Parallel 2.1 (Show and Tell), Room 3508
Courageous conversations: What we can all learn when things go wrong
Lisa Emerson, Massey University, New Zealand
When things go wrong for students in their first year, we can all learn from a courageous conversation, especially when these events affect students from minority groups. This paper outlines what a courageous conversation can look like from a New Zealand perspective, drawing on indigenous approaches to reconciliation and understanding.
Personalising Support Through Student Success Officers
Brooke Ireland, Abertay University, Scotland; Lee Hutchison, Abertay University, Scotland; Kenny Mcmonagle, Abertay University, Scotland
Abertay’s Student Success Officers (SSO) are recent graduates who have first-hand experience of being a student, of Faculty and of the student facing processes of the University. The primary responsibility is to provide proactive, tailored interventions to students that encourage them to make positive learning decsions. We will share details of Abertay’s SSO model as well as feedback from its staff and students.
UCC Skills Centre: An Introduction to Our 'Academic Coaching' Service
Kathy Bradley, University College Cork, Ireland; Eadaoin Regan, University College Cork, Ireland
In the UCC Skills Centre, our team recognises that all students organise their time management, study skills, lecture preparation, and deadlines in various different ways. All students learn differently, and the planning of studies can be stressful and elusive. Our 30 minute academic study coaching sessions acknowledge the personal approach required to suit each student’s needs in their planning and delivery of all aspects of their education.
You've got this! Providing first year students with tools for coping with fear of failure while starting in higher education: A 6 week group training program
Katrien Vanderstappen, Vrije Universiteit Brussel, Belgium; Debbi de Caluwe, Vrije Universiteit Brussel, Belgium
Fear of failure is a main reason for students to seek help from a psychologist at VUB. The existing training did not always meet first-year student’s needs. Therefore a new program with a focus on both dealing with fear of failure and on social and academic integrations has been developed.
Parallel 2.2 (Show and Tell), Room 3011
Skills Acquisition in Year 1 Psychology & Business Undergraduate Students
Pauldy Otermans, Brunel University London, England; Stephanie Baines, Brunel University London, England; Morweena Carr, Brunel University London, England
The Skills Acquisition in Year 1 Psychology & Business Undergraduate Students study investigates how our first year students understand and prioritise their skill development, particularly in relation to their expectations of their course and previous educational experiences.
The risky-safe-space: Using reflective approaches and values to support writing development in work based learning
Vic Boyd, Glasgow Caledonian University, Scotland; Colin Wilson, Glasgow Caledonian University, Scotland
The risky-safe-space, whilst seemingly contradictory, provides scope for experimental, yet structured, writing development practices. In the context of Work Based Learning (WBL) the reflexivity that is so crucial to learning and assessment design is used to encourage depth of learner self-awareness and autonomy.
The challenge of fitting personalised learning opportunities for academic language learning into the general learning trajectories
Lorie Vandooren, KU Leuven, Belgium; Elke Gilin, KU Leuven, Belgium; Bert Zurings, KU Leuven, Belgium
We would like to share our views on the challenge of fitting personalised learning opportunities for academic language learning into the general learning trajectories. More specifically, we will discuss the steps that three faculties at KU Leuven University are taking to integrate individual learning into the bigger picture.
Parallel 2.3 (20-Minute Presentation), Room 3511
The value of engaging with staff development to enhance student engagement, belonging and success
Conor Naughton, Nottingham Trent University, England
How do we successfully engage our students if we can’t even engage staff? This session will share the positive engagement of academic and professional service staff with institutional development workshops on the subject of enhancing student engagement and transition highlighting how positive engagement can lead to successful outcomes for students.
Transitions at MTU: How can €500 transform transitions?
Róisín O'Grady, Munster Technological University, Ireland; Sandra Power, Munster Technological University, Ireland
Transitions at MTU works collaboratively with staff in the development and funding of projects that support students at key points in the university cycle by creating belonging, peer-to-peer mentorship opportunities and staff/student collaborations. Collaborative approaches, opportunities for dialogue and the impact for students and staff will be discussed.
Parallel 2.4 (20-Minute Presentations), Room 3510
Bridging the gap for non-traditional first year students in a distance education setting
Andre Biederbeck, FernUniversität in Hagen, Germany; Prue Goredema, FernUniversität in Hagen, Germany; Christina Gelinski, FernUniversität in Hagen, Germany
How do you make 12000 adults fit for the first year of uni? Keep in mind that they have divergent life trajectories, and they are scattered across the country. In this presentation we show three digital interventions: workshops for budding legal eagles, language bridging courses and a peer-to-peer programme for developing academic writing skills.
Distance not Distant – An Exploration of the Impact of Support offered by Personal Academic Tutors for Independent Distance Learning Trainee Teachers
Dionne Ross, University of Sunderland, England
This research uses focus groups to explore the perceptions of students on the impact of personal academic tutors, from their own experiences. Emerging answers as to the value of characteristics of Personal Academic Tutors on success are explored with a look to replicate.
Parallel 2.5 (20-Minute Presentations), Room 2522
Participation, Community, and Becoming as Modes of Creating Sense of Belonging for Equitable Campus Environments in the First-Year Experience
Dallin George Young, University of Georgia, USA; Bryce Bunting, Brigham Young University, USA; Jennifer Keup, National Resource Center for The First-Year Experience and Students in Transition, USA
In this session we will present new approaches for considering college student transitions toward building academic communities that improve students’ sense of belonging. By combining transitions-as-becoming, situated learning, and the campus racial climate model, participants can understand how campus environments can improve or inhibit student sense of belonging.
Start as you mean to go on: A philosophy for the first year experience
James Moir, Abertay University, Scotland
This paper considers the first year experience by re-examining the concept of community of practice in relation to the first year experience by drawing upon the later philosophical work of Ludwig Wittgenstein (1958/2010). I argue that the first year consists of an initiation of practices that can be acquired through training.
Parallel 2.6 (20-Minute Presentation), Room 2521
Chatbots for student learning experience and engagement
Nurun Nahar, University of Bolton, England
Teachers are bound by time and space. This paper aims to answer 'can chatbots offer new ways to extend a teacher’s presence and knowledge availability to learners?' The scope to use interactive resources such as chatbots within and beyond classrooms, shall be explored by taking an evidenced based approach.
Digital opportunities to support sense of belonging
Hannne Søgaard, UCC University College Copenhagen, Denmark; Kristian Nohr Jensen, UCC University College Copenhagen, Denmark
"Digital theme days" are a unique way to use digital opportunities to support a sense of belonging in higher education. By creating themed virtual events and activities, students connect and engage in different ways then the traditional education, promoting a sense of community and connection.
Parallel 2.7 (20-Minute Presentation), Room 2517
Developing feedback literacy in Stage 1 students using the Turnitin PeerMark resource
Alexandra Moores, The University of Kent, England
To support student understanding in assessment feedback literacy, an issue documented at both the University and nation level, we developed a formative Stage 1 peer review exercise using the digital resource Turnitin® PeerMark. This initiative positively supported the success of our student cohort to improve their assessment marks overall.
Handing over the power: A co-creation approach to assessment in a first-year module
Sarah Gibbons, University of Limerick, Ireland
What is the impact of introducing a co-creation approach into the assessment of a first-year module? This presentation shares the practice of introducing co-creation into a first-year module, and the data generated from the process. This approach was undertaken with the intention of improving new students’ experience, engagement levels, and academic results.