International Conference on Enhancement and Innovation in Higher Education 10.5 Wilson & Adie Empowering Students through Transitions

Wilson & Adie Empowering Students through Transitions 10.5 Wilson & Adie Empowering Students through Transitions

Adopting a pluralistic approach in undergraduate teaching: Analysis of the impact of student self-help groups on the student learning experience with specific reference to the transition period from Secondary to Tertiary Education

The effective transition from High School to University is recognised as a key influencer on not only student achievement, but also in the quality of the student experience of tertiary education. For many students, the transition from the more directed form of learning experience in Secondary Education to that of the self-directed leaner in HE is challenging and unsettling. While secondary schools put in place insight sessions, the reality of planning your own workload, sourcing materials, and setting personal deadlines can overwhelm the first year student. Universities recognise the need to explore and adopt more innovative approaches in order to enhance the quality of the student experience. Acknowledging that the student is part of the ‘production and delivery of the service’ provides is the key to implementation and adoption of successful innovation. This project explores the effectiveness of the introduction of Self-Help study groups, developed as part of the transition process for first year, first semester students, at Stirling University. The issues……

But… before exploring the role of the self-help group, we need to identify what the issues are… if any! Pilot survey of 5 th and 6 th year pupils What do you imagine a typical day studying at university will be like? Stressful, challenging, enjoyable, interesting Biggest challenges? Doing things myself, independent learning What could help make transition smoother 6 th year more similar to Uni, more responsibility, more independence, information on what it is like at Uni What could Universities do? Open days, summer schools, detailed information on courses Question…. Don’t Universities already provide this?? The role of the Self-Help group

The Pilot survey - 1 st year, 2nd semester, University students Most challenging aspects of studying at University v Secondary School Doing things myself, independent learning, self motivation (40%) Much less help with essay writing Lack of (same level) of support (from teaching staff) What would make transition smoother? School preparing me better; more support; ‘Introduction to University’ session What support could University offer? writing skills/essay writing /understanding assignment requirements (30%) A personal tutor The role of the Self-Help group The A number asked for a personal tutor – this is already in place and staff have reported difficulties in getting students to attend meetings Others asked essay writing support - we have a study support team who provide this. Students are advised of this in lecture, seminar, the portal, and posters Information packs – each student gets a university handbook which contains the information listed A number asked for a personal tutor – this is already in place and staff have reported difficulties in getting students to attend meetings Others asked essay writing support - we have a study support team who provide this. Students are advised of this in lecture, seminar, the portal, and posters Information packs – each student gets a university handbook which contains the information listed

Approach adopted The approach adopted centred on sharing the idea of the self-help group with an active, reliable, and innovative Class Representative (CR) The Class Representative Marketing the idea to class mates The module co-ordinator Convincing the class that attending added value and they would support the sessions as and when requested The student experience ….. Will it be worth my while? How can a class mate run this type of session?

Making it happen The CR – Module Coordinator partnership Self-help groups promoted through social media Initial take-up Key influencers on attendance Attendance figure patterns As exam time approached…..

Key Success Factors Flexibility No topic was set before each meeting and students were advised to simply come along with a copy of the course textbook and be prepared to discuss whatever was on their minds. Friendly and safe atmosphere where students could feel confident that they would be able to share any issues they had, or areas of confusion, without (in the words of the CR) the ‘fear of feeling stupid’. Growing of confidence in particular amongst students who had appeared to lack confidence, were anxious, reserved, and had been questioning whether Higher Education was ‘right’ for them.

Themes The impact of empowering students, through self-help group membership, on their management of the transition from School to HE. The impact on learning outcomes… Lessons for future development of learning partnerships To what extent does the success of self-help groups depend on student leadership? What impact did the self-helps groups have on the quality of the student experience? What negative impact, if any, did the process precipitate?

Moving forward – workshop themes How do we ensure that teaching staff and students have a shared perception of the challenges facing students during this transition period? Is it possible to identify which parts of the process of the transition exercise were most effective? Should self-help groups be formalised and be part of the seminar curriculum? Given the major role played by the Class Representatives in the formation and maintenance of the self-help groups, should the CRs be provided with facilitator training?