An overview of student transitions in higher education, covering:
arrival into university
the quality of learning and teaching
effective student support
Also covers detail on how Robert Gordon University is taking forward its work on the Student Transitions Enhancement Theme.
2. Starting university
Nervous energy
Excitement
Feeling slightly squeamish
Not wanting your family to leave / wishing they’d
dropped you off a block or two from campus
Hungry and wondering what you’re going to eat
tonight
Most importantly – signing in to the Wi-Fi
3. The Importance of Integration
Academic Social
Learning what it means to
learn at university
Validating subject choice
Gaining confidence
Becoming socially
comfortable at university
Meeting people and making
connections
Having a non-academic space
Recognising positive change
within yourself
Tinto, 1975
4. The Quality of Learning and Teaching
Good learning and teaching practices:
Chickering and Gamson 1987
ǁ foster engagement
ǁ 1. place Encourages a value contacts on between attendance
students and faculty
ǁ make use of students’ knowledge and
2. Develops reciprocity and cooperation among students
experiences
3. Uses active learning techniques
ǁ provide regular feedback
ǁ promote dialogue
ǁ build confidence
4. Gives prompt feedback
5. Emphasizes time on task
6. Communicates high expectations
7. Respects diverse talents and ways of learning
5. The Role of Effective Support
Role of our student unions in reaching out to all
their members
Range of student-facing services – all designed to
make student life better
Asking a question as to how and where small or low
cost support can make a difference?
Utilising students to develop and deliver support
6. The Challenge of us all together
Need for colleagues to work together to:
- increase the impact of the resource we invest
- develop new approaches and solutions
Data can help greatly to inform our thinking, as can
student feedback
7. What might success look like?
Students feel well prepared and appropriately
supported
Delivery of information is replaced by learning
Students develop understanding of what is
expected and feel able to meet this expectation
We understand who is leaving and why
Accept that early-departure can be the right
decision for some students
8. Seamless v. Fact of Life
What do we say about transition?
ǁ No need to worry, it’ll all be fantastic
ǁ Sometimes things can be tough and we’re
here to help
Can we do more to prepare students?
Viewing transition as a fact of life and resilience as
a skill
9. discussion
What are we doing well in this area?
What role can quality processes have in
supporting successful transitions?
10. Driving a national focus
Scotland’s Quality Enhancement Framework
includes the Enhancement Theme programme
An opportunity for the sector to come together to
investigate an area of practice:
- share information
- discuss enhancement solutions
Also an opportunity to take enhancement forward
within the institution:
- strategic
- course and discipline based
11. Student transitions 2014-17
Student Transitions Theme Leaders Group
Two sectoral tracks of work:
- into higher education
- through and out of higher education
Key focus on work within institutions
Also a Student Network, comprised of our student
officers
12. RGU’s APproach
Institutional Theme Leaders Group
Focus on three levels:
- Cross-university, areas identified by Strategy
or quality processes
- Discipline, areas of relevance to colleagues at
school or course level
- Student, aiding students to become better
prepared and more resilient
Theme scoping exercise informed by a student
internship
13. Associate Student Scheme
The scheme is free to all HN students planning to progress
to RGU through the Degree Link programme
Associate students benefit from access to:
ǁ CampusMoodle – RGU’s virtual learning environment
ǁ Online databases, journals and electronic books
ǁ the University Library
ǁ RGU: Sport
ǁ RGU: Union
14. Partnership working to enhance
Students’ Writing
Identified challenge regarding students’ writing
Study Skills and Access worked with academic staff to
unpack and understand the challenge
The development of
a joint response, in the
form of learning activities
and student support
Critically, linking these
activities back to the course
and subsequent feedback to
students
15. DegreePrep Programmes
Designed to support the transition from studying at college
to studying at university through
ǁ essential course information and study skills, as well
as familiarising students with the staff, campus and
facilities
133 students attended a DegreePrep Programme prior to
commencing their studies in Session 2014/15
133 entrants joined the
programme in 2014/ 2015
99%
felt more confident
about continuing
their studies at
university
100%
Were more aware
of the help and
resources available
at university
