1. Academic Adaptation to first year study: Student perceptions and staff engagement
Katie Cattanach, MSc.
Ambitious Futures
Dr. Ruth Watkins
University of Stirling
University of Stirling

2. Reasoning for project
Purpose: To explore how confident students feel in terms of their academic skills when starting university and how the embedding of study skills can be introduced through the curriculum.
Rationale
Comes from the literature (Wingate, 2009; Allan & Clarke, 2007; Lea & Street, 2006; Tomkins, 2012)
QAA’s Quality Enhancement work around ‘Transitions’
Work carried out at other universities (The University of Edinburgh, 2015; Griffith University, 2006; Leeds University, 2010)
SLS experience around this subject – priority in university is about embedding skills into the curriculum
Complements other work in the university that SLS are already involved in. E.g.. Feedback First in Arts and Humanities.

3. Aim - Mapping where we are in terms of embedding academic skills
Staff
Pilot mapping tool – how useful is it.
Using framework and tool to benchmark where staff are in terms of embedding study skills into the curriculum and identifying good practice.
Students
Developing a questionnaire that could be used as a self-assessment tool
Finding out how confident students are at approaching and carrying out first year academic work at university.

5. Mapping Exercise with Staff

6. Mapping Card Frequency
Staff: Mapping Exercise Data
Example of mapping tool exercise with staff member
Mapping Card Frequency

7. Staff Feedback
“Really useful, I didn’t realise just how much we do until I seen it on the mapping tool” (Staff Member 1).
The interactive element of the activity appeared to engage staff and helped facilitate discussion around their module: “I think it is useful, I can see how much we do and what areas we need to work on” (Staff Member number 4).

8. Expectations and Orientations Reading & Using Information
Students
Expectations and Orientations
Writing Activities
Thinking Activities
Reading & Using Information
Using Technology
Other Core Skills
Six categories were identified from the framework
Questions for survey were designed and centred around these categories (Piloted)
Wording carefully selected
Limited statistical data, sample size small.

9. Reading & Using Information
Students: Results Quantitative
Expectations and Orientations
Writing Activities
Thinking Activities
Reading & Using Information
Using Technology
Other Core Skills  X

10. What students want help with
Students: Results Qualitative
Main themes
How students feel
What students want help with
Feelings of being overwhelmed and coping with stress
Awareness of own weaknesses and need for improvement
ransition from High School to University
Lack of Confidence
Trying their best
Keen to develop
Obtaining Support
Additional help with academic work and opportunity to gain more experience
Time Management
Turnitin (Plagiarism identifying tool)
More guidance with preparation and approaches to working well at university

11. Student Results Qualitative
“It's just so different and it's hard to settle in to such a different environment and still keep up with all the lectures and classes you have.” (Student, 75)
“It's such a different structure to school so it's hard to know what's being asked of you.” (Student, 41)
“I think the university could be more clear on what is required and expected of first year students.” (Student, 89)

12. Student Results Overall
Level of student preparedness for first year study varies across different areas of learning and academic skills.
Students are very keen to improve their learning and academic skills, but are unsure how to do this.
Students are reflective on academic skills
Motivated to improve and would like more guidance

13. Main Conclusions: Staff
Staff found the mapping exercise useful and felt it helped them reflect on embedding practice within their module.
Mapping tool offered them further insight into work that still needed to be done, but also offered them a chance to see areas of good practice within their module.
Helped staff begin to develop new ideas for embedding study skills

14. Main Conclusion: Students
Survey potentially could be used as a tool for reflection and bench marking where students are in terms of their academic skills and, what they feel they need further help with.
Shows promising results in informing academic staff where the gaps lie in terms of student development.

15. Main Conclusions: Mapping Tool
‘Learning Practices Framework’ is very useful in bridging the gaps between staff and students.
Staff, had a positive response to mapping tool and this offered them an opportunity for reflection.
Framework and mapping tool very useful in facilitating discussions within faculties.

16. Contact Details Katie Cattanach, MSc. University of Stirling