies? • Have you missed any time-tabled sessions? • Do you understand why you need to work independently at university?

45. Sample question

46. Sample of data from 2010-11

47. Sample of data from 2010-11

48. Final thoughts... • Reliable data about the student experience • Evidence based initiatives • Can be, but don’t have to be resource intensive • Get staff buy in • Disseminate data for institutional learning

49. Current research • What do we know about the experience of students who have considered leaving their studies? • The changing nature of students’ social experience within University • Student profiling at induction - understanding student expectations and perceptions of HE study