International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome

Student Experience Project Abby Shovlin and Chris Doye, University of Edinburgh It gave me a taste of what to expect: empowering students through activity based and student led inductions

Activity: What strikes you? Choose one of the three quotes you’ve been given:  Why did you choose that one? Walk around the room and talk to at least 2 other people. Tell them who you, which university you are from and what your role is Read them the quote you have chosen and say why you chose it Ask about / comment on the quotes people read you

Briefly – our study ‘Through Your Eyes’ –First Semester Learning Journeys (2013/14) Longitudinal, rich data to complement snapshot surveys Study design Sample = 14 (across 3 Colleges and 4 Schools) Two semi-structured interviews November prompt and optional posts (secure data cloud)

Workshop aims To open discussion about the aims of induction To consider what makes an empowering induction To stimulate and share ideas about active and empowering initial inductions

Discussion: Challenges and issues What challenges and issues were raised by these quotes and your discussions round them?

Activity: What do you think? A quote from semester 2: “Well reflecting back on it now, I felt like at the beginning.. I was thrown in at the deep end but that’s the only way you’re going to learn to swim... I don’t know if there’s much [the university] can do differently because the only way you’re going to learn is to do it.”

Empowering induction “... being empowered refers to an internal condition that an individual experiences, similar to experiencing motivation or anxiety. Empowering refers to those situational factors that help others feel empowered.” (Houser and Frymier, 2009, cited in Weimer, 2009)

Polarities of induction Closed models Information transmission Institution-centred Before ‘real’ learning begins Passive participants Fixed, singular and finite Open models Student-centred Open, extended, on-going Part of ‘real’ learning Activity-based Two-way dialogue Space for identity formation Peer bonding / group work

University Challenge/Just a Minute

Mini Tutorial for Divinity Bites Each group of students choose a controversial topic

Learning to Learn Mathematics (2014)

Average feedback from empowering inductions This session encouraged me to be proactive in my approach to studying, learning and university life. 91% average (agreed or strongly agreed)

Feedback from empowering inductions The tutorial type session was brilliant as it gave me a taste of what to expect Best activity of today? Tutorial practice: it gives more confidence The best activity of today? The video about making mistakes, because it emphasised the importance of learning from your mistakes etc. The student panel. Their comments were helpful, informative and reassuring.

In a nutshell Empowering: students gaining control, confidence and responsibility In: activities that help students make a good start Through: continued activities supported within departments (peers and academics)

References Dunham, N. (2012) 'A Date with academic literacies: using brief conversation to facilitate student engagement with academic literacies'. US-China Education Review B7 pp Available online at [Accessed ] Weimer, M. (2009) ‘The Meaning of Learner Empowerment’ Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. March 3 rd, [online newsletter] Available at learner-empowerment/ [accessed ] learner-empowerment/

Student Experience Project Abby Shovlin, Academic Induction Coordinator, Student Experience Project, University of Edinburgh Chris Doye, Head of Study Development, Institute for Academic Development, University of Edinburgh

What our students said New Students’ Survey 2013/14 (c week 2 / 3) ‘I feel confident to cope with the academic demands of my course’? Around 33%