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

2. The University of Limerick UL
Source: Maproom.net

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

4. 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

5. “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)

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

8. 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

9. ‘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

10. 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

11. Many thanks