European First Year Experience Network (EFYE) 2014 Conference
Dates: Monday 9 June 2014 - Wednesday 11 June 2014
Location: Newton building, Main Entrance, Nottingham Trent University, NG1 4BU
Conference evaluation summary
- 0.1 Allemeersch and Van de Mosselaer - Kickstart your future as a professional bachelor: developing critical work skills in the first year of college
- 0.2 Mutton - A Service Design approach to developing the first year of University
- 0.3 Portas and Keup - Transitions beyond the first year: Implications for curriculum design, student support and success
- 0.4 Marshall and Hollingsworth - Widening Participation to Higher Education: From National Strategy to Student Experience
- 0.5 Hill - What is an effective induction (within an academic context) and how do you implement it across the whole university or college?
- Keynote 1, Professor Chris Pole, Pro Vice-Chancellor Academic, Nottingham Trent University, Meeting our first years: institutional change to support the first year experience Parallel
- Keynote 2 Professor Mark Stubbs, Head of Learning and Research Technologies, Manchester Metropolitan University, Enhancing the student experience at MMU: clearing a path and interpreting digital footprints,
- Keynote 3, Mary Stuart Hunter, Associate Vice President and Executive Director for University 101 Programs and the National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina, In Their Own Words: Student Reflections on Transition Issues and Institutional Practice
Parallel sessions 1
- 1.1 Tarplee and Mutton - We think we know - but is there any evidence to correlate attendance and achievement for first year students?
- 1.1 Broxton - Using Data to Improve First Year Student Retention and Success
- 1.2 Phillips - Developing aspirations in able first year students within a massification context: an exploratory study
- 1.2 Vanecht - Switching to flipped classroom aiming to activate first year engineering students does not automatically result in higher pass rates study
- 1.3 Knight - Lessons learned from 3 years of using social networking as a pre-sessional transitional tool for new students
- 1.3 Verma, Al Ali and Fernandes - An Extended Orientation Program: Starting with New Student Orientation and ending with successful completion of University Freshman Transition Course: A New Initiative
- 1.4 Saethre - A systematic approach to students' success
- 1.5 Murray and Shovlin - A Catalyst for Change: The University of Edinburgh's new approach to Induction
- 1.6 Chilvers and Devenney - A University wide and a Course-Specific Approach to Supporting and Enhancing the FYE at the University of Brighton
- 1.7 Lastra and Dyck - Enhancing the first year experience of non-traditional students: developing a new pedagogical framework in mathematics
- 1.7 Rowlett - Improved two way feedback to ease transition to mathematics at university
- 1.8 Pinney - The use of social media to support transition into higher education
- 1.8 Howley, Kelly and Walsh - One size does not fit all – a holistic approach to helping a diverse student population make the successful transition to academic life in an Irish Institute of Higher Education.
- 1.8 Asmal - Student Counselling supporting the induction and integration of first generation students at a South African University
- 1.8 Morrison and Chung - Team Discovery-The Hidden Welcome. "When you don't have the budget to do the one week student welcome and orientation."
Parallel sessions 2
- 2.1 Mol and Mackaay - Prediction is possible: who will be a successful student?
- 2.2 Clarke, Eyre and Ryan - Reading for a Degree: Reading for Life
- 2.3 Schelfhout - Focusing on the development of language proficiency is focusing on quality: a campus wide policy on improving language skills of students and pedagogical skills of teachers
- 2.4 Sheridan - Using creative pedagogy to make sense of higher education
- 2.5 Gardeniers and Diederen - Introduction to orientation programme for Social Studies, Zuyd University
- 2.6 Smith, Korey and Keller - FYE Abroad Programs: High-Impact Global Experiences for First-Year Students and Mentors
- 2.7 Kailikole, Aran, Switalski - Using Placement and Early Warning in Critical First-Year Courses to Ensure Successful Transition
- 2.7 McKay - Curriculum Design and the Student Journey: Kaplan International Colleges
Parallel sessions 3
- 3.1 Lachowsky and Murray - Is active learning enough? The added value of enquiry-based learning in an interdisciplinary First-Year Seminar program
- 3.1 Mitchell, Danino and May - Using competition and reward to influence undergraduate attitudes in computing
- 3.2 Baratta - Bridging the gap between the personal and academic identities in Universitylevel writing
- 3.2 Palonen - Let’s make them feel welcome!
- 3.3 Dahlgren, Gohmann and Roberts - Guiding Students to Plan Academically and Professionally: Navigating the path to Degree Completion and Career Success
- 3.3 Jones - Designing Pre University courses, such as the MOOC 'Preparing for Uni', to prepare students for a university education
- 3.4 Burton and Kawaja - We Built a First Year Success program, Now Where are the Students?
- 3.4 Andrew - Student Engagement and belonging: an evaluation of the GCU model of Academic Advising
- 3.5 Gruenewald - Iowa State University Learning Communities: 50,000 Success Stories (give or take a few)
- 3.6 Lorenz - The Mentor Connection Program: Supporting First Year Students in Academic Need
- 3.7 Pollock - Aboriginal Student Achievement Program: The Success Story of a Learning Communities model
- 3.8 Hunt - The Flying Start Extended Academic Induction Programme
- 3.8 Lloyd and Michail - The BISC Passport: Experiments in the Meta-Curriculum
- 3.8 Badat and Duffy - Blending Orientation and Welcome: an experiment in progress
- 3.8 Brackstone - Integrating Student Peer Support Groups into Radiography Education
Parallel sessions 4
- 4.1 Grayson and Lamb - How do we prepare students to become effective in a popular HE assessment task – the examination?
- 4.1 O'Hara and French - Supporting diverse first year undergraduates to develop their academic writing practices: Starting at the end, with critical thinking
- 4.2 Van de Meer - 'Flipping the class room' in a first-year course: where the challenges of first-year students meet the affordances of the digital age
- 4.2 Mooney - First Year Induction: An Interactive Learning Experience
- 4.3 Dickson - Students as Peer Mentors – The Value of Mentors and Mentees in Year Zero, Art and Design
- 4.3 Gill - "What's in it for me?" - An investigation into the challenges and benefits of being a PASS leader supporting first year students.
- 4.4 Tait - Collaborative relationships and sustainable processes: review of a transitions programme in a small, highlys elective institution
- 4.4 Murray and Lachowsky - Exploring the temporal impact of First-Year Seminars on students' use of research resources
- 4.5 Copland and Llewelyn-Jones - Common Land: a video project to develop cultural awareness and language skills
- 4.5 Gault and Bruce - "Cloth, Colour and Co curricular Community practice."
- 4.6 Buchanan, Eyre and Slawson - Critical Beginnings: supporting student transition into higher education
- 4.7 Shaw - Queensland University of Technology's Student Success Program
- 4.7 James, Keadle and Lorenz - Freshmen First Class: Curriculum, Assessment, and New Directions
- 4.7 Langman and Matheson - Like Your Library Induction Programme – Effectively promoting the Library services to engage new students
- 4.8 May, Danino and Mitchell - Interactive Induction: Involving the Students To Minimise Initial Fears
- 4.8 Cook, Kanizabihi and Hughes-Roberts - Using Technology to Assist Transition to University
- 4.8 Broderick - Preparing students for studies in science at the University of Western Sydney, Australia
- 4.8 Rowlett and Bradshaw - Maths Arcade and the first year experience
Parallel sessions 5
- 5.1 Yorke - 'Belongingness', engagement and selfconfidence in firstyear students
- 5.2 Boardman and Johnson - Developing self-directed learning skills in the first semester of the pharmacy degree at Nottingham University
- 5.3 Kronberg and Johansson - Course in study skills – what do we do and how do we know that it makes a difference?
- 5.4 Vanhoudt - A new role for a Central Study Advice Unit?
- 5.5 Alexander and MacFarlane - Connecting the many not the few: a model to support the student journey at Glasgow Caledonian University
- 5.6 Devereux and Savage - HE Drop-In: An innovative pre-Edge Hill University Experience
- 5.6 Grindel, Barlocco and Baglieri - The Nottingham Trent International College: Aiding Adjustment and Transitioning Learning
- 5.7 Kailikole, Switalski and Shaw - Adapting Practices to the Needs of a Global Student Body
- 5.7 Foote and Mixson-Brookshire - Creating an Engaging Online Environment: An Examination of the Induction and Transition of Students in Online First-Year Seminars
Parallel sessions 6
- 6.1 Reszler - Peer Mentoring – How can we support First Generation Students
- 6.1 Jones and Buckton - Revitalising the academic tutor role: worthwhile or folly?
- 6.2 Alsford - Moving from 'induction' to 'transition': wholeinstitutional change, practice and policy to enhance new students' experience
- 6.2 George and Rowland - All my own work? Smoothing transition into Higher Education by increasing Plagiarism Awareness
- 6.3 Thomas - Rethinking Belonging and the First Year Experience
- 6.3 Bowskill and Lally - A Social Psychological Theory of Belonging Leading to a Student-Generated Approach to Induction
- 6.4 Foote - College Students in Transition: New Directions in Research and Practice
- Walsh and Magill - Enhancing and engaging learning: student’s perceptions of a blended learning approach to their first six weeks at university
- 6.5 Morgan - Effectively Supporting Student Transitions – a new approach in enhancing the student experience
- 6.6 Truesdale - Increasing Students' Persistence And Retention Rates Through The First Year Experience Program
- 6.7 Allison - Resilience and optimism: the video diary of a first year international student
- 6.8 Danino, May and Mitchell - The Four Week Challenge: A Highly Scaffolded Introduction to Computing At University
- 6.8 Roper - 'Why First Year Matters: Shaping Institutional Habitus and Championing an Institute-Wide Extended Orientation Programme'
- 6.9 Burnett - Enhancing student support through the 'Student Experience Timeline'
- 6.9 Mutton - Practical Recipes for Student Success (PReSS)
- 6.9 Challinor - Facing up to University – A Case Study on the uses of Facebook to support student transition into University
- 6.9 Poulson and Dearns - Does one size fit all for University pre-sessional courses?
Parallel sessions 7
- 7.1 Foster and Gascoigne - NTU tutor dashboard: learning analytics to improve retention
- 7.2 Petrucci - From the U.S to Europe: The First Year Program of The American University of Rome
- 7.3 Kosunen, Saarijärvi and Tamminen - Studying Nordic Philology for the First Year: Ambitions and Expectations
- 7.4 Morrow - Using Collaborative and Expressive Writing Activities to Educate First-Year Students about Alcohol and Drugs
- 7.5 Zhang, Kukhareva and Briggs - English for university purposes: bridging gaps and enhancing transitions for widening participation students
- 7.6 Smale - Combating numerophobia with games
- 7.7 Challans and Dunn - Transitions and the Student Experience
Parallel sessions 8
- 8.1 Kennedy - Promoting transition and belonging throughout the first year and beyond: the NTU Course Tutorial System
- 8.1 Van Hoof - Exploring the Impact of Learning, Living and Social and Community Experiences on the Student Journey in the 1st Year: Findings from the ‘Student Journey Project'
- 8.2 Rämö - Promoting social interaction in learning
- 8.2 Gorman - Village Greens, Magnetic Walls and Polished Concrete. The Impact of the Physical Environment on the First Year Experience
- 8.3 Reid - Business Smart: A three-phase approach to inducting new students into the QUT Business School
- 8.3 Leinster - Using the lens of the psychological contract to illuminate the first year learning experience at Nottingham Business School
- 8.4 Salmon and Suddards - The importance of evaluation in understanding and enhancing the student experience
- 8.4 Kappe and Poell - Policy changes in Dutch higher education: quality and differentiation
- 8.5 Van Hees - Enhancing the transition from secondary school to post secondary education for students with autism spectrum disorder (ASD)
- 8.6 Lyons-Lewis - What can service learning offer to students and staff in European Universities?
- 8.6 Millard and Brand - Building Community through Student Academic Partners
- 8.7 Devereux and Savage - Edge Hill University HE Drop-In: A workshop for constructing the bespoke transition event
- 8.8 Malone, Ryan and James - Midwifery PALS – Student led induction, from supporting induction to professionalization.
- 8.8 Walklett - "Isn’t it…sort of like English, Sir?"
- 8.8 Hibbertgreaves and Cheung - The benefits of hindsight
- 8.8 Stapleford - FE – HE Transition Project (BA (Hons) Early Years)
Parallel sessions 9
- 9.1 Fonteyne - Predictive factors of first-semester success: groundwork for effective intervention strategies
- 9.1 Myer Turner and Lumb - "I felt like quitting and curling up in a ball" Exploring the students’ journey through challenging assignments
- 9.2 Gillway - From language support for intl students to the development of academic language and literacy for all students in transition
- 9.2 Bonne - The flamingo model. A twin-track approach on language policy to enhance 1st year students' academic success
- 9.3 Keup - The Role of Peer Leaders in the First-Year Experience: Learning from Research Data
- 9.3 Mann - Building a Community of Practice through Peer Mentoring: Supporting students through transition
- 9.4 O'Sullivan, Ward and Page - Supporting HE transition and progression for disadvantaged student groups
- 9.5 Hyde - Easing the transition from classroom to clinical placement
- 9.5 Sambell and Graham - Working together to develop first years' Feedback Know How
- 9.6 Huijs - Acculturation as part of induction
- 9.6 Long - Small steps towards employability
- 9.6 Carter - Coordinating Change: diversifying assessment to improve student engagement and attainment
- 9.6 Krauss and Reszler - From induction to "outduction" - The student life-cycle as a basis for 4students – Studien Info Service
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