Mapping pedagogical practices through a framework on FYRE Dr Ana Baptista Queen Mary University of London a.baptista@qmul.ac.uk *FYRE – First YeaR Experience

Why is FYRE important? (…) successful transition can be measured not simply in terms of whether students continue on their programmes, but whether in doing so they are provided with the opportunity to achieve their full potential. (our emphasis - Whittaker, quoted by Johnston, 2010, p.4) Student success is largely determined by student experiences during the first year. (our emphasis – Upcraft, Gardner & Barefoot, 2005, p.1) ‘The’ FY Experience is complex: The first year experience is not a homogeneous experience but a multiplicity of experiences contingent on type of institution and student characteristics (…) Furthermore, the first year experience evolves and changes both temporally and culturally. Issues facing students when they first arrive are not the same as issues half way through the first year or towards the end. (Harvey et al., 2006)

FYRE (aspirational) Framework

Concerns NSS scores and student satisfaction as a whole … Through conversations with module convenors, teaching teams, TAs… NSS scores and student satisfaction as a whole Students’ lack of in-class interactions – too passive behaviour Students’ lack of preparation for classes First year students less prepared for HE Using more interactive strategies but without ‘loosing control’ of the class

The classroom Nowhere is involvement more important than in the classrooms of the university, the one place, perhaps only place, students meet each other and the faculty, and engage in learning. For that reason the centerpiece of any university policy to enhance retention must begin with the classrooms and serve to reshape classroom practice in ways that more fully involve students in learning, especially with other students. (our emphasis – Tinto, 2003, p.4)

Engagement – Kuh, 2016 Although engagement has multiple meanings and applications, I use it here to represent the time and energy undergraduates put forth in educationally purposeful activities combined with the policies, programs, and practices that institutions employ to induce students to put forth such effort (Kuh, 2003).

The context(s) Schools within the Faculty of Humanities and Social Sciences Discussions with > 30 teaching staff around their teaching and/or curriculum design Observed 10 first year modules (being 1 semester and year long) Observations and collaborations developed throughout the 1st and 2nd semesters Observation of sessions: Monday morning to Friday afternoon Number of students: ranging from < 10 students (tutorials), to up to 15/20 students in seminars, to > 200 students in lectures

Cooperative learning (i) Brainstorming and revision; starting a lecture In groups of 2 or 3, write in a piece of paper all concepts you know about (specific concept). At the end of the lecture you will be able to go through them and check which you know or still need to go through. Note taking, systematisation, and peer learning; middle or end of a session Compare your notes from today’s session with your neighbour, and try to note one common thing about (specific theme/concept).

Cooperative learning (ii) Interpretation, argumentation, and knowledge consolidation; at any point of a lecture or seminar In groups of 3. Same questions to everyone or different questions per group. The student in the middle is in favour of an argument; the other two colleagues have the role of devil’s advocates. You have 5/7 minutes. Turn to the person next to you, and identify some of the main ideas that you could use to answer Q1 and Q2 of the essay.

Cooperative learning (iii) Note taking, oral presentation, systematisation, and peer learning; at any point of a tutorial or seminar Each student had a paper to read. Though all papers are different, the main topic is the same. Students ‘pitch’ the main ideas of the paper orally, while taking some notes on the whiteboard. Towards the end of the session, there is a discussion on similarities and differences between arguments as well as methodology, challenges of the research and/or main theme. The entire session is a collaborative work.

Some reflections of effectiveness Higher levels of students’ engagement* (from classes’ observation) Higher levels of academics’ engagement* and apparent higher motivation (from classes’ observation) For academics: development spiral and increased confidence (from classes’ observations and meeting) Happier students and academics (from classes’ observations and moments after class)

(Some) Ongoing challenges and questions Individual partnerships vs culture building Partnerships with ‘converted’ vs ‘non-converted’ academics: how to reach the latter? Practices started by partnerships: how to ensure a (reflective and ongoing) process of continuity, consolidation, and change? How to assure that more academics are aware of and engage with the FYRE framework?

Queen Mary University of London Thank you! Questions? Dr Ana Baptista Queen Mary University of London a.baptista@qmul.ac.uk