1. First impressions of Plymouth: insights gained through the first impressions survey of 1 st year students Dr Becky Turner, Dr David Morrison, Prof. Debby Cotton & Patricia Nash Teaching and Learning Support, PU

2. Widening Participation: a victim of its own success? WP: a hugely successful movement in terms of increasing the participation and diversity of student body (Archer et al., 2003; Corver 2005) BUT Concerns about mismatching expectations, sense of preparedness, fitting in the university community (Wingate, 2007) Factors leading to withdrawal

3. Understanding student withdrawal Tinto’s (1975) Model of Student Integration

4. Mitigating these challenges: student induction Successful induction – fosters confidence, integrate students (e.g. Yorke & Thomas, 2003; Holdsworth, 2006) Developing students self-efficacy and a positive sense of attribution (Bandura, 1977; 1980; Demetriou & Schmitz-Sciborski 2011)

5. PU: the immersive module Students study solely one module for their first 4 weeks at university: –Introduction to the founding principles of the discipline; –Introduction to the inclusive assessment (no exams) –Foregrounded in active learning, student-led pedagogies

6. Evaluating CEP Multiple sources of data, multiple methods and viewpoints (Bamber, 2013; Cousin, 2009) –Ethnographic work (2014/15 & 2015/16 AY) 4 immersive modules, one from each Faculty Observations of taught sessions, staff IV / student FG –Student FG / staff IV (end of 2014/15 AY) –Review student retention and performance data –Plymouth Plus First years, 1 st impressions survey: 2014/ 15 & 2015/16 AY

7. Early experiences of T&L I am happy with my course timetable (P = 0.009) I find it hard to complete my work before the deadline (P = 0.0026) YearAgreeNeutralDisagree 2014-1567.9%17.1%15.0% 2015-1674.7%14.3%10.9% +6.9%-2.8%-4.1% YearAgreeNeutralDisagree 2014-1514.8%24.6%60.6% 2015-1612.6%19.1%68.3% -2.2%-5.5%+7.7%

8. Early experiences of T&L I don’t always do the background reading expected of me (P = 0.026) I am able to cope with the course workload (P = 0.004) YearAgreeNeutralDisagree 2014-1541.1%26.1%32.7% 2015-1633.4%29.0%37.6% -7.7%+2.8%+4.9% YearAgreeNeutralDisagree 2014-1569.1%23.9%7.0% 2015-1678.0%16.5%5.5% +8.9%-7.4%-1.5%

9. Early experiences of T&L I am reluctant about joining in class discussions (P = 0.019) This correlates with ‘I prefer to observe life at University rather than participate’ (SR = 0.408, P = 0.01). YearAgreeNeutralDisagree 2014-1525.5%23.7%50.8% 2015-1631.3%25.0%43.8% 5.7%1.3%-7.0%

10. Expectations of workload How does the workload at university compare to your expectations? (P = 0.000) How do the academic demands of your course compare to your expectations? (P = 0.000) YearHarderAbout as Expected Easier 2014-1548.3%42.8%8.9% 2015-1634.0%51.8%14.1% -14.3%+9.0%+5.2% YearHarderAbout as Expected Easier 2014-1543.7%49.2%7.1% 2015-1633.7%53.7%12.6% -10.0%+4.5%+5.5%

11. Interaction with peers / staff Do you feel your course / programme of study allows enough contact with other students? (P = 0.020) Do you feel your course / programme of study allows you enough interaction with staff? (P = 0.056) YearNo too littleYes about right No too much 2014-1516.6%80.3%3.2% 2015-1611.3%86.6%2.1% -5.3%+6.4%-1.1% YearNo too littleYes about right No too much 2014-1520.0%79.0%0.9% 2015-1614.3%84.4%1.3% -5.7%+5.3%0.4%

12. Gains evidenced in interaction Observed in response to question: ‘I think people would miss me if I didn’t turn up to lectures.’ (N.S. P = 0.055) YearAgreeNot sureDisagree 2014-1548.8%29.7%21.5% 2015-1642.2%32.8%25.0% -6.6%+3.1%+3.5%

13. Expectations of Support My expectations about the amount of academic support were: (P = 0.043) YearToo highAbout rightToo low 2014-1525.5%56.6%18.0% 2015-1617.6%63.8%18.6% -7.9%+7.2%+0.6%

14. Experiences of Assessment Have you submitted any work for assessment? (P = 0.000) If you have had any work marked, was the feedback helpful? (P = 0.047) YearYesNo 2014-1561.8%38.2% 2015-1691.4%8.6% +29.6%-29.6% YearYesMixed FeelingsNo 2014-1557.8%31.2%11.0% 2015-1667.9%24.2%7.9% +10.1%-7.0%-3.1%

15. Experiences of Assessment Based on your experiences so far is the quantity of assessment: YearToo muchThe right amount Too littleNo assessment as yet 2014-1511.0%68.8%4.2%15.9% 2015-169.5%83.0%2.9% -1.5%+14.2%-1.4%

16. Provisional Conclusions Focusing one module allows new students to gain a sense of what is expected of HE study; support them to transfer these practices in subsequent modules; Successful in promoting peer networks and managing expectations around availability of academics Value identified in early assessment, but more importantly early feedback – timely check on knowledge, study habits & identify future areas for development

17. Future work Plans to extend the analysis to include the qualitative responses; Review long terms trends in retention, progression and withdrawal data; Compare with the findings of the ethnographic studies.

18. References Archer, L. (2007). Diversity, Equality and Higher Education: A Critical Reflection on the Ab/uses of Equity Discourse within Widening Participation. Teaching in Higher Education, 12, 635-653. Bandura, A. 1977. "Self-efficacy: toward a unifying theory of behavioural change." Psychological Review 84 (2): 191- 215. Bandura, A., and Cervone, D. 1986. "Differential engagement of self-reactive influences in cognitive motivation." Organizational Behaviour and Human Decision Processes, 38 (1): 92-113. Corver M. (2005) Young Participation in Higher Education. HEFCE. Bamber, V. (2013). Evidence, chimera and belief. In: V. Bamber (ed.), Evidencing the Value of Educational Development. SEDA Special: 7-12. London: SEDA. Cousin, G. (2009). Researching Learning in Higher Education: an introduction to comptemporary methods and approaches. Routledge: London. Demetriou, C., and Schmitz-Sciborski., A. 2011. "Integration, motivation, strengths and optimism: Retention theories past, present and future." In R. Hayes (ed.), Proceedings of the 7th National Symposium on Student Retention: 300-312. Norman OK, University of Oklahoma. Tinto, V. 1975. "Dropout from higher education: A theoretical synthesis of recent research." Review of educational research, 45: 89-125. Wingate, U. (2007). A framework for transition: supporting 'learning to learn in higher education, Higher Education Quarterly, 61, 391-405.