engaging new students extended induction

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  • 1. Engaging New Students Through an Extended Induction Process Heather Farley Dr Alison Hampton

2. Background

  • Transition from secondary to tertiary education can be difficult & may not be a continuous, linear progression
  • We need to:
    • Ensure compatibility between changing (rising?) student expectations & their actual experience (Cook, Rushton, et al, 2005)
    • Develop effective two way communication with stakeholders
    • Understand what motivates the 21 stCentury Student(Redmond, 2008)

3. Todays Generation Y Student(Redmond, 2008)

  • Workers with attitude who will challenge & are quick to judge value
  • Digital Natives who are connected 24-7
  • Unprecedented parental support& involvement - helicopter parents
  • Attendance/punctuality is always optional
  • Work is the Apprentice & Dragons Den
  • WLB is more than a buzz word
  • Image or brand matters
  • Motivated by mentors/coaches & not bosses/superiors

4. Current Drivers

  • Student Transition & Retention research, data & activity(Cook et al, 2007)
  • External Audit: QAA, NSS,
  • Internal Policy: University 1 styear retention policy; UBS 1 styear retention and attendance monitoring & support strategies; Faculty Working Group on 1 styear experience
  • The Stakeholders themselves: students, tutors, parents, school teachers,

5. Current Retention Figures (based on Success 1 data 92% (2009/10) 88% (2008/09) Retention Targets for MES 94% 83% Marketing, Entrepreneurship & Strategy (MES) 90% 87% University Average 92% 89% Ulster Business School 2007/08 2006/07 6. What is Induction Nowadays?

  • An ongoing process or student journey(Cooper, 2007)
  • Encompasses a number of stages:
    • Pre-entry &/or Application stage
    • Front end Induction
    • Ongoing Curriculum Development
    • (including aspects such as provision of formative feedback & attendance monitoring)
    • Onward Progression with ...
    • Staff Development activity to support

7. What is Induction ctd?

  • Incorporates a number of aspects of student interaction:
    • Academic
    • Need to
    • Personal get the
          • balance
    • Social right
    • Vocational

8. Pre-entry / Application Stage

  • Greater involvement re. school visits
  • Tailored session for BSc (Hons) Marketing during Open Week
    • - Mini Marketing Activity
  • Parent & Student evening (CI/CF event)

9. Front end Induction

  • Year 1 Tutor role first point of contact
  • Social Networking Site (confirmed places in August are invited to join Bebo):
    • Virtual Tour of campus includesfacilities and car parking
    • Links students pre-induction & beyond
    • Gives an insight into the individual student

10. 11. 12. Front end Induction ctd

  • Induction over 2 days in week 0
    • Minimum requirements
    • Informal with interactive sessions
    • - Ice Breakers: Speed Intros
    • - Team Building: Lost
    • - Orientation of Campus: Treasure Hunt
    • - Expectations workshop: Lecturers vs students
  • A day in the life of a 1 styear student competition (UBS)
  • Quiz Dinner with the Dean!

13. Induction feedback from the students..

  • The activities at induction were very good. The orientation task which our group really got into was fun and allowed us to find rooms
  • The first day was very longthe people who came to speak to us were good and friendly but it was a lot to take in
  • I enjoyed the induction tasks and it was good being split into smaller groups because no-one else from my school was doing my course so it was a bit scary at the start

14. Ongoing Curriculum Development

  • Maximum 15 students per seminar group
  • Seminars start in week 1
  • Small group seminar tutor = Studies Adviser
  • Formative feedback given by week 6
  • Attendance monitoring & interviews (support mechanism)
  • Use of Turning Point technology
  • Vocational activity (Personal Employability Skills module; WBL; PDP)

15. And What Next?

  • More connectivity & integration between different activities / stages / tutors
  • Continued use of data & evaluation, to:
    • monitor & evaluate what is done
    • inform what happens next
  • Focus a little more on the student voice
  • Look further at induction activity beyond year 1/the new entrant develop independent learners

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