# data[].attributes.headline
Coffee with ADDed Conversation – a pioneering new approach, sharing behind-the-scenes conversations about academic practice – Goes nice with a slice of cake!’

# data[].attributes.subject
Coffee with ADDed Conversation – a pioneering new approach, sharing behind-the-scenes conversations about academic practice – Goes nice with a slice of cake!’

# data[].attributes.body
Nicola Clarke, Birmingham City University, England; Rebecca Gibbons, Birmingham City University, England

Coffee with ADDed Conversation, bringing academic skills and staff of the Academic Development Department to life from behind a screen during a global pandemic. A new approach to teaching academic skills, through unscripted and at times funny chat show style conversations that replicated the natural academic and professional office-based conversations. The spelling of ‘ADDed’ conversation is a play on words in recognition of the Academic Development Departments, Acronym - ADD.

# data[].attributes.attachment_link.title
Welcome to Coffee with ADDed Conversation

# data[].attributes.headline
Working with widening participation (WP) teams to support underrepresented students with a successful transition to university

# data[].attributes.subject
Working with widening participation (WP) teams to support underrepresented students with a successful transition to university

# data[].attributes.body
Charlotte Wisson, University of Derby, England; Ryan Davidson, University of Derby, England

This Show and Tell will share the University of Derby’s collaborative approach to supporting underrepresented students with the transition to university. The session will share the Widening Access and Student Engagement team’s theory of change, highlighting the post-16 activities underpinned by theory, designed to support pre-arrival transition skills.

# data[].attributes.attachment_link.title
WA Transition Project - University of Derby Slides

# data[].attributes.body
Handout 1

# data[].attributes.attachment_link.title
WA Transition Project - University of Derby Handout 1

# data[].attributes.body
Handnout 2

# data[].attributes.attachment_link.title
WA Transition Project - University of Derby Handout 2

# data[].attributes.headline
SOS! Supporting the first-year experience with the MOOC "SelfOrganised Studying"

# data[].attributes.subject
SOS! Supporting the first-year experience with the MOOC "SelfOrganised Studying"

# data[].attributes.body
Hannes Mueller, TU Graz, Austria

The amount of information first-year students have to deal with at the start of their studies can be overwhelming. To provide an easy-to-consume, interactive info package with lots of guidance right from the start, we created the video-based and free available "SOS MOOC" for all TU Graz beginners.

# data[].attributes.attachment_link.title
SOS! Supporting the first-year experience

# data[].attributes.body
Further detail

# data[].attributes.attachment_link.title
WA Transition Project - University of Derby - Further Detail

# data[].attributes.headline
Self-study program and training the trainers: The link between pre-boarding and onboarding

# data[].attributes.subject
Self-study program and training the trainers: The link between pre-boarding and onboarding

# data[].attributes.body
Stephanie Franzen Rothmar, University College Copenhagen, Denmark; Ida Marie Møller Nielsen, University College Copenhagen, Denmark; Aksel Herlev Rasmussen, University College Copenhagen, Denmark

As an attempt to encrease the experience of coherency between pre-boarding and onboarding we have developed an online self-study pre-boarding program and a tutor training program build on and desinged to adress the same principples: sense of belonging, self-afficacy and perception of curriculum. The combination of the two initiatives create a much needed link between pre-boarding and onboarding.

# data[].attributes.headline
Peer learning at the University of Glasgow: reflections on strategies, successes and challenges of a holistic institutional approach to Year 1

# data[].attributes.subject
Peer learning at the University of Glasgow: reflections on strategies, successes and challenges of a holistic institutional approach to Year 1

# data[].attributes.body
Aleix Tura Vecino, University of Glasgow, Scotland; Alex Jacquemont-Krupp, University of Glasgow, Scotland; Marcus Gao, University of Glasgow, Scotland; Máté Kedves, University of Glasgow, Scotland; Caitlin Semley, University of Glasgow, Scotland

A collaborative presentation delivered by staff and student interns involved in the creation of a centralised team to support and promote peer learning across the University of Glasgow. After one year of the project, speakers reflect from their different perspectives on the experience, learnings and challenges emerging from this endeavour.

# data[].attributes.attachment_link.title
Scholarship_EFYE Conference_Peer Learning at the University of Glasgow

# data[].attributes.headline
Piloting a summertime low-threshold peer guidance service for new students at the University of Eastern Finland

# data[].attributes.subject
Piloting a summertime low-threshold peer guidance service for new students at the University of Eastern Finland

# data[].attributes.body
Niina Rissanen, University of Eastern Finland, Finland; Outi Tikkanen, University of Eastern Finland, Finland

The implementation of the peer guidance service is based on student feedback and the Student2Student peer guidance service concept already in use at UEF. The aim is to provide a low-threshold service for new students with advice on questions related to starting studies, as well as a support service for academic subjects.

# data[].attributes.attachment_link.title
Presentation_Summertime low-threshold peer guidance service for new students at the University of Eastern Finland (1)

# data[].attributes.headline
Orientation and tutoring that boost a sense of community towards social integration into the university

# data[].attributes.subject
Orientation and tutoring that boost a sense of community towards social integration into the university

# data[].attributes.body
Outi Tikkanen, University of Eastern Finaldn, Finland; Niina Rissanen, University of Eastern Finland, Finland

The presentation describes practices in the new students’ orientation and explains how orientation and peer tutoring support the collaborative start of studies at the University of Eastern Finland.

# data[].attributes.attachment_link.title
Presentation_Orientation and tutoring that boost a sense of community towards social integration into the university (1)

# data[].attributes.headline
How new students and peer tutors get to know the campus facilities and services with the help of a game application at the University of Eastern Finland

# data[].attributes.subject
How new students and peer tutors get to know the campus facilities and services with the help of a game application at the University of Eastern Finland

# data[].attributes.body
Niina Rissanen, University of Eastern Finland, Finland; Outi Tikkanen, University of Eastern Finland, Finland

The presentation describes how peer tutors and new students can get acquainted with the services of the university campuses using a game application. By gamifying the introduction to campus services, it has been possible to create a motivating and group-building way to get to know the university campuses and their services.

# data[].attributes.headline
Bridging the gap for non-traditional first year students in a distance education setting

# data[].attributes.subject
Bridging the gap for non-traditional first year students in a distance education setting

# data[].attributes.body
Andre Biederbeck, FernUniversität in Hagen, Germany; Prue Goredema, FernUniversität in Hagen, Germany; Christina Gelinski, FernUniversität in Hagen, Germany

How do you make 12000 adults fit for the first year of uni? Keep in mind that they have divergent life trajectories, and they are scattered across the country. In this presentation we show three digital interventions: workshops for budding legal eagles, language bridging courses and a peer-to-peer programme for developing academic writing skills.

# data[].attributes.headline
Social connectedness in higher education: evidence from first-year learning communities

# data[].attributes.subject
Social connectedness in higher education: evidence from first-year learning communities

# data[].attributes.body
Jet van der Zijden; Utrecht University, Netherlands; Theo Wubbels, Utrecht University, Netherlands

This study explores students’ perceptions of peer and teacher interactions within First-year Learning Communities and characteristics explaining positive or negative experiences. Interactions are positively valued when students experience peers’ and teacher’s learning support, social connectedness, and active class participation. Active participation and learning support were promoted by students' positive social connections with peers and teacher.

# data[].attributes.headline
Buddy@UHasselt – How do we get ANYONE involved and successful

# data[].attributes.subject
Buddy@UHasselt – How do we get ANYONE involved and successful

# data[].attributes.body
Özlem Yalçi, Hasselt University, Belgium; Els Swijns, Hasselt University, Belgium

To support new students in developing autonomy and competence during the first year, we set up an inclusive and university-wide buddy programme (i.e. peer support) to increase study success. A unique collaboration is established among all stakeholders (students, faculty, student unions and student support services) to create academic and social bonding.

# data[].attributes.headline
Peer Support@UHasselt – Creating collaboration between student support services and peers

# data[].attributes.subject
Peer Support@UHasselt – Creating collaboration between student support services and peers

# data[].attributes.body
Özlem Yalçi, Hasselt University, Belgium; Els Swijns, Hasselt University, Belgium

This session will give participants insight into how Hasselt University creates an institution-wide collaboration between student support services and peers. We will discuss two practices (buddy programme and testimonials in seminars) and how we embed them in our mainstream activities.

# data[].attributes.attachment_link.title
Peer Support@UHasselt - Creating a unique collaboration between student support services and peers

# data[].attributes.headline
Creating personal insights – a student-facing dashboard

# data[].attributes.subject
Creating personal insights – a student-facing dashboard

# data[].attributes.body
Pieterjan Bonne, Artevelde University of Applied Sciences, Belgium

What do we do with the data we have? And how do we return them to students? In this workshop we discover and try to design student-facing dashboards to improve student success, retention and well-being.

# data[].attributes.headline
Chatbots for student learning experience and engagement

# data[].attributes.subject
Chatbots for student learning experience and engagement

# data[].attributes.body
Nurun Nahar, University of Bolton, England

Teachers are bound by time and space. This paper aims to answer 'can chatbots offer new ways to extend a teacher’s presence and knowledge availability to learners?' The scope to use interactive resources such as chatbots within and beyond classrooms, shall be explored by taking an evidenced based approach.

# data[].attributes.headline
Start as you mean to go on: A philosophy for the first year experience

# data[].attributes.subject
Start as you mean to go on: A philosophy for the first year experience

# data[].attributes.body
James Moir, Abertay University, Scotland

This paper considers the first year experience by re-examining the concept of community of practice in relation to the first year experience by  drawing upon the later philosophical  work of  Ludwig Wittgenstein (1958/2010). I argue that the first year consists of an initiation of practices that can be acquired through training.

# data[].attributes.headline
Wellbeing tutoring – Reducing loneliness and improving students wellbeing

# data[].attributes.subject
Wellbeing tutoring – Reducing loneliness and improving students wellbeing

# data[].attributes.body
Timi Kärki, Student Union of University of Oulu (OYY), Finland

You will be introduced to Wellbeing tutoring in which students can find something meaningful to their life. In the presentation you will be introduced how we have created a functional and successful peer to peer project which has reduced loneliness among university students in Oulu.

# data[].attributes.headline
Join the wave of support with SURFY – Supporting Under –Represented First Years

# data[].attributes.subject
Join the wave of support with SURFY – Supporting Under –Represented First Years

# data[].attributes.body
Pieterjan Bonne, Artevelde University of Applied Sciences, Belgium; Jara Van Wiele, Artevelde University of Applied Sciences, Belgium; Nele Pierlet, Artevelde University of Applied Sciences, Belgium; Therese Fitzgerald, University College Dublin, Ireland; Bairbre Fleming, University College Dublin, Ireland; Tine Wåst Nielsen, Syddansk Universitet, Denmark; Xenia Mejer Mattsson, Syddansk Universitet, Denmark

Wondering how to better serve students from under-represented groups/disadvantaged backgrounds in the transition to and first year of higher education? So are we. For the very first time, we share our initial findings of the Erasmus+ project SURFY. We present our process for system change, the database of collected practices and initial insights on transferability.

# data[].attributes.headline
Supporting Programme Leaders to Enhance the First Year Experience

# data[].attributes.subject
Supporting Programme Leaders to Enhance the First Year Experience

# data[].attributes.body
Julie Blackwell Young, Abertay University, Scotland; Martha Caddell, Heriot-Watt University, Scotland; Christine Haddow, Edinburgh Napier University, Scotland; Kimberley David, University of Glasgow, Scotland

Developed through cross-sector collaboration and a survey of programme leaders in Scotland, this manifesto sets out what higher education institutions can do to support programme leaders, who have a pivotal role in the first year experience. Our session aims to solicit feedback from delegates across the world, with an interest in programme leadership support.

# data[].attributes.headline
Life Tools Online: Exploring students’ experiences of the adaptation of a learner-directed personal development programme to online provision

# data[].attributes.subject
Life Tools Online: Exploring students’ experiences of the adaptation of a learner-directed personal development programme to online provision

# data[].attributes.body
Alana James, University of Reading, England; Alicia Pena Bizama, University of Reading, England; Denis Persichini, Universtiy of Reading, England

An evaluation of the online adaptation of a learner-directed, universal support programme (Life Tools) for students’ personal development is presented. Students’ self-rated impact on key outcome areas and qualitative experiences of online delivery are reported. We reflect upon benefits associated with online support provision and practice points for effective delivery.

# data[].attributes.headline
Handing over the power: A co-creation approach to assessment in a first-year module

# data[].attributes.subject
Handing over the power: A co-creation approach to assessment in a first-year module

# data[].attributes.body
Sarah Gibbons, University of Limerick, Ireland

What is the impact of introducing a co-creation approach into the assessment of a first-year module? This presentation shares the practice of introducing co-creation into a first-year module, and the data generated from the process. This approach was undertaken with the intention of improving new students’ experience, engagement levels, and academic results.

# data[].attributes.headline
Getting to know about students’ dispositions: Low level support in the transition phase

# data[].attributes.subject
Getting to know about students’ dispositions: Low level support in the transition phase

# data[].attributes.body
Silke Preymann, University of Applied Sciences Upper Austria, Austria

Students’ mindfulness of their own needs, self-compassion, and a low propensity to procrastinate have a strong impact on academic performance, student well-being, and student satisfaction. At UAS Upper Austria a specifically developed disposition survey supports students to reflect upon their strengths and challenges; on the basis of individual survey results, personalized and anonymously available support measures help students to enhance academic as well as life skills which form the basis for student success.

# data[].attributes.headline
You've got this! Providing first year students with tools for coping with fear of failure while starting in higher education: A 6 week group training program

# data[].attributes.subject
You've got this! Providing first year students with tools for coping with fear of failure while starting in higher education: A 6 week group training program

# data[].attributes.body
Katrien Vanderstappen, Vrije Universiteit Brussel, Belgium; Debbi de Caluwe, Vrije Universiteit Brussel, Belgium

Fear of failure is a main reason for students to seek help from a psychologist at VUB. The existing training did not always meet first-year student’s needs. Therefore a new program with a focus on both dealing with fear of failure and on social and academic integrations has been developed.

# data[].attributes.headline
Introducing the LEAPS Transitions Course

# data[].attributes.subject
Introducing the LEAPS Transitions Course

# data[].attributes.body
Alice Smith, LEAPS (based at the University of Edinburgh), Scotland; Kirsty Wadsley, LEAPS (based at the University of Edinburgh), Scotland

Our Show & Tell will introduce the LEAPS Transitions Course - how we are supporting the successful transitions of  school students from South-East Scotland into first year study. We will outline core objectives, our partnerships, practise, and how we strive to support the development of positive academic identities.

# data[].attributes.attachment_link.title
Introducing the LEAPS Transitions Course

# data[].attributes.headline
Practical tools for supporting university students’ personalized study path

# data[].attributes.subject
Practical tools for supporting university students’ personalized study path

# data[].attributes.body
Niina Marostenmäki, University of Oulu, Finland

In this workshop the participants will deep dive into practical tools implemented at the University of Oulu, Finland, to support first year students’ transition into university studies and attaching to the community. In addition, we’ll present how to support students' self-leadership and development of study skills throughout the study path via online course.

# data[].attributes.attachment_link.title
Practical tools for supporting university students’ personalized study path

# data[].attributes.headline
Personalising Support Through Student Success Officers

# data[].attributes.subject
Personalising Support Through Student Success Officers

# data[].attributes.body
Brooke Ireland, Abertay University, Scotland; Lee Hutchison, Abertay University, Scotland; Kenny McMonagle, Abertay University, Scotland

Abertay’s Student Success Officers (SSO) are recent graduates who have first-hand experience of being a student, of Faculty and of the student facing processes of the University. The primary responsibility is to provide proactive, tailored interventions to students that encourage them to make positive learning decsions. We will share details of Abertay’s SSO model as well as feedback from its staff and students.

# data[].attributes.attachment_link.title
Personalising Support Through Student Success Officers

# data[].attributes.headline
Student 2025: Understanding disparities in student outcomes through exploring the individual student journey

# data[].attributes.subject
Student 2025: Understanding disparities in student outcomes through exploring the individual student journey

# data[].attributes.body
Sarah Lawther, Nottingham Trent University, England; Erick Morataya Gatica, Nottingham Trent University, England; Ria Bluck, Nottingham Trent University, England

This presentation shares the methodology and early findings from the first year of a unique four-year longitudinal study at a UK university. The Student 2025 project follows 100 undergraduate students from a diversity of backgrounds with the aim of enhancing institutional understanding of factors that influence disparities in student outcomes.

# data[].attributes.headline
Skills Acquisition in Year 1 Psychology & Business Undergraduate Students

# data[].attributes.subject
Skills Acquisition in Year 1 Psychology & Business Undergraduate Students

# data[].attributes.body
Pauldy Otermans, Brunel University London, England; Stephanie Baines, Brunel University London, England; Morweena Carr, Brunel University London, England

The Skills Acquisition in Year 1 Psychology & Business Undergraduate Students study investigates how our first year students understand and prioritise their skill development, particularly in relation to their expectations of their course and previous educational experiences.

# data[].attributes.attachment_link.title
Skills Acquisition in Year 1 Psychology & Business Undergraduate Students

# data[].attributes.headline
Understanding the transition experience of non-traditional students: a cognitive domain perspective

# data[].attributes.subject
Understanding the transition experience of non-traditional students: a cognitive domain perspective

# data[].attributes.body
Elizabeth Chacko, University of Central Lancashire, England

This poster presents a literature review of the transition experience of non-traditional students. The review revealed a considerable gap in addressing the cognitive domain of the transition experience including academic literacy skills and the learning process. Therefore, the need for further exploratory research in this area is required to ensure student success.

# data[].attributes.attachment_link.title
Understanding the transition experience of non-traditional students

# data[].attributes.headline
Between serendipity and ego reinforcement: some provocations to generic individual study coaching

# data[].attributes.subject
Between serendipity and ego reinforcement: some provocations to generic individual study coaching

# data[].attributes.body
Karel Joos, KU Leuven, Belgium

As opposed to a presumed generic approach in study coaching, this workshop gives an overview of an alternative, atypical approach with elements as ‘serendipitous listening’, idiosyncratic stories of students, sense making, overarching themes and ego reinforcement. After a general introduction, some rather provocative statements will be discussed in small groups.

# data[].attributes.attachment_link.title
Between serendipity and ego reinforcement

# data[].attributes.headline
Developing feedback literacy in Stage 1 students using the Turnitin PeerMark resource

# data[].attributes.subject
Developing feedback literacy in Stage 1 students using the Turnitin PeerMark resource

# data[].attributes.body
Alexandra Moores, The University of Kent, England; Richard Williamson, he University of Kent, England

To support student understanding in assessment feedback literacy, an issue documented at both the University and nation level, we developed a formative Stage 1 peer review exercise using the digital resource Turnitin® PeerMark. This initiative positively supported the success of our student cohort to improve their assessment marks overall.

# data[].attributes.headline
The KU Leuven study progress dashboard: a sustainable, university-wide tool for personalised communication about study progress

# data[].attributes.subject
The KU Leuven study progress dashboard: a sustainable, university-wide tool for personalised communication about study progress

# data[].attributes.body
Katleen Craenen, KU Leuven, Belgium

The study progress dashboard helps first year students to better understand their personal academic situation through visualised information about their study progress, including insightful comparisons with actual and historical students’ trajectories, explanations and support messages, and signposting links. The poster will demonstrate the tool, its development process and first evaluation.

# data[].attributes.headline
Mandatory online self-assessments for prospective students can reach those who would profit from them the most and are being well received by students

# data[].attributes.subject
Mandatory online self-assessments for prospective students can reach those who would profit from them the most and are being well received by students

# data[].attributes.body
Robin Gleeson, University of Vienna, Austria; Gisela Kriegler-Kastelic, University of Vienna, Austria; Hanna Frankl, University of Vienna, Austria; Heidi Niederkofler, University of Vienna, Austria; Isabelle Krol, University of Vienna, Austria; Reinhard Schott, University of Austria, Vienna

University of Vienna is offering various online-self-assessments to inform & prepare prospective students. In many degree programmes, conducting an online-self-assessment is a necessary prerequisite for enrollment (sometimes in lieu of an admissions test), but the actual results of the online-self-assessment are for student eyes only.

# data[].attributes.headline
10 Lessons from 10 Years of Teaching a FY Seminar at a Public U.S. University

# data[].attributes.subject
10 Lessons from 10 Years of Teaching a FY Seminar at a Public U.S. University

# data[].attributes.body
Stephanie Cox, Boise State University, USA

This presentation will give an overview of the 10-year growing pains and successes of a first-year seminar that launched in 2022.  It will be organized in a #1-10 approach describing specific classroom practices that were retained, replaced, or revised. Q & A will focus on sharing attendees’ practices and experiences.

# data[].attributes.headline
How to empower students to be successful: solution-focused coaching 101

# data[].attributes.subject
How to empower students to be successful: solution-focused coaching 101

# data[].attributes.body
Daniel Köchli, ETH Zurich, Switzerland

Many of us offer coaching and advisory services to students, especially in the First Year. We love to empower them to be successful and make progress. But are we really furthering them in their personal development?

# data[].attributes.attachment_link.title
How to empower students to be successful - solutionfocused coaching 101

# data[].attributes.headline
“What’s the best way to transition?” Creating microcredentials to offer students support.

# data[].attributes.subject
“What’s the best way to transition?” Creating microcredentials to offer students support.

# data[].attributes.body
Sophie Kennedy, Abertay Students' Association, Scotland; Kerith George-Briant, Abertay University, Scotland

Join this workshop to learn about Abertay University's new microcredential suite for entrants into year 1 of an undergraduate degree. Find out what support we are offering, the importance of naming and how we challenged constraints. Explore what might be right for your context.

# data[].attributes.attachment_link.title
“What’s the best way to transition” Creating microcredentials to offer students support.

# data[].attributes.body
LEAPS Course Timeline

# data[].attributes.headline
EDGE: Developing a Graduate Development Framework to incentivise and recognise student achievement and success alongside the curriculum

# data[].attributes.subject
EDGE: Developing a Graduate Development Framework to incentivise and recognise student achievement and success alongside the curriculum

# data[].attributes.body
Angela McGlynn, Munster Technological University, Ireland

The EDGE framework is designed to recognise, incentivise, and reward student engagement. This poster, and demonstration of the bespoke digital platform, will show how students discover ways to get involved in university life, and reflect on their activities, that evidence their experiences in a personal and meaningful way.

# data[].attributes.headline
Pandemic Discoveries: Designing a Responsive First-Year Experience during and after COVID-19

# data[].attributes.subject
Pandemic Discoveries: Designing a Responsive First-Year Experience during and after COVID-19

# data[].attributes.body
Paula Patch, Elon University, USA

What practices in FYE arose from the pivot to emergency remote and hybrid instruction during the height of the Covid-19 pandemic? Which have continued to stay in use? What practices went away? The poster will showcase how academic and student development units at a private American university answers these questions.

# data[].attributes.headline
Teaching students safety through gamification

# data[].attributes.subject
Teaching students safety through gamification

# data[].attributes.body
Christine Holm Berntzen, OsloMet / sikresiden.no, Norway

“Safe student” is a module-based game, where students can learn about different topics (e.g. Structure your day, Handle stress, Loneliness, First aid) through interactive learning. The game teaches students basic knowledge about the different themes and gives them helpful pointers on how to have a better student life.

# data[].attributes.attachment_link.title
4.2 teaching students safety through gamification

# data[].attributes.headline
Exploring the impact of online and hybrid learning on the first year student experience: a student-staff collaborative project utilising creative data collection methods

# data[].attributes.subject
Exploring the impact of online and hybrid learning on the first year student experience: a student-staff collaborative project utilising creative data collection methods

# data[].attributes.body
Paula Miles, University of St Andrews, Scotland; Nicole Cizauskas, University of St Andrews, Scotland; Hitanshi Badani, University of St Andrews, Scotland

Our presentation will outline ongoing student-led projects researching online and hybrid learning experiences. We will describe the creative research methods adopted in this project, explore the first year student opinion of online and hybrid learning experiences, and showcase the effect of student-staff collaboration on strengthening the learning environment at university.

# data[].attributes.attachment_link.title
1.6 Exploring the impact of online and hybrid learning

# data[].attributes.headline
Designing student onboarding events: "Check-in" at ETH Zurich, Switzerland

# data[].attributes.subject
Designing student onboarding events: "Check-in" at ETH Zurich, Switzerland

# data[].attributes.body
D aniel Köchli, ETH Zurich, Switzerland

Not only the transition from secondary school to university is a challenge, but also entering a university as a new MSc-student. At ETH Zurich we offer a so called "Check-in" to all freshly enrolled MSc-students. In this Show & Tell we discuss event design and its potential effects on student's academic success.

# data[].attributes.headline
Student onboarding: benefits of "Prestudy Events"

# data[].attributes.subject
Student onboarding: benefits of "Prestudy Events"

# data[].attributes.body
Daniel Köchli, ETH Zurich, Switzerland

The transition from secondary school to university is a major challenge. At ETH Zurich we offer so called “PrestudyEvents” to all freshly enrolled BSc-students with the objective to prepare for this transitional challenge. In 2019 we changed the event design and evaluated its effects on First Year Students.

# data[].attributes.headline
Using personalised portfolios to support lifelong learning and skills development with first year science students - Sharing cross-institutional case studies

# data[].attributes.subject
Using personalised portfolios to support lifelong learning and skills development with first year science students - Sharing cross-institutional case studies

# data[].attributes.body
Alison Cullinane, University of Edinburgh, Scotland; Sarah Gretton, University of Leicester, England; Nigel Page, Kingston University, England

We present the strengths and challenges faced by our three institutions in delivering supportive approaches to encourage self-reflection and self-awareness of skill sets.  Examples will be presented on how we enabled positive outcomes in personal development using collaborative learning technologies (e.g. Pebblepad, Career Pulse)  to ensure inclusive engagement to support student success.

# data[].attributes.attachment_link.title
6.5 Using personalised portfolios to support lifelong learning and skills development with first year science students - sharing cross-institutional case studies

# data[].attributes.headline
Enhancing Student Experience during the Introductory Phase

# data[].attributes.subject
Enhancing Student Experience during the Introductory Phase

# data[].attributes.body
Markus Orthaber, Montanuniversitaet Leoben, Austria

The Bachelor program at Montanuniversitaet Leoben, Austria has been revised to enhance students' experience and reduce dropout rates through the implementation of a STEM Introductory module. It consists of lectures, exercises, soft-skill courses, and a final project. This contribution focuses on the engineering mechanics part and how it supports students.

# data[].attributes.headline
“Let it be” or a "Never Gonna Give You Up"? On the effectiveness of study guidance.

# data[].attributes.subject
“Let it be” or a "Never Gonna Give You Up"? On the effectiveness of study guidance.

# data[].attributes.body
Lot Fonteyne, Ghent University, Belgium

In organizing remedial activities, do we really reach the students who need the support most? And do students with the intention to remediate really follow through on that? And if they do, does this support their study success? We provide thought-provoking evidence from two different projects.

# data[].attributes.attachment_link.title
4.6 - Let it be or never gonna give you up

# data[].attributes.headline
Embedding online study skills courses in study coaching and curricular activities

# data[].attributes.subject
Embedding online study skills courses in study coaching and curricular activities

# data[].attributes.body
Fien Custers, KU Leuven, Belgium

This poster presentation is about the blended embedment of online study skills courses in the student services guidance initiatives and their use in faculties, both within and outside the curriculum. We also want to highlight how the project team actively promotes and encourages their blended use.

# data[].attributes.attachment_link.title
Poster - Embedding online study skills courses

# data[].attributes.headline
From Consultation and involvement of students to real participation and partnership by students: How the new organisational model of Student services created chances for a real ‘Students as partners’ perspective at KU Leuven.

# data[].attributes.subject
From Consultation and involvement of students to real participation and partnership by students: How the new organisational model of Student services created chances for a real ‘Students as partners’ perspective at KU Leuven.

# data[].attributes.body
Joke Vanhoudt, KU Leuven, Belgium; Sofie Ooms, KU Leuven, Belgium

From Consultation and involvement of students to real participation and partnership by students in Student services.  In this presentation, together (student representatives and colleagues from student services ), we will illustrate how the vision and priorities of the student associations and the new vision and organizational model and principles of Student services fit together.

# data[].attributes.attachment_link.title
1.5 From consultation and involvement of students to real participation and partnership by students

# data[].attributes.headline
The First Year Experience of Ethnic Minority Female Students and initiatives to support them with their transition to college.

# data[].attributes.subject
The First Year Experience of Ethnic Minority Female Students and initiatives to support them with their transition to college.

# data[].attributes.body
Jenny Petrucci, The American University of Rome, Italy

This presentation is focused on a study that explores the transition to university and the first-year experience of Ethnic Minority Female students at a predominantly white American insitution located in Italy. The presenter will highlights the results of the study and offer insight on possible low-cost measures that any instituion could take to support this underrepresented student population during their first-year experience in college; including a detailed description of the First Year Seminar used at the Institution.

# data[].attributes.attachment_link.title
4.4 The first year experience of ethnic minority female students

# data[].attributes.body
Patrik Foltýn, Tomas Bata University, Czech Republic

New international students who move to a new country for their studies usually tend to face Culture Shock. This can negatively influence their academic performance. But do they have a chance to prepare themselves and minimize the Culture Shock in this crucial moment of their studies?

# data[].attributes.headline
Daring to be Different or should it be Caring to be Different?

# data[].attributes.subject
Daring to be Different or should it be Caring to be Different?

# data[].attributes.body
Dr Emily McIntosh, University of West of Scotland, Scotland; Professor Luke Millard, Abertay University, Scotland

This interactive and challenging keynote will see the speakers and participants discuss the diversity of our students and their needs as we consider the frameworks that need to be in place to enable student success post-Pandemic. Through the use of interactive tools, the audience will help determine the key issues that universities need to address as we seek to personalise student learning and engage students in conversations with peers and staff that support their academic and social development.  Through this approach the keynote will develop conversations on Diversity, Dialogue and Discovery within Digital engagements.

References

Advance HE (2016) Essential Frameworks for Enhancing Student Success https://www.advance-he.ac.uk/sites/default/files/2020-05/Student%20Engagement%20Through%20Partnership%20Framework.pdf (last accessed 6 May 2023)

Bovill, C., Cook-Sather, A., Felton, P., Millard, L. & Moore-Cherry, N. (2015) Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71, 195-208. https://doi.org/10.1007/s10734-015-9896-4

Felten, P., Gardner, J.N., Schroeder, C.C., Lambert, L.M., Barefoot, B.O., Hrabowski, F.A. (2016) The Undergraduate Experience: Focusing Institutions on What Matters Most. Jossey-Bass.

Felten, P., Lambert, L.M. (2020) Relationship-Rich Education – How Human Connections Drive Success in College. John Hopkins University Press.

Healey, M., Flint, A., & Harrington, K. (2014). Students as partners in learning and teaching in higher education. The Higher Education Academy: 12-74. York

Lizzio, A, (2006) Designing an orientation and transition strategy for commencing students: Applying the five senses model. https://nanopdf.com/download/designing-an-orientation-and-transition-strategy-for_pdf

Lizzio,A. & Wilson, K. (2010) Strengthening commencing students' sense of purpose: Integrating theory and practice. First year in higher education conference Proceedings. https://unistars.org/past_papers/papers10/content/pdf/12D.pdf

McIntosh, E., & Nutt, D. (Eds.). (2022). The Impact of the Integrated Practitioner in Higher Education: Studies in Third Space Professionalism (1st ed.). Routledge. https://doi.org/10.4324/9781003037569

McMillan, D.W. and Chavis, D.M. (1986)  Sense of Community: a definition and theory Journal of Community Psychology Volume 14.

Millard, L. & Evans, R. (2021) Listening for Retention- enabling student success through partnering with the student voice. In: M. Shah, S. Kift & L. Thomas (eds.) Student retention and success in higher education: institutional change for the 21st century. Palgrave Macmillan, Cham, pp. 151-166. DOI: https://doi.org/10.1007/978-3-030-80045-1_8

Nygaard, C., Brand, S., Bartholomew, P. & Millard, L. (2013). Student Engagement: Identity, Motivation and Community. Oxfordshire: Libri Publishing.

QAA (2023) Resilient learning communities. https://www.enhancementthemes.ac.uk/resilient-learning-communities

Thomas, L. (2012). Building student engagement and belonging in Higher Education at a time of change. Paul Hamlyn Foundation. https://www.advance-he.ac.uk/knowledge-hub/building-student-engagement-and-belonging-higher-education-time-change-final-report,

Tinto, V. (2009) Taking student retention serious: Rethinking the first year of university. ALTC FYE Curriculum Design Symposium, https://www.researchgate.net/publication/228747694_Taking_student_retention_seriously_Rethinking_the_first_year_of_university.

Tinto, V. (2017). Reflections on Student Persistence. Student Success, 8(2), 1-8. https://doi.org/10.5204/ssj.v8i2.376

# data[].attributes.attachment_link.title
Daring to be Different or should it be Caring to be Different Keynote

# data[].attributes.headline
Reimagining the ideal student: Inclusive practices for supporting the experiences of first-year students in higher education

# data[].attributes.subject
Reimagining the ideal student: Inclusive practices for supporting the experiences of first-year students in higher education

# data[].attributes.body
Dr Billy Wong, University of Reading, England; Dr Tiffany Chiu, Imperial College London, England

This keynote focuses on the academic, social, and emotional experiences of students in higher education. We reflect on the inclusive practices developed through our research projects, which aimed to better understand and support student experiences. We begin by sharing our research on the strategies of high-achieving students, particularly those from underrepresented backgrounds. Then, we introduce the concept of the ‘ideal student’ to promote transparency in the expectations of students in higher education, which is particularly important in the transitional experiences of first-year university students. We conclude by sharing the resources developed from our research as we reflect on how these practices and materials can foster diversity and inclusivity and strengthen students’ positive experiences in higher education.

References

Chiu, Y.L.T., Wong, B. & Charalambous, M. (2021). ‘It’s for others to judge’: What influences students’ construction of the ideal student? Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2021.1945553

Murray, O.M., Chiu, Y.L.T., Wong, B., & Horsburgh, J. (2022). Deindividualising Imposter Syndrome: Imposter Work Amongst Marginalised STEMM Undergraduates in the UK. Sociology. https://doi.org/10.1177/00380385221117380

Wong, B. (2018). By Chance or by Plan?: The Academic Success of Nontraditional Students in Higher Education. AERA Open, 4(2), 1-14. https://journals.sagepub.com/doi/full/10.1177/2332858418782195

Wong, B. & Chiu, Y.L.T. (2019). ‘Swallow your pride and fear’: The Educational Strategies of High-Achieving Non-Traditional University Students. British Journal of Sociology of Education, 40(7), 868-882. https://doi.org/10.1080/01425692.2019.1604209

Wong, B., DeWitt, J., & Chiu, Y.L.T. (2021). Mapping the eight dimensions of the ideal student in higher education. Educational Review. https://www.tandfonline.com/doi/10.1080/00131911.2021.1909538

Wong, B. & Chiu, Y.L.T. (2020). University lecturers’ construction of the ‘ideal’ undergraduate student. Journal of Further and Higher Education, 40(1), 54-68 https://doi.org/10.1080/0309877X.2018.1504010

Wong, B. & Chiu, Y.L.T. (2021a). Exploring the concept of ‘ideal’ university student. Studies in Higher Education, 46(2), 497-508.  https://doi.org/10.1080/03075079.2019.1643302

Wong, B. & Chiu, Y.L.T. (2021b). The Ideal Student: Deconstructing Expectations in Higher Education. London: Open University Press.

Wong, B., Chiu, Y.L.T., Murray, O.M., Horsburgh, J., & Copsey-Blake, M. (2022). Biology is easy, physics is hard’: Student perceptions of the ideal and the typical student across STEM higher education. International Studies in Sociology of Education. http://dx.doi.org/10.1080/09620214.2022.2122532

Useful Information

Study 2 project website: https://www.idealstudent.org/

Study 3 project website: https://www.imperial.ac.uk/education-research/our-work/identities-in-education/sidus/

A Student’s Guide to Imperial handbook: https://www.imperial.ac.uk/media/imperial-college/staff/education-development-unit/public/SIDUS-Handbook_Feb_2022.pdf

Bookmarks: https://www.imperial.ac.uk/media/imperial-college/staff/education-development-unit/public/SIDUS-bookmarks.pdf

Posters: https://www.imperial.ac.uk/media/imperial-college/staff/education-development-unit/public/SIDUS-Posters_June_22.pdf

SIDUS staff guide to distributing and using the materials: https://www.imperial.ac.uk/media/imperial-college/staff/education-development-unit/public/Staff-Guide-to-Distributing-Materials-2022.pdf

Project case studies and videos: https://www.advance-he.ac.uk/membership-2021-22/member-benefits/collaborative-development-fund-2022/inclusive-institutions/sidus

# data[].attributes.attachment_link.title
Reimagining the ideal student Inclusive practices for supporting the experiences of first-year students in higher education Keynote

# data[].attributes.headline
Enhancing the student learning experience: using dialogue and partnership to engage first year students

# data[].attributes.subject
Enhancing the student learning experience: using dialogue and partnership to engage first year students

# data[].attributes.body
Justin Walker, sparqs (student partnership in quality Scotland), Scotland; Simon Varwell, sparqs (student partnership in quality Scotland), Scotland

How can dialogue and partnership involve first year students in shaping their learning experience? This highly participative workshop explores how sparqs’ widely used Student Learning Experience tool can be used to build effective dialogue and partnership with first year students.

References

Cicha, K., Rizun, M., Rutecka, P., & Strzelecki, A. (2021). COVID-19 and higher education: First-year students’ expectations toward distance learning. Sustainability, 13(4), 1889.

Fruehwirth, J. C., Biswas, S., & Perreira, K. M. (2021). The Covid-19 pandemic and mental health of first-year college students: Examining the effect of Covid-19 stressors using longitudinal data. PloS one, 16(3), e0247999.

McCluskey, T., Weldon, J., & Smallridge, A. (2019). Rebuilding the first year experience, one block at a time. Student Success, 10(1), 1-16.

Scottish Funding Council. (2021). Coherence and Sustainability: A Review of Tertiary Education and Research. Retrieved March 23, 2023, from http://www.sfc.ac.uk/web/FILES/Review/coherence-and-sustainability.pdf

sparqs. (n.d). Developing the Student Learning Experience model. Retrieved March 23, 2023, from: https://www.sparqs.ac.uk/sector.php?page=1116 17

Zepke, N. (2013). Student engagement: A complex business supporting the first year experience in tertiary education. International Journal of the First Year in Higher Education, 4(2).

# data[].attributes.body
Slides