Parallel 1.1 (Show and Tell), Room 3508
Designing student onboarding events: "Check-in" at ETH Zurich, Switzerland
Daniel Köchli, ETH Zurich, Switzerland
Not only the transition from secondary school to university is a challenge, but also entering a university as a new MSc-student. At ETH Zurich we offer a so called "Check-in" to all freshly enrolled MSc-students. In this Show & Tell we discuss event design and its potential effects on student's academic success.
Working with widening participation (WP) teams to support underrepresented students with a successful transition to university.
Charlotte Wisson, University of Derby, England; Ryan Davidson, University of Derby, England
This Show and Tell will share the University of Derby’s collaborative approach to supporting underrepresented students with the transition to university. The session will share the Widening Access and Student Engagement team’s theory of change, highlighting the post-16 activities underpinned by theory, designed to support pre-arrival transition skills.
Making the switch through student voices
Manushan Nesari, UCLL University of Applied Sciences, Belgium; Yasmine Goossens, UCLL University of Applied Sciences, Belgium
An updated charter for student hazings and welcome activities was made in Leuven (Belgium), in co-creation with different partners and the student associations themselves after running an inspiration process.
Parallel 1.2 (Show and Tell), Room 3011
Reflection tool for students to encourage study efficiency
Kelly Van Bellingen, Vrije Universiteit Brussel, Belgium; Romy Demol, Vrije Universiteit Brussel, Belgium
Students at Vrije Universiteit Brussel (VUB) can be refused to re-enroll if they don’t meet a minimum of study efficiency. After the first exam period, first year students at risk can use the Reflection tool of Study Guidance to explore how they can increase their study efficiency.
Introducing the LEAPS Transitions Course
Alice Smith, LEAPS (based at the University of Edinburgh), Scotland; Kirsty Wadsley, LEAPS (based at the University of Edinburgh), Scotland
Our Show & Tell will introduce the LEAPS Transitions Course - how we are supporting the successful transitions of school students from South-East Scotland into first year study. We will outline core objectives, our partnerships, practise, and how we strive to support the development of positive academic identities.
Self-study program and training the trainers: The link between pre-boarding and onboarding
Stephanie Franzen Rothmar, University College Copenhagen, Denmark; Ida Marie Møller Nielsen, University College Copenhagen, Denmark; Aksel Herlev Rasmussen, University College Copenhagen, Denmark
As an attempt to encrease the experience of coherency between pre-boarding and onboarding we have developed an online self-study pre-boarding program and a tutor training program build on and desinged to adress the same principples: sense of belonging, self-afficacy and perception of curriculum. The combination of the two initiatives create a much needed link between pre-boarding and onboarding.
Unlocking Potential: Promoting Talent Mining and Support for Students in Higher Education
Yasmine Goossens, UCLL University of Applied Sciences, Belgium; Ine Geerts, UCLL University of Applied Sciences, Belgium
This show-and-tell session by the University of Applied Sciences UC Leuven-Limburg (Belgium) focuses on the 'Talent Mining' project developed to address challenges faced by first-generation students, students from low-income backgrounds, those with learning difficulties, etc. in accessing quality education and support in higher education. The session aims to showcase various strategies and tools, including talent identification and assessment, personalized coaching and mentoring, for ‘unlocking potential’ in our students. The project aims to identify and promote the talents and potential of students to help them succeed in their academic and social integration. The show-and-tell session hopes to inspire and inform educators, policymakers, and stakeholders about the importance of promoting skills and support for students in higher education.
Parallel 1.3 (20 Minute Presentations), Room 3511
The Prepare Entry Guide and its evaluation an example of Universal Design for Learning.
Julie O' Donovan, Munster Technological University, Ireland; Rebekah Brennan, University College Cork, Ireland
The Munster Technological University (MTU) Enabling Transitions Project developed a unique resource “Prepare Entry Guide” to support autistic students as they enter university and designed specifically for their needs. The effectiveness and impact of the guide was evaluated by the SOAR Project which captured the students’ voices.
Students' academic engagement – a Foundation students' perspective
Alison Loddick, The University of Northampton, England
This research presents the findings of a PhD case study exploring what Foundation students within a post-1992 university perceive academic engagement to be and what they would like to be improved to enhance their engagement.
Parallel 1.4 (20 Minute Presentations), Room 3510
Translanguaging as a strategy to improve learning experiences of BAME international students in higher education
Fortunate Madondo, University of Hertfordshire, England
Students around the world converge in learning and teaching at institutions of higher learning in the UK. However, very little is known about how these encounters optimize the use of more than one linguistic repertoire for cross-cultural pollination and positive student learning experiences hence the need for conducting this study.
Join the wave of support with SURFY - Supporting Under-Represented First Years
Pieterjan Bonne, Artevelde University of Applied Sciences, Belgium; Jara Van Wiele, Artevelde University of Applied Sciences, Belgium; Therese Fitzgerald, University College Dublin, Ireland; Bairbre Fleming, University College Dublin, Ireland; Tine Wåst N
Wondering how to better serve students from under-represented groups/disadvantaged backgrounds in the transition to and first year of higher education? So are we. For the very first time, we share our initial findings of the Erasmus+ project SURFY. We present our process for system change, the database of collected practices and initial insights on transferability.
Parallel 1.5 (20-Minute Presentations), Room 2522
Bespoke versus generic FYE programming: Which is right for your institution?
Steven Smith, Saint Mary's University, Canada; Katelynn Cater-Rogers, St. Francis Xavier University, Canada; Verain Tabvuma, Saint Mary's University, Canada; Emma Sylvester, Saint Mary's University, Canada; Tom Brophy, Saint Mary's University, Canada
We will present research investigating the difference in effectiveness between a bespoke and generic approach to FYE programming. Next, small groups will consider the implications for their institutions in terms of readiness for such a program, and the benefits versus costs of bespoke versus programming for their institutions.
From Consultation and involvement of students to real participation and partnership by students: How the new organisational model of Student services created chances for a real ‘Students as partners’ perspective at KU Leuven.
Joke Vanhoudt, KU Leuven, Belgium; Sofie Ooms, KU Leuven, Belgium
From Consultation and involvement of students to real participation and partnership by students in Student services. In this presentation, together (student representatives and colleagues from student services ), we will illustrate how the vision and priorities of the student associations and the new vision and organizational model and principles of Student services fit together.
Parallel 1.6 (20-Minute Presentations), Room 2521
Increasing student engagement through subject-specific volunteering opportunities
Lynn Pickerell, University of Lincoln, England
Improving student engagement is a key factor in academic success. Each year the school of psychology (University of Lincoln) encourages students to volunteer in a week of research and public engagement with local families. This help development of transferable skills, academic learning and provide a valuable role in the school.
Exploring the impact of online and hybrid learning on the first year student experience: a student-staff collaborative project utilising creative data collection methods
Paula Miles, University of St Andrews, Scotland; Nicole Cizauskas, University of St Andrews, Scotland; Hitanshi Badani, University of St Andrews, Scotland
Our presentation will outline ongoing student-led projects researching online and hybrid learning experiences. We will describe the creative research methods adopted in this project, explore the first year student opinion of online and hybrid learning experiences, and showcase the effect of student-staff collaboration on strengthening the learning environment at university.
Parallel 1.7 (20-Minute Presentations), Room 2517
Life Tools Online: Exploring students’ experiences of the adaptation of a learner-directed personal development programme to online provision
Alana James, University of Reading, England; Alicia Pena Bizama, University of Reading, England; Denis Persichini, University of Reading, England
An evaluation of the online adaptation of a learner-directed, universal support programme (Life Tools) for students’ personal development is presented. Students’ self-rated impact on key outcome areas and qualitative experiences of online delivery are reported. We reflect upon benefits associated with online support provision and practice points for effective delivery.
Graduate attribute audits, skills wallets and Personal Best – How to use personalisation to help students take ownership of their learning journey
Norbert Morawetz, Henley Business School (University of Reading), England; Trevor Bezzina, Potential.ly, England
This session shares lessons learned from working with three universities on designing and implementing a technology solution to enhance and scaffold first year student experience journeys.