1. Developmental transition Chris Keenan Bournemouth University Project Lead

2. Transition to HE Timescale A level results > first assignment at university Problem When considered as a group STEM students are less likely than other groups to continue to a second year of study My findings Supported developmental transition support dramatically improves potential to progress

3. Stepping Stones 2HE First released to students in my school in 2002 – engineering school, but approach is transferable to all disciplines, including Art! Distributed as part of welcome – post A level results Premise: if a student leaves it should not be a result of institutional habitus Outcome: a decade of research into student transition Output: Stepping Stones 2HE Started as a result of trying to understand why students in my school were leaving in the first term A faltering student was more likely to leave if they described a poor transition, enrolment and induction experience Research found students were asking for reading lists as a proxy for wanting to get down to work On-line resource to aid transition to HE includes -study advice, -linkages between pre-study work and induction week, -mechanisms for developing social and academic integration -opportunity for relationship development between student and tutor via About Me, can be used as basis for first tutorial -opportunity for student to ask any burning questions -opportunity to identify ‘unusual’ anxiety

6. By taking an initial look at the history of surgery and medicine, we can understand how our profession evolved and determine the role of the Operating Department Practitioner in a modern Healthcare team, perhaps gaining an insight as to how the profession might develop in the future. We look forward to meeting you on joining the programme.

7. Evaluation Active rather than passive approach to transition and induction Engaging Enthusing Early retention improved where SS2HE was introduced Staff on board and enthusiastic “Genuine Buzz” Web based vs VLE Registry involvement………… Can be adapted to suit local context Approach has attracted lots of money Many institutions have been interested and adapted to suit their purposes

8. STEM transition project Our STEM project research is suggesting that a characteristic of STEM students may be that they are goal directed/goal motivated “as a working scientist you don't sit there and try to figure out how atoms bind together it becomes very different at a later stage and I only realised that by talking to people about what they do. I can see why a lot of people would not get to that stage and just hate the first year and drop out” “they don’t realise the vast options available to them” “Help students set achievable goals it would be useful to give new first year students ideas of what they could be aiming towards for their final year project or the range of possibilities their degree would unlock for them this would help them cope with the difficult bits of the course” As an immediate result of this insight this we introduced theme lectures into our first week activities and, gave students a seminar presentation on mobile music futures, showing students cutting edge research projects into mobile music technologies, on one of our programmes that is struggling with retention

9. Discussion Points What do you/your institution offer students to support their transition to HE? What would you like to do? Opportunity now for questions and discussion later this afternoon…… Happy to continue discussions after the seminar! ckeenan@bournemouth.ac.uk

10. Some references and other info Some Publications Keenan, C., (2011) Pre-arrival IN Morgan, M (Ed) Improving the student experience: The essential guide for universities and colleges. Keenan, C. (2009) Stepping Stones 2HE: fresh thinking for introducing PDP to freshers IN Enhancing Student Centred Learning HSLT Subject Centre, Threshold Press Ltd Hanson, J., Hewitt, I., Keenan, C. & Newland, B. (2009) From Policy to Dartmoor: Personal Development Planning for transition, engagement and beyond at Bournemouth University IN Personal Development Planning Strivens, J. (Ed) Foundation Degree Forward UK Keenan, C., & Currant, R. (2009) Learning from Learners in Transition IN Walker, S., Ryan, M. & Teed, R., (Eds) Learning from the Learners' Experience - post conference reflections University of Greenwich, London Keenan, C. (2009) Stepping Stones 2HE: Students Action in Transition to HE IN Induction and Disabled Learners Action on Access Keenan, C., (2009) Developing Learning Together - Learning Development Networks and LearnHigher Journal of Learning Development in Higher Education Vol 1 available online http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe Currant, B. and Keenan, C. (2009) Evaluating Systematic Transition to Higher Education, Brookes eJournal of Learning and Teaching 4 (2) http://bejlt.brookes.ac.uk/article/evaluating_systematic_transition_to_higher_education/ http://bejlt.brookes.ac.uk/article/evaluating_systematic_transition_to_higher_education/ Keenan, C. (2008) How to make the most of personal development planning IN Burns T. & Sinfield S., (2008) Essential Study Skills, London, Sage Keenan, C. (2008) Stepping Stones 2HE a model for student retention IN Student Retention Programs in Higher Education, Crosling G., Thomas, L. & Heagney, M. (Eds), Routledge Farmer Keenan, C & Benjamin, C (2006) Engineering Education 1:1 Summer 2006 (joint) Implications of Introducing Problem Based Learning in a Traditionally Taught Course HEA Exchange Magazine Issue 3 2006 Stepping Stones 2HE: Bridging the Transition Gap Support for learning developers The Association for Learning Development in Higher Education Two discussion lists ldhen.ac.uk STEM-SW-FYE@jiscmail.ac.uk