Parallel Session 5

Wednesday 28th June, 16:00 - 17:00

Parallel 5.1 (Show and Tell), Room 3508

Piloting a summertime low-threshold peer guidance service for new students at the University of Eastern Finland

Niina Rissanen, University of Eastern Finland, Finland; Outi Tikkanen, University of Eastern Finland, Finland

The implementation of the peer guidance service is based on student feedback and the Student2Student peer guidance service concept already in use at UEF. The aim is to provide a low-threshold service for new students with advice on questions related to starting studies, as well as a support service for academic subjects.

PEAT (Pre Entry Assessment Tool): Supporting student readiness

Heather Fotheringham, University of the Highlands and Islands, Scotland; Scott Connor, University of the Highlands and Islands, Scotland

PEAT (Pre Entry Assessment Tool) is an online service that students can use for self-assessment to determine their readiness for a programme of study. In this session the presenters will outline the development and implementation of PEAT, outline some use cases, and discuss the use of the tool beyond its current institutional context.

Online Open Days: using digital tools to reach a diverse target audience

Winnie Van de Broeck, KU Leuven, Belgium

The pandemic forced KU Leuven to focus on online media to recruit prospective students. This experience showed us that online recruitment events have different advantages than physical events. They allow us to reach a diverse target audience and interact more with students directly.

Parallel 5.2 (Show and Tell), Room 3011

Coffee with ADDed Conversation - a pioneering new approach, sharing behind-the-scenes conversations about academic practice – Goes nice with a slice of cake!’

Nicola Clarke, Birmingham City University, England; Rebecca Gibbons, Birmingham City University, England

Coffee with ADDed Conversation, bringing academic skills and staff of the Academic Development Department to life from behind a screen during a global pandemic. A new approach to teaching academic skills, through unscripted and at times funny chat show style conversations that replicated the natural academic and professional office-based conversations. The spelling of ‘ADDed’ conversation is a play on words in recognition of the Academic Development Departments, Acronym - ADD.

The transformation of a Students’ Association – the journey of engaging students through the COVID 19 pandemic.

Elley Petrie, Abertay Students' Association, Scotland; Fiona Brunton, Abertay Students' Association, Scotland; Daniela Bandeva, Abertay Students' Association, Scotland

COVID-19 created a new environment for students and staff to negotiate. This meant a steep learning curve for all on available technologies and working practices. It presented a new challenge for the elected officers and staff to engage with a student body many of whom had no previous on-campus experience.

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 5.3 (20-Minute Presentations), Room 2521

Learning Camp (Lerncamp) at the University of Vienna - A New Format for Empowering First Year Students’ Learning Experience and Development

Fedora Di Feo, University of Vienna, Austria; Sophie Neudorfer, University of Vienna, Austria; Frano Rismondo, University of Vienna, Austria

In this presentation, we introduce the Learning Camp as our collaborative approach to learning and student integration. In doing so, we will report on the concept as an enabling space, including the level of acceptance by the participants, the reported benefits, their motivation to participate, and our experience and impact on our student staff. Additionally, we will present the evaluation scheme and insights from focus group interviews.

Soar First-Generation Program Of Self-Discovery & Creating Sustainable Connections

Joy Petersen, Stellenbosch University, South Africa

This presentation highlights innovative curriculum design in the co-curricular space for first-generation students at a predominantly white-only university, with the intention to build connections and self-confidence.

Parallel 5.4 (20-Minute Presentations), Room 3510

Social connectedness in higher education: evidence from first-year learning communities

Jet van der Zijden; Utrecht University, Netherlands; Theo Wubbels, Utrecht University, Netherlands

This study explores students’ perceptions of peer and teacher interactions within First-year Learning Communities and characteristics explaining positive or negative experiences. Interactions are positively valued when students experience peers’ and teacher’s learning support, social connectedness, and active class participation. Active participation and learning support were promoted by students' positive social connections with peers and teacher.

Peer learning at the University of Glasgow: reflections on strategies, successes and challenges of a holistic institutional approach to Year 1.

Aleix Tura Vecino, University of Glasgow, Scotland; Alex Jacquemont-Krupp,University of Glasgow, Scotland; Marcus Gao, University of Glasgow, Scotland; Máté Kedves, University of Glasgow, Scotland; Caitlin Semley, University of Glasgow, Scotland

A collaborative presentation delivered by staff and student interns involved in the creation of a centralised team to support and promote peer learning across the University of Glasgow. After one year of the project, speakers reflect from their different perspectives on the experience, learnings and challenges emerging from this endeavour.

Parallel 5.5 (20-Minute Presentations), Room 2522

Crossing borders through virtual exchange

Judit Háhn, University of Jyväskylä, Finland

In my talk, I will report on the advantages of virtual exchange in the way it develops global citizenship through the experience of collaborative online international collaboration. I will draw on both students’ reflections and my observations as a teacher of virtual exchange projects.

It Was kind of Awkard Over Zoom – Understanding the Covid-19 Higher Educational Experiences of International Students in New Learning Environments

Teneisha Ellis, Abertay University, Scotland; Andrea Cameron, Abertay University, Scotland; Corinne Jola, Abertay University, Scotland

Students new to university can face numerous cultural challenges, which can be more pronounced for international students. This presentation will explore insights gained by interviewing international study-abroad students during the pandemic. Their cultural, social, and educational perspectives will be provided.

Parallel 5.6 (20-Minute Presentations), Room 3511

Connecting First-Year Experience Students to the World: The “International Book Club” Approach

Emerson Case, California State University, USA; Agnieszka I. Kaczmarek, University of Applied Sciences in Nysa, Poland; Sebastian Zatylny, University of Applied Sciences in Nysa, Poland

Presentation examines a program that enhance FYE students’ out-of-class and social experiences through an FYE common reader “International Book Club” approach. Using an online platform, the IBC paired students from Poland, Mexico, Guatemala, Argentina, and the U.S. with each other through online weekly discussion questions and weekly Zoom session discussions.

Investigating Academic Reading: A comparison between sixth form (further education: age 16-19) and university students

Charlotte Cartledge, University of Lincoln, England

Reading is an important aspect of Higher Education, yet engagement is varied across the student population. This talk discusses recent work investigating the reading habits, perceived proficiency and motivations for reading of sixth-form and undergraduate students. The talk will close with a discussion of the practical implications and future directions.

Parallel Session 5 Abstracts

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