Flying into the Library - Walsh, Reynolds
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This document describes the Flying Start initiative at the University of Huddersfield which aims to help new students develop a sense of belonging at the university. It won the 2018 Social Justice Prize. The initiative involves activities run by librarians and other staff during the first two weeks of the semester to welcome over 900 new students across 8 courses. Activities seek to excite students about their subjects, develop academic communities, and encourage interaction between new people. A survey found it significantly improved student relationships, engagement, self-confidence and sense of belonging, especially among male students. The initiative faces the challenge of engaging 34 courses with limited librarian support.
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Flying into the Library - Walsh, Reynolds
- 1. Flying into the library Dr Cheryl Reynolds Andrew Walsh @cherylren @PlayBrarian University of Huddersfield
- 2. • Doing more to close persistent retention and achievement gaps • Intervention for success As teacher and project manager...
- 3. Flying Start To promote early engagement and sense of belonging to the University and your course. Winner: University of Huddersfield Project: The flying start initiative Winner 2018: Social Justice Prize
- 4. • Vision • Creativity • Diverse expertise • Autonomy • Tenacity • Humour • Power • Brand • Money Liberating the talent we already have...
- 5. • Pro Vice Chancellor • Project team • Curriculum teams • Students Union • Careers • Timetabling • Support services • Library Liberating the talent we already have...
- 6. When we only name the problem, when we state complaint without a constructive focus or resolution, we take hope away. In this way critique can become merely an expression of profound cynicism, which then works to sustain dominator culture. (hooks, 2003, p.xiv)
- 7. Vision A new introduction to Higher Education for 900 students on 8 courses last year, increasing to 34 courses this year. To: • Stimulate excitement about the subject • Develop an academic community • Encourage students to work with new people • Develop habits of intensive, full-time study
- 8. Coping with 34 courses… … with a handful of librarians Image: “Herding Cats”, public domain image from https://commons.wikimedia.org/wiki/File:Herd_of_Cats.jpg
- 9. Ask a librarian... Groundhog day
- 10. Challenge cards Hud Cards & selfies: Orientation and bonding
- 11. Zines
- 12. Build / Draw the library
- 13. ActionBound
- 14. Activity based Subject specific Current & purposeful With staff and peer interaction Promoting belonging Campus & town orienteering Career related 2 weeks 9-5 Rules and regs Generic skills From staff you will never see again Easy Low priority Part time Flying Start Student Survey
- 15. Significantly more positive responses to questions about relationships Significantly increased engagement, self confidence and belongingness especially amongst male students Flying Start Student Survey Skip to end…
- 17. Dr Cheryl Reynolds @cherylren c.reynolds@hud.ac.uk 01484 478288 Andrew Walsh @PlayBrarian a.p.walsh@hud.ac.uk Questions?
Notes de l'éditeur
- Tutor background notes: The University of Huddersfield have re-defined the curriculum at the start of the undergraduate experience to better prepare students for their forthcoming studies. The newly designed ‘Flying Start’ programmes focus on support for all students, but specifically for non-traditional students, drawing on research and theory on belonging, retention and success in transitions to Higher Education (e.g. Dwyer, 2015; Thomas, 2012). Flying Start has won two prizes for it’s innovative shift in culture away from ‘whiteboard watching’ to engaging with the people they will be with for the next year/two/three years. Dwyer, T. (2017). Persistence in higher education through student-faculty interactions in the classroom of a commuter institution. Innovations in Education and Teaching International, 54(4), 325-10. Thomas, L. (2012). Building student engagement and belonging in higher education at a time of change: final report from the What Works? Student retention & success programme. London: Paul Hamlyn Foundation. Retrieved from http://www.heacademy.ac.uk/assets/documents/retention/What_works_final_report.pdf
- National data (e.g. HEFCE, 2017) has revealed that there is a need to change the university experience for the broadening range and number of students attending. Research (e.g. Dwyer, 2017; Braxton et al, 2014; Thomas, 2012; Tinto, 1993) tells us that there are elements of key importance to achieving your potential at University and it is to those that we have focused our attention in a new design of the introduction to your HE experience. Knowing how to prepare and organise your own study and how long that takes, feeling like you belong to the University and your course, familiarising yourself with the services and people who will be with you through the next 3 or 4 years. Braxton, J. M., Doyle, W. R., Jones, W. A., McLendon, M. K., Hirschy, A. S., & Hartley, H. V., III. (2014). Rethinking college student retention (1st ed.). New York, NY: Jossey Bass Ltd. Dwyer, T. (2017). Persistence in higher education through student-faculty interactions in the classroom of a commuter institution. Innovations in Education and Teaching International, 54(4), 325-10. 10.1080/14703297.2015.1112297 HEFCE Higher Education Funding Council, England (2017) Addressing barriers to success. Retrieved from: http://www.hefce.ac.uk/sas/barriers/ Thomas, L. (2012). Building student engagement and belonging in higher education at a time of change: final report from the What Works? Student retention & success programme. London: Paul Hamlyn Foundation. Retrieved from https://www.phf.org.uk/wp-content/uploads/2014/10/What-Works-report-final.pdf Tinto, V. (1993). Leaving college: rethinking the causes and cures of student attrition. (2nd ed.). Chicago: The University of Chicago Press.
- About co-ordinating the offer from a library point of view so it was manageable.
- Themes of orientation about campus and skills/activity based problems were challenges that required team work and bonding opportunities.
- The design signals a change from being inducted (into something) to an introduction to HE by welcoming & encouraging new academic collaborations and strategies in T&L.
- Initial outcomes from the student survey on belonging at end of first 2 weeks of term has shown some significant benefits generated by the FS groups, particularly male students in comparison to the non Flying Start courses. 1,107 responses Half were FS half non-Flying Start