Engaging New Students Extended Induction

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<ul><li> 1. Engaging New Students Through an Extended Induction Process Heather Farley Dr Alison Hampton</li></ul> <p> 2. Background </p> <ul><li>Transition from secondary to tertiary education can be difficult &amp; may not be a continuous, linear progression </li></ul> <ul><li>We need to: </li></ul> <ul><li><ul><li>Ensure compatibility between changing (rising?) student expectations &amp; their actual experience (Cook, Rushton, et al, 2005) </li></ul></li></ul> <ul><li><ul><li>Develop effective two way communication with stakeholders </li></ul></li></ul> <ul><li><ul><li>Understand what motivates the 21 stCentury Student(Redmond, 2008) </li></ul></li></ul> <p> 3. Todays Generation Y Student(Redmond, 2008) </p> <ul><li> Workers with attitude who will challenge &amp; are quick to judge value </li></ul> <ul><li>Digital Natives who are connected 24-7 </li></ul> <ul><li>Unprecedented parental support&amp; involvement - helicopter parents</li></ul> <ul><li>Attendance/punctuality is always optional </li></ul> <ul><li> Work is the Apprentice &amp; Dragons Den </li></ul> <ul><li>WLB is more than a buzz word </li></ul> <ul><li>Image or brand matters </li></ul> <ul><li>Motivated by mentors/coaches &amp; not bosses/superiors </li></ul> <p> 4. Current Drivers </p> <ul><li>Student Transition &amp; Retention research, data &amp; activity(Cook et al, 2007) </li></ul> <ul><li>External Audit: QAA, NSS, </li></ul> <ul><li>Internal Policy: University 1 styear retention policy; UBS 1 styear retention and attendance monitoring &amp; support strategies; Faculty Working Group on 1 styear experience </li></ul> <ul><li>The Stakeholders themselves: students, tutors, parents, school teachers, </li></ul> <p> 5. Current Retention Figures (based on Success 1 data 92% (2009/10) 88% (2008/09) Retention Targets for MES 94% 83% Marketing, Entrepreneurship &amp; Strategy (MES) 90% 87% University Average 92% 89% Ulster Business School 2007/08 2006/07 6. What is Induction Nowadays? </p> <ul><li>An ongoing process or student journey(Cooper, 2007) </li></ul> <ul><li>Encompasses a number of stages: </li></ul> <ul><li><ul><li>Pre-entry &amp;/or Application stage </li></ul></li></ul> <ul><li><ul><li> Front end Induction </li></ul></li></ul> <ul><li><ul><li> Ongoing Curriculum Development </li></ul></li></ul> <ul><li><ul><li>(including aspects such as provision of formative feedback &amp; attendance monitoring) </li></ul></li></ul> <ul><li><ul><li>Onward Progression with ... </li></ul></li></ul> <ul><li><ul><li>Staff Development activity to support </li></ul></li></ul> <p> 7. What is Induction ctd? </p> <ul><li>Incorporates a number of aspects of student interaction: </li></ul> <ul><li><ul><li>Academic </li></ul></li></ul> <ul><li><ul><li>Need to </li></ul></li></ul> <ul><li><ul><li>Personal get the </li></ul></li></ul> <ul><li><ul><li><ul><li><ul><li><ul><li>balance </li></ul></li></ul></li></ul></li></ul></li></ul> <ul><li><ul><li>Social right </li></ul></li></ul> <ul><li><ul><li>Vocational </li></ul></li></ul> <p> 8. Pre-entry / Application Stage </p> <ul><li>Greater involvement re. school visits </li></ul> <ul><li>Tailored session for BSc (Hons) Marketing during Open Week </li></ul> <ul><li><ul><li>- Mini Marketing Activity </li></ul></li></ul> <ul><li>Parent &amp; Student evening (CI/CF event) </li></ul> <p> 9. Front end Induction </p> <ul><li>Year 1 Tutor role first point of contact </li></ul> <ul><li>Social Networking Site (confirmed places in August are invited to join Bebo): </li></ul> <ul><li><ul><li>Virtual Tour of campus includesfacilities and car parking </li></ul></li></ul> <ul><li><ul><li>Links students pre-induction &amp; beyond </li></ul></li></ul> <ul><li><ul><li>Gives an insight into the individual student </li></ul></li></ul> <p> 10. 11. 12. Front end Induction ctd </p> <ul><li>Induction over 2 days in week 0 </li></ul> <ul><li><ul><li>Minimum requirements </li></ul></li></ul> <ul><li><ul><li>Informal with interactive sessions </li></ul></li></ul> <ul><li><ul><li>- Ice Breakers: Speed Intros </li></ul></li></ul> <ul><li><ul><li>- Team Building: Lost </li></ul></li></ul> <ul><li><ul><li>- Orientation of Campus: Treasure Hunt </li></ul></li></ul> <ul><li><ul><li>- Expectations workshop: Lecturers vs students </li></ul></li></ul> <ul><li> A day in the life of a 1 styear student competition (UBS) </li></ul> <ul><li>Quiz Dinner with the Dean! </li></ul> <p> 13. Induction feedback from the students.. </p> <ul><li> The activities at induction were very good. The orientation task which our group really got into was fun and allowed us to find rooms </li></ul> <ul><li> 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</li></ul> <ul><li> 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 </li></ul> <p> 14. Ongoing Curriculum Development </p> <ul><li>Maximum 15 students per seminar group </li></ul> <ul><li>Seminars start in week 1 </li></ul> <ul><li>Small group seminar tutor = Studies Adviser </li></ul> <ul><li>Formative feedback given by week 6 </li></ul> <ul><li>Attendance monitoring &amp; interviews (support mechanism) </li></ul> <ul><li>Use of Turning Point technology </li></ul> <ul><li>Vocational activity (Personal Employability Skills module; WBL; PDP) </li></ul> <p> 15. And What Next? </p> <ul><li>More connectivity &amp; integration between different activities / stages / tutors </li></ul> <ul><li>Continued use of data &amp; evaluation, to: </li></ul> <ul><li><ul><li>monitor &amp; evaluate what is done </li></ul></li></ul> <ul><li><ul><li>inform what happens next</li></ul></li></ul> <ul><li>Focus a little more on the student voice </li></ul> <ul><li>Look further at induction activity beyond year 1/the new entrant develop independent learners </li></ul>