SOLSTICE & CLT Conference 2016 Articulating a pedagogy for transition and early intervention – insights from Bolton Business School Dr. Emily McIntosh & Carol Brown 9th & 10th June 2016

Articulating a pedagogy for transition and early intervention – insights from the Bolton Business School (BBS) Dr. Emily McIntosh Associate Director – Student Life e.mcintosh@bolton.ac.uk @emilythemac Carol Brown Lecturer & Year 1 Lead– Bolton Business School Carol.brown@bolton.ac.uk

“Everybody’s business” – The First Year Experience (FYE) Transition Pedagogy (Kift, 2005 & 2009) investigates the scaffolding process for student success framed around six principles of intentional first year curriculum design: (1) transition, (2) diversity, (3) design, (4) engagement, (5) assessment and (6) evaluation and monitoring. International scholarship on pedagogy now focussing on First Year Experience (FYE) & “whole of institution approach” to the Student Experience (Kift, 2015) New models appearing to articulate the student journey and role of academic & professional staff. Student Experience Practitioner Model & Student Lifecycle Model (Morgan, 2012) What Works? (Thomas, 2012) Up to 2/5 (42%) of students think of withdrawing from HE, improving student belonging should be a significant priority for everybody. Whannell & Whannell (2015) have identified that “it is the case…that undergraduate students do persist and are able to complete their program of study in the face of what may seem insurmountable objective challenges”. 12 weeks to settle in, 12 months to transition from dependent to independent learners [e.g. Scott (2006), Yorke & Longden (2008), Kift (2009)]

The Bolton Context Early Intervention and Transitional Support Model Diverse student population: 11,000 students: 55% mature, 35% part time, 30% BME, 12% with a disability NUS Segmentation Analysis: articulating a “non-residential model of student life” Wide range of pre-entry qualifications and “marginalised learner identities” (Reay, 2010) Identification of “at risk” students (academically & socially) Transition & engagement umbrella project: 6 components

Methodology Student Journey Mapping Questionnaire Focus Groups ICE Model (Becker & Maiman, 1975) Semi-Structured Interviews Thematic Analysis (Braun & Clarke, 2006), Bryman (2008)

Anxiety assessment end of first year BBS FYE Research Anxiety assessment end of first year Questionnaire week 6 Focus group week 10

Findings (1)

Findings (2) Anxiety levels of 6 and above deemed as significant anxiety. Students identified November as a key period of significant anxiety in their first year of study, with 77% rating their anxiety levels at 6 or above. This is consistent with expectations as the first phase of assessed work is scheduled in mid November. 67% of respondents rated December at anxiety level 6 or above, with a drop to 50% in January, as assignments had been handed in; 43% in March and 60% in May as results were anticipated for the first year (n=29) Mean anxiety scores of first year business students over the first academic year 2015/16

BBS FYE Personal Tutoring Pilot (2016 onwards) 1st years allocated PT Guided conversations Group EPT sessions (BAM4001) linked to PASS EPT coordination process ‘At Risk interventions BBS FYE Personal Tutoring Pilot (2016 onwards) Key principles : First year tutors allocated as PT 1st year coordinator overview of PTs Academic Skills module embeds Peer Support and encourages insight to inform PTs (1:1 and group sessions). Diagnostics will be used for early conversations. EPT coordination across the year – case review milestones around key transition points Planned ‘At Risk’ interventions informed by PT input, moodle and attendance data, and research conducted in Academic Skills module

BBS FYE Framework FYE tutor contact calendar and process Structured conversations – academic, social, administrative New first year academic skills module following LDF and including research Diagnostics literacy and numeracy + Self Assessment Skills audit PEER ASSISTED STUDY SUPPORT AND PEER MENTORING Revised induction Focused ‘At Risk’ interventions BBS FYE Framework

Measuring impact of pilot Attendance Wk 6 induction satisfaction Engagement with moodle Wk 10 ICE Attrition S2 mid semester ICE Achievement S2 end anxiety and satisfaction level Personal tutor contact levels Feedback from PTs and PASS leaders PT and FYE satisfaction

Current & Future Research Diagnostics: grit, resilience, literacy, numeracy 32 Enhanced Personal Tutors across 8 Schools, September 2016 10 pilot PASS Schemes, Accredited School-based Peer Mentoring Communications Framework, underpinned by student journey data Integrated Student Experience Framework based on transition pedagogy