1. Integrating Stage 1 students into university life… Teaching and Learning conference 2013 Transitions to Higher Education Dr Jean Hall - CEGS

2. Why should we do this? Over whelming Anxiety Depression Isolated Homesick Social pressures Unmotivated Failing Contented students Secure in themselves Not afraid to ask for help Engaged with learning Engaged with the wider university Successful Fun to teach…….

3. How do we integrate students? Practical considerations Short-term Day 1 Week 1 Medium term Semester 1 Longer term Whole year

4. Practical Considerations Central Timetabling Home is where the heart is….. Common room Give the students a hub – Cassie Building Deciphering Timetable Large number of contact hours – students around alot Timetable complicated to understand – duplicate practicals Simplify this for clashing weeks for the students (and explain it) Active and inclusive Student Societies CEGSoc EWB School and Engineering sports teams

5. Practical Group Timetable

6. Short term Day 1 Welcome lecture Meet your tutors Start to break down some barriers of uncertainty Week 1 Grinton Lodge Fieldclass Practical groups

9. End of week 1 Have met over 50% of cohort – less anxiety in lecture room Have spent a period of time with more than 25% of peers Practical group timetable allocation based on Grinton Challenge groups – familiar faces in practical Help in deciphering the university timetable – less anxiety about where the student needs to be Have met key personnel from school and from CEGSoc Have met their tutors on at least 2 occasions Meet the tutor event on Day 1 Dedicated individual appointment in induction week on 1-1 Tutors attend Grinton to man activities – try and match with tutees where possible

10. Medium Term Stage tutor also DSES (20 credits) module leader Stage tutor sessions Buddy scheme implementation

11. DSES module – core to programme Core to programme in all years Semester 1 – small group project (Groups are linked back to Grinton experience) Semester 2 – large group project (2 small groups combined) Module leader also Stage tutor

12. Medium Term Stage tutor also DSES (20 credits) module leader Stage tutorial sessions Informally ran events Weekly slots in timetable First few weeks cover practical issues – coursework hand in etc Opportunity for students to feedback Meet the HoS Study skills development Buddies Introduced in 2010 Stage 3 and 4 students Allocated from diagnostic test results to buddies Support in Mechanics and Materials modules (20-25% student failures at 1 st attempt) Buddies managed by Teaching Fellow in School Stage 1 tutor manages feedback on the system

13. Longer term Stage tutorial session Generally fortnightly Semester 1 formal feedback session Careers and CV Study abroad opportunities Stage 2 look forward Stage 1 reflection and feedback Buddies still in background for students if required but totally Student-Led

14. Reflections Stage tutor sessions Reduces staff student committee issues from Stage 1 Allows feedback and management of student expectations Delivers key university regulations in bite-size chunks Widens the student exposure to other activities outside course Buddies Passing results in CEG1301 improved since scheme in place DSES1 semester 1 project allows involvement from Buddies – formal route Buddy management – student led increasing in year

15. How are we doing….. Student perceptions Grinton lodge as a highlight of the Stage 1 year (and indeed in future years) 69% of Stage 1 students felt the Stage tutor sessions were useful Buddies regarded as useful with only 7% of a cohort feeling that they are not required DSES1 is recognised as being a key module in the development of transferrable skills and teamwork Smaller groups – not daunting and reinforce theoretical learning Larger groups – teamwork, industry-focussed problems, client-engineer meetings to ensure feedback occurs Development of reflective learning (group report in Semester 1, individual in Semester 2)

16. What do others think? Buddy scheme implemented and students failing CEG1301 core modules at the 1 st attempt has been significantly reduced (25% (09/10) down to 8%(12/13)) Student feedback on DSES group makeup – recognition of skills development excellent way to integrate the international student into the cohort and to give them confidence to speak out in a group ‘I enjoyed this module and feel as though it enhanced the way I look at engineering development as well as improving the way I work with people with very different personalities’ ‘this module has been very informative and highlighted the importance of teamwork, more so than previous modules, as it has been over a longer time scale’ Feedback within the JBM accreditation visit report (2012) The Team was pleased to note the peer assessment within group projects and the efforts made by the School to select teams, sometimes using Belbin assessments to ensure a range of behavioural strengths and weaknesses.

17. Happy students?