International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome

Student Voice and Peer Support during Transition Debbie Meharg Jenny Tizard Alison Varey

Project Interventions

Theoretical Concepts Familiarisation Aspiration Integration

Five Senses of Student Success (Lizzio, 2006) SenseCharacteristicsAcademic/Social integration CapabilityUnderstanding the student role and mastering of academic knowledge and skills Academic integration ConnectednessBuilding relationships with peers and staff, as well as identifying with the university Social integration PurposeSetting realistic goals, engaging with the discipline and developing a sense of vocation Academic integration ResourcefulnessKnowing about university resources and procedures. Balancing work, life, and study Academic & Social integration CultureAppreciating the core values and ethical principles of higher education Academic integration

Methodology Trimester 1 Questionnaire – School of Computing wide – 596 (57%) university – 110 (85%) college respondents Trimester 2 Questionnaire – 3 rd year University students only – 80% response rate – 50% of sample entered through College route Semi-structured interviews with CU Mentors – April 2015

Listening to the Student Voice Expectations

Listening to the Student Voice Support for transition ‘Tell students: Prepare for a major shift of learning dynamic. Train yourself to become better at time management. Set yourself a learning timetable for home time. Don’t procrastinate. Don’t feel afraid to talk to lecturers. Don’t feel afraid to take command of your work and, if in a group project, tell others to do their share.’ ‘Assign a buddy’ ‘Set up meetings or contacts with people who are in the same situation.’ ‘Organise a lunch or event for new students to meet.’

Implementation

Transitional Mentoring timeline

CU Mentoring – Initial Indicators Academic differences Defining the student role Social differences Practicalities – Examinations – Workload – Timetables – How to get there College experience

Developing peer support Mentors ‘The first few weeks most of the direct entrants were lost. But eventually we learnt the ropes of being at uni.’ ‘We’re friends on Facebook now, so if he has any specific questions he can always contact me there.’ ‘I think the intensity of it, ….. Within 3 or 4 weeks you just get battered and it doesn’t really stop until Christmas. It’s relentless.’

Future and On-going Research September 2015/16 – first cohort enter University – Their voice will help shape the future of the project Transitional and post-transitional support Evaluation Exploration of aggregated quantitative data Tracking/Comparison of direct entrants

Questions and Discussion