University Interventions Supporting First-Year Undergraduates' Transition

Exploring early experiences of first-year undergraduates and initiatives by universities to aid their transition. Includes a session outline from the University of Glamorgan detailing various support programs and strategies targeting at-risk groups for better retention and performance outcomes.

• University interventions
• First-year undergraduates
• Transition support
• Student retention
• Education initiatives

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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. Glamorgan Logo University context 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

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

6. Year 1 retention & performance 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

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

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

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

10. Unprepared highest cited reason for WD & SS Early disengagement highest withdrawals during induction and first few weeks of term 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

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

12. 2001/2 - 10 late starters - only 4 progressed to year 2 2002/3 17 late starters - only 5 progressed to year 2 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

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

14. Reasons for drop-out can be complex and inter-related, but often solvable with right intervention and support 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

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

16. Academic problems: 2nd highest reason for withdrawal Additional support for potentially at risk students 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. Buddy Scheme Resit Revision Week Late Starter Support at risk groups Drop-in Room P A S S Progress Meetings

18. Support transition and integration to HE Raise performance improve progression rates 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. Buddy Scheme Late Starter Support Resit Revision Week at risk groups Drop-in Room P A S S Progress Meetings

20. 2000/1 - 33 students (15%) failed to progress to 2nd year 2001/2 only 13 students (8%) failed to progress 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 20 students @ 4,500 per annum = 90,000

21. Estimated saves over 2 years 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

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

23. The project (2001-3) 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)

24. Timeline to aid student retention

25. Zone 1 issues University Actions identify non returners induction programme (good staff) the Big Welcome late enrolees - outside system support late returners repeaters - progress meetings at risk 'screening' first register checks preparedness integration/isolation 1 2 3 week adaptation to new environment enrol/queue module/award choices timetable induction programme finance issues: loans/grant/fees job home/digs Student Expectations understanding HE expectations socialisation LRC Password/IT issues finding way around/getting lost Students expecting contact Uni WD Transition and integration Flags Stud Expecting contact

26. Examples of student dialogue 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.

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

28. Zone 2 issues first tutors = good guys time management - real time! promoting autonomous learning late enrolees - special event University Actions late returners - special event late repeaters - special event first absence follow ups time-management made the right choice - award? - university as a whole? 4 5 6 week establishing friendships finding way around/getting lost keeping up with changing info dealing with homesickness possible first approach to tutor making decisions about balance time management Student Expectations Students maintaining contact Uni WD - Made the right choice? Flags Stud Maintaining Contact

29. Examples of student dialogue 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 .

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

31. Zone 3 issues intervention after non-sub ass 1 register checks ongoing study health check progression report from tutor University Actions academic counselling first feedback on assessment student profiles disengaging drifting off 7 8 9 10 11 12 week assessment ongoing Student Expectations non-submission attendance ongoing learning independently (or not) ongoing tutor contact am I on the right course? poor attendance am I part of this community? issues of my own making feedback on progress Students seeking contact Uni WD - Disengaging / drifting away Flags Stud Seeking or Wanting Contact

32. Examples of student dialogue 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.

33. Zone 4 issues exam information revision & exam workshops University Actions award board information advice about putting things right strategies for continuing wd/ss/transfer advice drift away Revision 13 Exams academic failure 14 15 week revising resits Student Expectations time management exam technique what do I tell my . head in/out of bucket failure to progress versus withdrawal drift off drop out no contact or discussion Students needing contact Uni WD - Performance issues Flags Stud Needing Contact

34. Examples of student dialogue Ihaven 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 vefailed? I ve failed some modules. Am I allowed to continue - will I be kicked off the course?

35. Key elements for reducing attrition in Zone 4 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?

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

37. 2005 An Advice Shop in every faculty

38. Advice Shops baseline provision one stop shops 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

39. Student pressures before family classes assignments homesickness expectations paid working hours health debt

40. ..after knowing who to go to coping strategies learning to learn support when needed

41. The Glamorgan Online Learner Support Tools Early Days Study Health Check Being successful in your repeat year of study

42. Glamorgan Online Learner Support Tools Study Health Check Successful Repeat Year Early Days End of year and post resit result periods Release: Term 1 Term 2 Audience: First year undergraduate and direct entrants All students with Repeat Year status All students, all levels

43. Question sets Mix of information, developmental and reflective questions Nature of HE study Academic resources Induction Integration Transition

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 Good - remember too that working independently doesn't mean that you can't seek help and support - whether it's to help you do things better or get some advice when things go badly. Yes Studying in higher education is different from your previous educational experiences. At university, you are not going to find tutors leading you all the way to your degree - you have to do it yourself, although your tutors will give you guidance and advice. You may have heard the term 'reading for a degree' being used to describe studying in higher education, and that's exactly what you are expected to do - read, research, enquire, and think independently so that you contribute not just to your own learning, but to the experiences of others in your group or class. Want to know more? Have a chat with one of the advisors in the Education Drop-in Centre or call into your Faculty Advice Centre. No

46. Sample of data from 2010-11 54% Yes, on the whole 43% It has been mixed 3% No Are you enjoying your studies? 90% Yes 10% No Do you feel you picked the right course? 6% Yes and I d like to talk to someone 20% Yes, but I m OK now 74% No Have you ever considered withdrawing or suspending from your course?

47. Sample of data from 2010-11 Have you missed any timetabled sessions? 44% I ve attended everything 51% Yes, but with good reason 4% I ve missed lots of classes Do you know what plagiarism is and why it is unacceptable? 81%Yes and I know how to avoid it 18% Yes, but how can I avoid it? 1% No what it is? Do you find it difficult to balance academic and other commitments? 44% Yes 56% No

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

50. Julie Prior djprior1@glam.ac.uk 01443 482992