Parallel 6.1 (Authors Panel), Room 2521
Perspectives on Enhancing Student Transition into Higher Education
Debbie Willison, University of Strathclyde, Scotland; Emma Henderson, University of Strathclyde, Scotland; Jacqui Hutchison, University of Aberdeen, Scotland; Divya Jindal-Snape, University of Dundee, Scotland; Luke Millard, Abertay University, Scotland
The volume ‘Perspectives on Enhancing Student Transition into Higher Education and Beyond’ will be published in July 2023. The book contains practical examples, based on theory, as to how academic colleagues can support their students into, through and out of Higher Education. At this Authors’ Panel, authors and editors will explain the concept of this new publication to support student transitions and how specific examples of helping studnets into and through their studies can be adapted to individual contexts. The Panel will also reflect on the wider conference proceedings alongside the focus mentioned above.
Parallel 6.2 (Fireside Chat), Room 3508
Continuing the Conversation on Caring to be Different – Reflections on the Opening Keynote
Diane Nutt, Higher Education Consultant, England; Emily McIntosh, University of the West of Scotland, Scotland; Luke Millard, Abertay University, Scotland.
This chaired session will reflect upon the opening keynote from the perspective of the speakers and the conference participants. It will offer an opportunity to explore in greater detail certain aspects and offer a collaborative perspective through participant engagement with real world examples. This conversation will be relaxed, yet focused and engaging as we pool our expertise to consider the key questions in this space.
Parallel 6.3 (Discussion), Room 3511
International Perspectives on the First Year Experience
Will Carey, Loughborough University, England; Herman Van de Mosselaer, AP University of Applied Sciences & Arts, Belgium; and others TBC
This roundtable will discuss the challenges and initiatives for supporting first-year students in universities around the world. Delegates from various countries will share the key issues and national trends in their context, as well as strategies and good practices for promoting student success. The roundtable aims to foster cross-cultural learning and identify innovative approaches to the first-year experience.
Parallel 6.4 (20-Minute Presentations), Room 3510
Making Collaboration Work (What we learned about teaching collaboration in an Art School)
Katy West, Glasgow School of Art, Scotland
Research investigating methods of teaching collaboration to art & design students on the FYE course at GSA, this presentation will draw on interviews with students and be illustrated by work made on the course. It will expand on key attributes identified for successful collaborations, namely communication, organisation, cooperation and compromise.
Crafting Collaborative Communities through Experiential Outdoor Learning
Andy Needham, University of York, England; Stephanie Piper, University of York, England
This presentation discusses the integration of outdoor teaching into a first year course, using experimental archaeology to both foster inclusive and collaborative learning communities, and as a means of introducing students to subject matter that is being studied for the first time, which is common in archaeology.
Parallel 6.5 (20-Minute Presentations), Room 2522
Using personalised portfolios to support lifelong learning and skills development with first year science students - Sharing cross-institutional case studies
Alison Cullinane, University of Edinburgh, Scotland; Sarah Gretton, University of Leicester, England; Nigel Page, Kingston University, England
We present the strengths and challenges faced by our three institutions in delivering supportive approaches to encourage self-reflection and self-awareness of skill sets. Examples will be presented on how we enabled positive outcomes in personal development using collaborative learning technologies (e.g. Pebblepad, Career Pulse) to ensure inclusive engagement to support student success.
When the technology is the curriculum: using ePortfolios to prioritise student-centred design in the UWS ASPIRE model
Jonathan Powles, University of the West of Scotland, Scotland
In 2022 UWS introduced the "ASPIRE" curriculum - three interlinked modules in which students develop their academic, professional and personal capabilities and identities. Core to this experience is an eportfolio, used not simply as a pedagogically-neutral assessment tool, but as key driver of student-centred pedagogy.
Parallel 6.6 (20-Minute Presentations), Room 2517
Using Aesthetic Education as a vehicle for transformative dialogue among first-year students at Stellenbosch University.
Delecia Davids, Stellenbosch University, South Africa; Leslie Van Rooi, Stellenbosch University, South Africa; Joy Petersen, Stellenbosch University, South Africa; John Ruiters, Stellenbosch University, South Africa; Yeki Mosomothane, Stellenbosch University
This presentation will highlight some of the key outcomes, findings and experiences linked to the Stellenbosch University residence exhibition in collaboration with the Stellenbosch University Museum. This exhibition was a key component of the welcoming and orientation experience of first-year students at Stellenbosch University at the beginning of 2023.
From transition pedagogy to ‘articulation pedagogy’: supporting college students starting university without a traditional First Year Experience
Claire Mackie, University of the West of Scotland, Scotland
For many students, their "first year" at university is actually second or third year. This case study explores the experience of students joining one Scottish university with advanced standing and uses images generated by the research participants to consider approaches which could enhance their transition into higher education.