First year at UL: ‘Making The Leap’ Sarah Gibbons Michael Smalle University of Limerick, Ireland Student Engagement & Success Unit

The University of Limerick UL Source: Maproom.net

National retention rate of 16% First Year Full Time 11% amongst universities

Main areas relating to the WhatWorks Main areas relating to the WhatWorks? Report & the University of Limerick National Policy Driver for Student Engagement Higher Ed in Ireland and its impact institutionally The formation of a virtual unit for Student Engagement and Success at the University of Limerick How WhatWorks? has informed the UL SES work

“A positive first-year student experience is crucial to achieving the goals of higher education; failure to address the challenges encountered by students in their first year contributes to high drop-out and failure rates, with personal and system-wide implications.” (National Strategy for Higher Education to 2030 p.56)

Student Engagement & Success Structure at UL Student Engagement & Success Structure in UL Student Engagement & Success Structure at UL

Student Engagement & Success Unit in UL Student Affairs Division Centre for Teaching and Learning Library Laura Douglas First Year Support Michael Smalle Librarian for Student Engagement & Success Sarah Gibbons Educational Developer, Student Engagement & Success

‘Sense of belonging’ WhatWorks? Influencers for SES in UL Institutional commitment Early engagement Supportive peer relations Meaningful interaction between staff & students Existing activity Orientation - Upskill older students - Socialise new students Peer advisors Training in SES Frontline support PASS (Personal Advisor Support System) Revised system Increased student interaction Strategic plans - Broadening Horizons - Engaged Learning New activity Collaboration ULSU (NStEP & Working Group) Student Residences Transition module Identified gap Student-centred activity

Transition ‘Module’ WhatWorks? Influencers for SES in UL How? Impact Why? Experiential gap National timeline Evidence Challenges Not timetabled; students were just enrolled; 2 weeks Approach ‘Opt out’ The welcome – ‘nurturing a culture of belonging’ ‘Socialisation’ of students (2 small-group activities per session) ‘Collaborative’ exploration of the differences between second and third level education Viewing of final year and PG student videos aligned with the timeliness and ‘relevance’ Expectation-setting and mapping out the first semester including time management to ‘build capacity’ Feedback 87.6% agreed that the sessions helped their understanding of transition into third level. 87.6% felt the information provided to them was beneficial as new students to UL. (N202) WhatWorks? findings and National Forum for the Enhancement of Teaching & Learning

Many thanks