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

2. Use of Academies as a new model to empower students during transition and help them make informed choices Dr Grace Farhat, Food science and Nutrition Academy coordinator

3. Transition from school to university Students often find difficulty to adapt Students may experience anxiety and stress Students struggle with Academic writing Poor information received prior to entering institutions Shift from a controlled environment to the unknown

4. Previous research In a survey undertaken on 691 incoming students at the University of Ulster 18% had no idea about the ways of assessment used at universities 17% had no information about the available options to select in their first year 39% of the sample did not have the right expectations about the teaching style used in universities 31% also found adapting to an independent study approach more difficult than expected 19% were unsure whether it was the right decision to go into university two months after starting the course 15% were unsure about the course choice Students seemed to consider university for reasons other than for the career path they aim for  20% of the students fail a successful transition to university (Lowe and Cook 2003)

5. Lack of preparation to Higher education Wrong decisions about which course or institution to choose Decrease student’s interest Course withdrawal Under-achievement

6. As a result, There is a need to bridge the gap between school and university There should be a planned transition enabled by a collaboration between school and universities

7. Ways to address student transition Pre-entry interventions can help reduce withdrawals and increase success Preparation for university can help students adapt more quickly Post-entry interventions (Briggs 2012)

8. Ways to address student transition Visit to universities and contact with current students Positive relationship with current school students and staff Introducing students to the way of assessment in universities Help students to develop independent learning skills

10. South East Scotland Academies partnership model A collaborative and pedagogical approach to the pre-entry support stage. Partnership between schools, colleges, the university and local authorities in Scotland The Academies present 15–18 year old pupils from secondary schools in South East Scotland with skills development and career opportunities

12. Academies goals Enhancing preparation for Higher education Supporting academic writing (assay, report writing, research, referencing skills) Helping students to develop independent learning skills Enhancing transition especially if students do not have the family background to attend university or are from ethnically under- represented groups

13. Academies goals Improving confidence and raising aspirations Providing information about course and institutions (correct choice is deemed to play a role in student retention)  help students make an informed choice about courses and institutions Improving social skills Smoothing the transition between school and employment

14. Academies model

15. Students who join the Academies are either S5 or S6 and become students …. …at Edinburgh, Borders or West Lothian College Study at the college (1-2 times a week) …. at Queen Margaret University Visit Queen Margaret University (once a month) (Lectures, labs, guest speakers, introduction to courses

16. Industry visits and work placements

17. Academies model Pupils receive an induction day at the university at the beginning of the Academic year. Campus tours are offered by supportive university student guides Academy students get in touch with current undergraduate students who share their experiences. Academy students also get to communicate with current lecturers and staff Lecturers are involved in teaching Academy students University staff is also available for advice on career/university choices.

18. Academies model Give a flavour of having a specific career in a certain field (by choosing one of the four Academies). Introducing pupils to university might be helpful to raise aspirations and to determine whether students are really meant to go to university; if not, college, modern apprenticeship or work might be an option for them

19. Academies model In collaboration with the college, Academy students acquire considerable information about independent learning. They are guided on how to build up learning goals, seek resources and apply appropriate learning strategies Students are requested to do many presentations throughout the course Studying in 3 different places help students to acquire time management skills Students are required to travel to college and university  become more independent

20. Academies model Joining the Academy can make students clearer about expectations, which might be helpful to predict student experience (essential in the preparation for Higher education) (Murtagh 2012).

21. Did the Academy fulfil its goals? A survey was offered to 100 Academy students 73 students completed the survey

22. Findings 65.7 % of students mentioned that the Academy made them more likely to go to university

23. Did the Academy help you acquire independent learning skills?

24. Did the Academy help you develop your communication skills?

25. Did the Academy increase your confidence?

26. Other findings 86.3 % of students mentioned that the Academy experience has improved their knowledge of the chosen industry 67.2% of students stated that being part of the Academy has made students more likely to study or work in their chosen industry in the future

27. Conclusion SESAP might be a good approach to smooth transition from school to university Pupils are given the opportunity to act as university students Students are helped to develop academic skills and make informed choices Academies are seen as one of the ways to increase achievement and lower dropout rates in universities

28. References BRIGGS, A R, CLARK, J and HALL, I (2012) Building bridges: understanding student transition to university, Quality in Higher Education, vol 18, no 1, pp. 3-21 LOWE, H and COOK, A (2003) Mind the Gap: are students prepared for higher education? Journal of further and higher education, vol 27, no 1, pp. 53-76 MURTAGH, L (2012) Enhancing preparation for higher education, Practitioner Research in Higher Education vol 6, no 1, pp. 31-39 SESAP (2015). The Academies, available at: http://southeastscotlandacademies.org/sesap.html (last accessed 15 April 2015) http://southeastscotlandacademies.org/sesap.html