Students early experiences and University interventions to support

Students’ early experiences and University interventions to support the transition of first year undergraduates Julie Prior Student Writing in Transition Symposium 2011 (NTU)

Session outline § University of Glamorgan § How it all began, a programme specific initiative § The ‘Timeline’: findings from a programme and faculty pilot § Faculty Advice Shops § Online learner support tools - cross faculty § Final thoughts § Current research

University context • Total students – 23, 900 (17, 000 on campus) – – 84% undergraduates 60% full time 19% EU and overseas 32% under 21, 39% aged 22 -29, 29% aged 30+ • 4 Academic Faculties – – Advanced Technology Business and Society Creative & Cultural Industries Health, Sport and Science

Buddy Scheme Late Starter Support Drop-in Room Initiatives to target ‘at risk’ groups on Year 1 of the BA Business Study Scheme (2001 -3) Resit Revision Week Initiatives to target ‘at risk’ groups Progress Meetings PASS

Year 1 – retention & performance Main Initiatives § § § Attendance monitoring Absence follow ups Monitor coursework submission and grades – results follow ups § Exit interviews / ‘drop out’ follow ups § § § Central contact point for first years § § Award Board analysis Outcomes § § Accurate data § Identification of - at risk groups - key risk times § Set up of early warning systems § ‘Risk’ specific initiatives for 2002/3 Drop-in visitor analysis Student profiles - problems, experiences, etc Follow up non-progression Reasons for WD/TFR/SS

Key findings 2001/2 High risk groups High risk times § Late enrolees § Induction and enrolment § Repeating students § Early weeks of first term § Existing HE transfers in § Summer / re-enrolment § Unprepared/transition issues § In HE for wrong reasons – withdrawal v nonprogression

Buddy Scheme Late Starter Support ‘at risk’ groups Drop-In Room Resit Revision Week PASS Progress Meetings

Buddy Scheme Late Starter Support ‘at risk’ groups Resit Revision Week PASS Drop-in Room Progress Meetings

‘Unprepared’ – highest cited reason for WD & SS Early disengagement – highest withdrawals during induction and first few weeks of term The Buddy Scheme – informal email contact with a designated second year student Aims § Support early transition to HE environment § Provide additional ‘informal’ support networks § Offer personal and individual contact link

Buddy Scheme Late Starter Support ‘at risk’ groups Drop-in Room Resit Revision Week PASS Progress Meetings

2001/2 - 10 late starters - only 4 progressed to year 2 2002/3 – 17 late starters - only 5 progressed to year 2 § Mini-induction events for late enrolees / transfers in § Late starter packs § Ongoing email contact and/or progress meetings § Linked with another first year student Aims § Facilitate integration into the Award § Combat feelings of isolation - being ‘out of the loop’

Buddy Scheme Late Starter Support Resit Revision Week ‘at risk’ groups PASS Drop-in Room Progress Meetings

Reasons for ‘drop-out’ can be complex and inter-related, but often solvable with right intervention and support Established a base room, where students can informally call in for information, advice and guidance Aims § Provide an accessible and non-judgmental central contact point for students § Act as an intermediary/sign post for other services § Early identification of problems – pre-empt cumulative effect which can lead to withdrawal

Buddy Scheme Resit Revision Week Late Starter Support ‘at risk’ groups Drop-in Room PASS Progress Meetings

Academic problems: 2 nd highest reason for withdrawal Additional support for potentially at risk students Progress meetings with: § Repeating students § Students with low attendance records § Students with non-submissions, failure or low grades in early assessments Aims § Maintain regular contact with ‘at risk’ students § Action planning – successful strategies for continuing § Encourage students to be proactive in addressing difficulties and or ineffective behaviour

Buddy Scheme Resit Revision Week Late Starter Support ‘at risk’ groups Drop-in Room PASS Progress Meetings

Support transition and integration to HE Raise performance – improve progression rates § Peer Assisted Student Support - a mentoring programme run by level 2 student volunteers § Study skills workshops to target specific problem areas, eg: time management, academic writing, research and referencing, etc Aims § Support academic transition to HE standards and expectations § Offer students additional scheme specific academic support § Encourage the formation of study groups

Buddy Scheme Late Starter Support Resit Revision Week ‘at risk’ groups Drop-in Room PASS Progress Meetings

2000/1 - 33 students (15%) failed to progress to 2 nd year 2001/2 – only 13 students (8%) failed to progress Free, week long revision event during the summer § subject specific exam, assignment and open sessions § daily advice surgery § study skills workshops Aims § Raise performance and attendance at resits § Encourage ‘clean progression’ to year 2 § Opportunity to offer academic advice and guidance to failing students 20 students @ £ 4, 500 per annum = £ 90, 000

Estimated ‘saves’ over 2 years 2001/2 17 @ £ 4, 500 per annum = £ 76, 500 2002/3 20 @ £ 4, 500 per annum = £ 90, 000 Potential projected revenue £ 499. 5 k 2003 § Cross school role § Support extended to all first year UG students in Business School

Student Expectations and University Interventions - a timeline to aid undergraduate student retention Julie Prior & Dr Karen Fitzgibbon

The project (2001 -3) § Student Achievement Co-ordinator Year 1 BA Business Studies Scheme (approximately 200 students) § Advice Shop Manager School of Humanities and Social Sciences (approximately 5, 000 students)

Timeline to aid student retention

Zone 1 issues • preparedness • integration/isolation • adaptation to new environment • understanding HE expectations Students expecting contact

Examples of student dialogue • “At school my teachers told me what to do and when to do it. Here, [university] I’m just left to get on with it. ” • “My friends spoke of ‘your University friends’ (who they never met) as if these people were an odd bunch of misfits who wore scarves and smoked dope all day. ” • “I found it so hard living at home, still looking after my little sister, being expected to pick her up from school even when that meant missing a lecture. My parents just didn’t understand how different I needed to be as a university student compared to when I was doing my A levels. ”

Key elements for reducing attrition in Zone 1 • Comprehensive induction, staffed by ‘the good guys’ • A central point of contact for student queries • ‘Catch up’ provision for late enrolees

Zone 2 issues • time-management • made the right choice - award? - university as a whole? Students maintaining contact

Examples of student dialogue • “Wow Uni is great - partying, new friends, coming and going whenever I want, sleeping in, only 12 hours of classes. Then BOOM assignments! • Suddenly I didn’t know if I was coming or going. Up late reading, then partying, sometimes not going to bed at all. First assignment 27% - from then on I started to manage myself a lot differently. ” • “I want to leave. Everything is so different and I can’t cope. I miss my family, I’m not enjoying the subjects and my first assignment…well I haven’t got a clue where to start”.

Key elements for reducing attrition in Zone 2 • Establish early warning systems to identify students ‘at risk’ - register checks, non submissions, etc • Ensure necessary support measures in place

Zone 3 issues • disengaging • drifting off • non-submission • poor attendance Students seeking contact

Examples of student dialogue • “My lecturer keeps telling me that university is a whole new ball-game. . . my work has to be a critical appraisal, with evidence and references to back up my argument – but what exactly does this mean? ” • “In the beginning I thought this is easier than my A’ levels, but that was because I didn’t really understand what I was supposed to be doing. I mean I went to all my lessons and everything, but other than that I pretty much just hung out with my new friends. It took me a while to catch on to the all the ‘extra’ time I should be putting in. ”

Zone 4 issues • drift away • academic failure • resits • failure to progress versus withdrawal Students needing contact

Examples of student dialogue • “I haven’t sat an exam for nearly 20 years. I just don’t think I’m going to be able to cope. ” • “I know I should have prepared better, but the exams seemed ages away and I planned to catch up over the holidays. I feel I’m slipping further and further behind and I’m really frightened I’m going to fail. ” • “Does a D grade mean I’ve failed? ” • “I’ve failed some modules. Am I allowed to continue - will I be kicked off the course? ”

Key elements for reducing attrition in Zone 4 • Contact underachievers - provide clear and constructive feedback on their results • Ensure staff are available to offer practical guidance and advice on strategies for continuing • Vigilant monitoring at the start of the new term – who has not returned?

Timeline conclusions • Multi-faceted issue • Pigeon-holing responsibility/staff development • Engaging students with the service • Simplistic interventions work

2005 An Advice Shop in every faculty

Advice Shops’ baseline provision ‘one stop shops’ STUDENT FACING - Drop-in service/appointment system to provide: • Academic advice • Pastoral care • Withdrawal, suspend studies, transfer advice • Mitigating circumstances advice • Referral to other faculties and support departments FACULTY FACING • Establishing appropriate Mitigating Circumstances process • Involvement in open days, induction, etc • Designing and implementing intervention processes • Communicating between Faculty staff, students and other Uni support depts • Use data captured to produce a research programme for Advice Shops

Student pressures – before family classes assignments homesickness expectations paid working hours health debt

…. . after knowing who to go to coping strategies learning to learn support when needed

The Glamorgan Online Learner Support Tools Early Days Study Health Check Being successful in your repeat year of study

Glamorgan Online Learner Support Tools Early Days Release: Term 1 Study Health Check Successful Repeat Year Term 2 End of year and post resit result periods All students, all levels All students with ‘Repeat Year’ status Audience: First year undergraduate and direct entrants

Question sets Mix of information, developmental and reflective questions Induction Integration Transition Nature of HE study Academic resources

Examples of transition questions • Are you enjoying your studies? • How do you feel you are settling into university life? • Do you have a good idea of the approach you need to take to pass your studies? • Have you missed any time-tabled sessions? • Do you understand why you need to work independently at university?

Sample question Yes • Good - remember too that working independently doesn't mean that you can't seek help and support - whether it's to help you do things better or get some advice when things go badly. No • Studying in higher education is different from your previous educational experiences. At university, you are not going to find tutors leading you all the way to your degree - you have to do it yourself, although your tutors will give you guidance and advice. • You may have heard the term 'reading for a degree' being used to describe studying in higher education, and that's exactly what you are expected to do - read, research, enquire, and think independently so that you contribute not just to your own learning, but to the experiences of others in your group or class. • Want to know more? Have a chat with one of the advisors in the Education Drop-in Centre or call into your Faculty Advice Centre.

Sample of data from 2010 -11 Are you enjoying your studies? • 54% Yes, on the whole • 43% It has been mixed • 3% No Do you feel you picked the right course? • 90% Yes • 10% No Have you ever considered withdrawing or suspending from your course? • 6% Yes and I’d like to talk to someone • 20% Yes, but I’m OK now • 74% No

Sample of data from 2010 -11 Have you missed any timetabled sessions? • 44% I’ve attended everything • 51% Yes, but with good reason • 4% I’ve missed lots of classes Do you know what plagiarism is and why it is unacceptable? • 81%Yes and I know how to avoid it • 18% Yes, but how can I avoid it? • 1% No what it is? Do you find it difficult to balance academic and other commitments? • 44% Yes • 56% No

Final thoughts. . . • Reliable data about the student experience • Evidence based initiatives • Can be, but don’t have to be resource intensive • Get staff buy in • Disseminate data for institutional learning

Current research • What do we know about the experience of students who have considered leaving their studies? • The changing nature of students’ social experience within University • Student profiling at induction understanding student expectations and perceptions of HE study

Julie Prior djprior 1@glam. ac. uk 01443 482992