Timeline of anticipation of arrival at
University: extending induction to
pre-arrival to support transitions
Lynn Walker, Alison Browitt, Lorna Love,
Michael Park, Scott Iguchi-Sherry
Overview
• Short Talks
- Supporting and inducting students from application/ acceptance
through first semester:
- RIO pre-entry phonecalls – Lynn, Alison
- FIMS pre-arrival packs – Lorna, Michael
- Student Network webchats – Scott
• Group discussion around the issues of induction and
transition on timeline
• Feedback to group
Pre-entry Phonecalls
Pre-entry contact with first year Engineering students
was initially part of an LTDF funded project in 2007repeated 2008, 2009 thanks to funds from the Faculty
Based
on strategies used by the UK-OU (Simpson, 2006)
UK admissions to the Faculty of Engineering were notified in
information packs of possible pre-entry telephone contact
The cohort was stratified by previous Maths qualification and
approximately half were contacted by telephone in Aug/Sept
Brief telephone interviews were based on the principles of positive
psychology and the strengths approach – asking about
expectations of starting University but focusing on strengths and
positive experiences to encourage confidence and motivation
However, interviewers did provide an opportunity to have any
questions or concerns answered
Simpson, O., 2006. Using Strengths to Support First Year Retention in the UK Open University. Presented at ESCalate
Conference on the First Year Experience, University of Stirling, April 2006
Semester 1 Initial Attendance
An early unanticipated finding was increased uptake of
places at the University after pre-entry phonecall:
Students not registered for sessions 2007-08, 2008-09, 2009-10
18
16
14
# students
12
10
Not Regd (N)
8
6
4
2
0
Phoned (n=455)
Control (n=442)
Semester 1 GPA
Analysis of Semester 1 grade point averages revealed that
Phoned students performed somewhat better than the control
group. However, there was no major impact on retention rates.
Faculty of Engineering 2007-2009 first year Semester 1 results
over three academic sessions by pre-entry phonecall
100%
90%
80%
% of cohort
70%
60%
GPA >9
50%
GPA <9
40%
30%
20%
10%
21.4
26.1
Phoned (n=453)
Control (n=425)
0%
The Phoned students said about the phone call: “I felt that being contacted by telephone before starting the course was a
very positive experience, as it was useful to ask any last-minute questions
that I had forgotten at open days or other enquiry days. It was also helpful to
get a little more information about my course before starting, particularly
how things work in the department, and advice on buying books and
equipment.”
“I was really pleased when I was contacted by the university as I thought it
showed that it is actually interested in how the students feel. I was initially
quite worried about coming to Glasgow as I hadn't really spoken to anyone
apart from on the open days but speaking to someone who was able to
answer my questions really put my mind at ease. It also put my mums mind
at ease as she realised that there is always someone about to help.”
“It was a really nice call! The girl I spoke to was nothing but helpful and
lovely and we talked at length about anything and everything! Very informal
and equally as helpful. I got a lot of my questions answered and it was nice
to know the uni had taken an interest in me and my experience!”
“it was unusual to be spoken to as an adult member of the university. it made
me feel much more welcome, rather than just another number as i was at
school”
Feel Good factor/sense of belonging
The phone call produced an important FEEL GOOD factor and fostered a
sense of belonging. This was demonstrated by: •Expectations: - The overwhelming majority of all the students felt that their experiences to
date had measured up to their expectations. However, those from the Phoned group were
more likely to state that their expectations had been exceeded, 23% as opposed to 9%.
Conversely, the control students were more likely to find that their expectations weren’t
being met (20% as opposed to 9%).
Preparation: - 76% of the Phoned students mentioned that they felt well prepared for their
studies, yet only 55% of the control group felt the same. At the same time, 33% of the
control group felt unprepared as opposed to 23% of the Phoned group.
Difficulties: - The Phoned group were more likely to state that they had no difficulties, 44%
as opposed to 27% of the control group.
Support: - A sizable minority (42%) of the Phoned students felt that the Faculty/University
were doing a good job with new students and that no additional support was needed. In
contrast only 18% of the control students felt this way.
Institutional commitment: - Most students had formed positive impressions of the
University, yet twice as many of the control group offered additional negative comments. We
surmised that the Phoned group felt more positive about the University.
FIMS Pre-Arrival Packs (1/3)
Summer 2009 we created ‘By students, for students’
FIMS pre-arrival packs *
NewStudent
Any Street
Any Town
•Aimed at all students studying Level 1 Maths, Computing Science,
Statistics, Psychology - including those studying as a 2nd, 3rd subject
•Purpose: to equip new students with information that current students have
told us they wished they’d had
•Contain mixture of ‘generic’ student information and discipline specific
material
* Made possible by Chancellor’s Fund award
FIMS Pre-Arrival Packs (2/3)
Series of information sheets
FAQ
- What is a tutorial?
- What is a class test?
URLs
- Facebook groups, student societies
Who’s Who with photographs
- Level 1 Departmental teams (acad. & admin.)
- SLS, Science Support Unit
Sample timetables
- A typical day is not just attending lectures!
Subject wall planners with important dates
Subject specific information
- Computing Science: ‘why we use ‘Python’’
- Maths – ‘why we have a ‘Skills Test’’
FIMS Pre-Arrival Packs (3/3)
Films
Problems we faced
Timescale
How many packs to create?
When should they be sent out?
- intending honours students: we know about them as soon as they accept their offer
- other students: we don’t know about until curriculum is approved at advisers meeting
Some students (e.g. IH Physics) we know will be studying a FIMS subject ... but do
they know?
International students
- when will they be travelling?
- how long will it take for packs to arrive?
- will they ‘cross in post’?
- cost of sending packages - electronic versions?
- what information do they already have?
Student Network webchats
Student Network
University wide e-mentoring scheme (based in RIO) where current students (ementors), in second year and above, provide info and advice to prospective,
new and current students using the following methods • E-mail
• Social Networking
–
Facebook
• Webchats
–
–
–
Online communication in real time
Student advisors
Prospects.ac.uk
Student Network webchats
Webchats
Scheduled live webchats to coincide with key dates in student lifecycle (correspond
to time SN attracts highest number of users). Open to all students but were
targeted •
Jan-Apr 2009 – conversion (& induction)
–
–
•
General student life (SN) and Dept/faculty specific (UKRT)
Many students accessing who had already accepted offer
Aug-Sept 2009 – induction
–
–
•
Students starting in Sept.
Student Network run
Nov 2009 – application
–
•
General student life (SN) and Dept/faculty specific (UKRT)
Feb-Mar 2010 – conversion (& induction)
–
–
–
Students with an offer (some may have accepted)
General student-life (SN) – more than previous year
Dept./Faculty specific ones Mar onwards
Student Network webchats
Webchats
Popular topics of conversation
•
Course info
“Hi! @ Brian: What's it like studying Physics at Glasgow” (Mar ’10)
•
Learning/studying
“hey, im going into first year to study accountancy and im wondering how difficult it is to take notes etc.. in lectures” (Sept ’09)
•
Degree structure
“As a student from south of the border, how was it to study a 'random' subject in the first year.. did any of you change courses because of it
or did any of you find it became tedious as it really wasn't your thing” (Feb ’10)
•
Course choice
“is there anyone who has taken the course: french language, literature and modern france? i've studied french for 5 years but i'm not
complitely sure about the right course for me” (Aug ‘09)
•
Student demographic
“would you say there are many mature students at Uni, i mean are the classes quite mixed...” (Sept ’09)
•
Student life
“Hi, I'm Dragos and I'm in the last year at the arts school in iasi. I'll turn 19 in march and I'm more concern about how the atmosphere
between all students from all over the world is” (Feb ’10)
•
Accommodation
“…is Murano really as "wild" as people make out? That might put me off a bit if people are too noisy if im trying to sleep or study lol” (Feb
’10)
Student Network webchats
Observations
Similar concerns
“Hi, I'm from Germany, but I live in Birmingham at the moment. Are there many international students in
Glasgow Uni” (Mar 10)
“… I'm actually what they'd term a 'mature student (though i'm only 27) and haven't really met many of
my classmates yet and have been too busy to attend Freshers week - would you say there are
many mature students at Uni, i mean are the classes quite mixed...” (Sept 09)
Connecting students
“I´d like to ask, as I am an international student (the czech republic), we have a quite different
educational system. Thus, I will be 20 when I start my first year! Is there anyone that old in the first
year? Will I be too old to my classmates? Should I care about it at all” (Feb ‘10)
“Hi all! I was conditionally admitted to the university (politics), so I would like something about the
exams... How many of them will I take in an year? (More or less.) And what if I don't pass it for the
firsr time, am I still able to try it for the 2nd time? (Btw nice to see you, Lubos, I am from the Czech
Republic, too. And I'm 19 right now”. (Feb ’10)
Student Network webchats
Feedback
“Thank you all for the help - I do feel much more relaxed about the finances and
generally about the idea of going to university. I must go now; work to be done if
I'm going to hit those grades to come here in September! Goodbye everyone!”
(Feb ’09)
“Following your e-mail I inform you that I was participating to the webchat event
and I found myself quite satisfied. This idea of yours was really helpful and
nearly all of my questions were answered. I was given the chance to see from
another point of view the way of students’ life there, how the educational system
differs from the Greek system. Finally I was able to get an idea how the
University works with first year’s students from a foreign country who find it
difficult to fit in. Thank you very much for this opportunity which helped me make
my decision.” (Mar ’09)
Contact Details
Contact Details
Lynn Walker - l.walker@admin.gla.ac.uk
Alison Browitt - a.browitt@admin.gla.ac.uk
Lorna Love - l.love@fims.gla.ac.uk
Michael Park - mpark17@googlemail.com
Scott Iguchi-Sherry - s.iguchi-sherry@admin.gla.ac.uk