Posters will be available throughout the conference in room 1006. You are encouraged to interact with the posters throughout the conference.
Student onboarding: benefits of "Prestudy Events"
Daniel Köchli, ETH Zurich, Switzerland
The transition from secondary school to university is a major challenge. At ETH Zurich we offer so called “PrestudyEvents” to all freshly enrolled BSc-students with the objective to prepare for this transitional challenge. In 2019 we changed the event design and evaluated its effects on First Year Students.
The KU Leuven study progress dashboard: a sustainable, university-wide tool for personalised communication about study progress
Katleen Craenen, KU Leuven, Belgium
The study progress dashboard helps first year students to better understand their personal academic situation through visualised information about their study progress, including insightful comparisons with actual and historical students’ trajectories, explanations and support messages, and signposting links. The poster will demonstrate the tool, its development process and first evaluation.
Monitoring social and academic integration of first year students
Veerle Vanoverberghe, Artevelde University of Applied Sciences, Belgium
To enhance features of academic and social integration, the Artevelde University of Applied Sciences offers all first-year students 'process coaching'. Coaches monitor academic and social integration using a newly developed tool called the "First-Year Integration Test”, or “FIT". Based on thorough qualitative research, this tool was designed by Artevelde University of Applied Sciences and University of Antwerp, and it has proven to provide a reliable and valid image of a wide range of essential components of students’ social and academic integration.
Pandemic Discoveries: Designing a Responsive First-Year Experience during and after COVID-19
Paula Patch, Elon University, USA
What practices in FYE arose from the pivot to emergency remote and hybrid instruction during the height of the Covid-19 pandemic? Which have continued to stay in use? What practices went away? The poster will showcase how academic and student development units at a private American university answers these questions.
Boost Your Biology: a remediation and guidance trajectory for first-year students following (cell)biology courses at KU Leuven
Sylvie Vanden Bossche, KU Leuven, Belgium; Elke Kuypers, KU Leuven, Belgium
Boost Your Biology is an online trajectory which tests prior knowledge, offers adaptive remediation and enhances study skills tailored to the first-year biology courses. In addition, live peer-to-peer sessions in small groups are organized to discuss pitfalls and provide additional support.
Embedding online study skills courses in study coaching and curricular activities
Fien Custers, KU Leuven, Belgium
This poster presentation is about the blended embedment of online study skills courses in the student services guidance initiatives and their use in faculties, both within and outside the curriculum. We also want to highlight how the project team actively promotes and encourages their blended use.
Understanding the transition experience of non-traditional students: a cognitive domain perspective
Elizabeth Chacko, University of Central Lancashire, England
This poster presents a literature review of the transition experience of non-traditional students. The review revealed a considerable gap in addressing the cognitive domain of the transition experience including academic literacy skills and the learning process. Therefore, the need for further exploratory research in this area is required to ensure student success.
Buddy@UHasselt - How do we get ANYONE involved and successful
Özlem Yalçi, Hasselt University, Belgium; Els Swijns, Hasselt University, Belgium
To support new students in developing autonomy and competence during the first year, we set up an inclusive and university-wide buddy programme (i.e. peer support) to increase study success. A unique collaboration is established among all stakeholders (students, faculty, student unions and student support services) to create academic and social bonding.
Mandatory online-self-assessments for prospective students can reach those who would profit from them the most and are being well received by students.
Robin Gleeson, University of Vienna, Austria; Gisela Kriegler-Kastelic, University of Vienna, Austria; Hanna Frankl, University of Vienna, Austria; Heidi Niederkofler, University of Vienna, Austria; Isabelle Krol, University of Vienna, Austria; Reinhard S
University of Vienna is offering various online-self-assessments to inform & prepare prospective students. In many degree programmes, conducting an online-self-assessment is a necessary prerequisite for enrollment (sometimes in lieu of an admissions test), but the actual results of the online-self-assessment are for student eyes only.
UCC Skills Centre Postgrad Pushthrough - A Peer-Led Writing Retreat
Kathy Bradley, University College Cork, Ireland; Eadaoin Regan, University College Cork, Ireland
The Postgrad Push-Through was a weeklong writing retreat hosted by the UCC Skills Centre. It was specifically designed to address the needs of PhD and MA students coming to the end of their respective research projects. This blended platform offered a chance for postgrad students from all disciplines to meet, motivate, and exchange ideas with each other. The five-day event involved writing time blocks to encourage accountability, five guest speakers who discussed motivational and practical tools for project completion, and a support space.
Summer Scientist Week: The experiences of student volunteers
Charlotte Cartledge, University of Lincoln, England; Lynn Pickerell, University of Lincoln, England
Created by undergraduate students, the poster outlines students’ experiences of volunteering with the School of Psychology (University of Lincoln). Each summer we invite children for a session of free fun, games and research (“Summer Scientist Week”). In between studies, children are entertained by our team of trained psychology students.
Yonsei First-Year Education for Student Success - How to enable student engagement
Jeong-Ah Cho, Yonsei University, South Korea
This poster will show the first-year education system for student success at Yonsei University. Yonsei`s has triple academic guidance system and operates residential college education. It will show how successful students may be with Yonsei University's own individualized coaching and group assistance in a residential college setting.