Easing the transition of first year undergraduates through an immersive induction module

Turner, Rebecca; Morrison, David; Cotton, Debby; Child, Samantha; Stevens, Sebastian; Nash, Patricia; Kneale, Pauline

doi:10.1080/13562517.2017.1301906

Cited by 37 publications

(30 citation statements)

References 38 publications

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“…Where concerted efforts have been made to embed non-traditional (i.e. not lecture-based) pedagogies in the first year of undergraduate programmes, evaluation suggests that student expectations should be carefully managed (Turner et al 2017). Strong induction processes can help students set realistic expectations regarding the teaching approaches they will encounter, as well as the methods and timescale by which they can gain feedback on assignments.…”

Section: Lectures As the Atypical Teaching Formatmentioning

confidence: 99%

Early withdrawal from higher education: a focus on academic experiences

Webb

Cotton

2018

Teaching in Higher Education

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Early withdrawal from higher education (HE) programmes can be detrimental for the students and institutions involved. Quantitative research has often concentrated on demographic and social antecedents (e.g. gender, prior education). Other factors may be more open to intervention e.g. students' academic experiences in HE. Using data from an institutional survey (N=1170), logistic regression tested a range of academic experiences, regarding their relationship to contemplation of withdrawal ('COW': a recognized marker for actual withdrawal). COW was associated with student perceptions of low one-to-one contact with staff; non-traditional delivery methods; low peer-interaction; and high assessment load. Interestingly, COW was not associated with overall contact hours, large classes, or personal tutoring. The contributing factors explained 5.1%-8.6% of variance in COW, suggesting they may be meaningful levers for optimizing retention. The paper discusses links to existing literature, future research directions, and applied implications for institutions.

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Section: Lectures As the Atypical Teaching Formatmentioning

confidence: 99%

Early withdrawal from higher education: a focus on academic experiences

Webb

Cotton

2018

Teaching in Higher Education

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“…Some studies have adopted an academic approach where students are involved in a course in order to obtain specific study skills relevant to their majors. For instance, Turner et al (2017) provided an immersive four-week module to help first-year students adjust in universities. The module was based on student-learning activities where students were introduced to essential higher learning skills.…”

Section: Means To Support Newcomersmentioning

confidence: 99%

First-year Students’ Adjustment to University Life: A Case Study of Implementing College Buddy Program

Alharthi

2019

IJHE

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Transitioning from secondary to higher education is not a natural step for many first-year university students. Most female students who join Taibah University did not have the chance to visit the university and get to know the programs offered there before they applied. Therefore, the Childhood Studies Department within the College of Family Sciences has initiated the present program – My Uni-Buddy. The program was applied on a small scale to create connection between first-year students and their fellow students in the third year. The aim of the program is to support new students and help them adjust quickly to their new life. The study employs a qualitative approach in which interviews were carried out to collect the relevant data. The findings show that first-year students hughly benefited from the program in the academic and social aspects.

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“…In another university, creating such a supportive environment was attempted by introducing a cross-disciplinary, cross-faculty four-week immersive induction module (Turner et al, 2017). Its standardised teaching of academic study skills emerged as particularly problematic.…”

Section: Literature and Contextmentioning

confidence: 99%

Putting research first? Perspectives from academics and students on first-year undergraduates learning research

Bage¹

2019

SUCCESS

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Exploring the place and potential of ‘research’ in undergraduate degrees has stimulated higher-educational debate for decades, strongly influencing policies, practices and structures. This article’s consideration of some problems associated with teaching and learning about research during the first year of undergraduate degrees, helps throw that debate into a sharper light. Should first-year undergraduates be asked to learn from their own or others’ research, and what difficulties might they experience? What relevant previous learning about research, or lack of it, might they bring with them into their degree? Working with empirical data from across one English university, and literature from universities across the world, these questions are discussed by exploring first-year undergraduate teaching and learning, through the lenses of critical inquiry and constructivist grounded theory.

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Easing the transition of first year undergraduates through an immersive induction module

Cited by 37 publications

References 38 publications

Early withdrawal from higher education: a focus on academic experiences

Early withdrawal from higher education: a focus on academic experiences

First-year Students’ Adjustment to University Life: A Case Study of Implementing College Buddy Program

Putting research first? Perspectives from academics and students on first-year undergraduates learning research

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