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What am I talking about?
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University is not as easy as A, B, C...: How an extended induction - - PowerPoint PPT Presentation
University is not as easy as A, B, C...: How an extended induction - - PowerPoint PPT Presentation
University is not as easy as A, B, C...: How an extended induction can improve the transition to university for new undergraduates Michael Richardson
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Based on 2 papers
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- http://research.ncl.ac.uk/studenttransitions/researchoutputs/
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- 1. Central thesis
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' One which is complementary to the information provided by staff, rather than a repeat of it ' One which can aid student retention
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- 2. How we do this?
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- 3. Why do we do this?
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- (subject matter)
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1" #0$ 2*3%4"#* '((5*+)6(+ !" ## $ 7 '((6*+6'(+ *But we want to address a 3rd, more practical aspect – namely the contribution which the induction period can make itself in easing the school – university transition*
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- 3. Why do we do this?
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' !&,--;.& #3<<3 ' But how can you define what this research calls ‘successful’ or ‘unsuccessful’ programmes?
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- 3. Why do we do this?
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“Information overload9” “Retention of too much information9”
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- 3. Why do we do this?
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= ,---.&>?>&23&)33 &%#&1 3& ##& &#&# %#& " #@&2# $ &##% ? &### Many of these factors can be grouped together to reinforce the importance of social integration to student retention.
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- 4. The student voice
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. !3&2## ##[directly benefits new 1st years] %. !&&##A##&A 3&#[directly benefits 2nd and 3rd year mentors] . !&&&3#3%&& [directly benefits all undergraduates] . !A&# 3%[directly benefits 1st year mentors]
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- 5. The practicalities
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- 5. The practicalities
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- 5. The practicalities
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!%&&& &E #%& #&&,2#&+!F. ' Importantly the mentor training set clear boundaries and emphasised that the mentors were not expected to act as unpaid staff members, taking on the responsibility from lecturers to teach students
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- 6. The benefits
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Concluding thoughts?
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