Christine Hardy, Colin Bryson and Len Hand EFYE Conference 2009 Settled in well socially but just getting by academically : social and academic transition to university at the end of the first year. Christine Hardy, Colin Bryson and Len Hand

Focus Academic and social integration of individual students in first year Presented in 2008 on their expectations and how that matched experience Also looking at the extent of their transition and how much they have ‘moved on Engagement is our main conceptual framework EFYE conference, April 2009

Conceptions of engagement USA – NSSE Australian perspectives Alienation (Mann, 2001) Belonging (Kember et al, 2001) Social and academic integration (Tinto, 1993: 2006) EFYE conference, April 2009

Our take on engagement Engagement is a concept which encompasses the perceptions, expectations and experience of being a student and the construction of being a student in HE. (Bryson and Hand, 2007) Engagement underpins learning and is the glue that binds it together – both located in being and becoming (Fromm, 1978) Strong link to intellectual development (Perry, 1970/1999: Baxter Magolda, 1992) EFYE conference, April 2009

The latest research A longitudinal study of students throughout their degrees – 3 interviews in first year – presented today Examining engagement, expectations, transitions and intellectual development Emphasis on context and changing perspective – focus on the individual (Haggis, 2004) As well as trying out practices and policies…transition projects etc. EFYE conference, April 2009

The individual cases EFYE conference, April 2009

Social dimensions Key influences on social integration friendship networks and desire to ‘fit in’ opportunities for socialising social engagement and identity independent living social learning/learning communities EFYE conference, April 2009

Expectations of friendships and desire to ‘fit in’ I am frightened of the fact that everybody on my course will be new - I suppose everyone is in the same boat. Nobody knows anybody [Keith] all students apprehensive wanted to make new friends and keep in touch with old ones most students knew someone in Nottingham EFYE conference, April 2009

Opportunities for socialising Prior to starting at university Fresher’s Week I mean Freshers were incredibly helpful to be honest. They’ve told me … every question I’ve asked they’ve answered or passed me onto someone who could answer it [Martin] Student Union Social networking EFYE conference, April 2009

Social engagement and identity Made a wide group of friends … the difference from high school is that you don’t really have one or two best friends, … you know people from all over the place so basically wherever you go you see someone that you know … [Kevin] distractions establishing friendship groups moving in with friends next year EFYE conference, April 2009

Independent living wanted to be independent and move away from home Well, I wanted to move away so that ruled out all universities within an hours reach sort of … [Martin] wanted to be independent and move away from home anxiety coming back to university following a holiday by end of year had become independent… you’re more independent in both living at home and also in your work as well … setting own targets … you learn to adjust and it becomes a daily routine [Kevin] role conflict between home and university EFYE conference, April 2009

Social learning/learning communities More frequently students interact with peers in educationally purposive ways the more likely they are to engage with their learning opportunities for peer learning: seminars and groupwork both assessed and non assessed. Informal social learning EFYE conference, April 2009

Academic dimensions Key influences on engagement (Bryson and Hand, 2007) Student expectations and perceptions Balances between challenge and appropriate workload Degrees of choice, autonomy, risk, and opportunities for growth and enjoyment Trust relationships Communication and discourse EFYE conference, April 2009

Academic expectations So I don’t want any expectations really, I don’t want to think I must do this and that … I don’t want to put any pressure on myself, I just want to let it happen, I think [Ryan] Students ambitious and keen to do well But very vague about academic issues – classes and assessment – different but not sure how Intended to work really hard, do whatever was necessary Appeared ready and willing to be engaged albeit with different dispositions to the subject….. EFYE conference, April 2009

Academic expectations were not important! I think as you mature as a person your expectations are always going to change, I think over the year I’ve become more focused on being content with where I am and that means things like being ahead with work and good friends, and it encompasses all of the university experience, so I don’t think I could place my expectations anymore. Because as long as, I’m content, if I’m doing badly in one thing but great in another. [Martin] EFYE conference, April 2009

Workload and challenge It’s a lot less than I expected [Martin] …mind boggling [Ella] Even though I study every day, I’m lacking time [Kelly] The ‘getting by’ approach Appropriate challenge was engaging for Keith and Ryan EFYE conference, April 2009

L&T – autonomy, choice, fun etc I’ve learnt that this is a safe environment to work in and that you can make mistakes. [Ryan] the studio Integrated project – Ella Study groups – Keith Perceived low levels of autonomy (more on self-reliance outside the classroom) Affinity to subject matters EFYE conference, April 2009

Relationships - peers Diverse! Lots of collaborative study and interaction But also alienation through groupwork dynamics, intimidatory atmosphere in some seminars and anti-intellectualism in one case EFYE conference, April 2009

Relationships and discourse - staff I find that I learn much better when I connect with the tutor on a personal basis [but 1 to 1] just doesn’t happen. [Kevin] Conversation by email only….so on good terms but distant (much less than school). Feedback is inadequate for purpose. Not sufficient for trust and understanding, far less discourse EFYE conference, April 2009

Integration and engagement – moving on? On some levels students appear to be fairly engaged – e.g. high attendance, attainment - and socially integrated, e.g. made new friends - ‘become a student’ But only in two cases is intellectual development occurring – Keith and Ryan – others have merely got by, if that… Trust relations with staff are weak… EFYE conference, April 2009

Discussion questions (for students and staff) What is the first year for – what extent of transition should we expect and by when? How do we address the staff – student distance issue? Should we and how do we enhance engagement at all levels in the continuum? EFYE conference, April 2009