Collaborative practice in enhancing the first year student experience in higher education

Transition into higher education presents challenges for students, whatever their age or previous educational history. An emerging issue on an undergraduate programme in England was how to support students who self reported educational histories of continual formative feedback, model answers, revision guides and limited use of the library. This article reports findings from an action research project which considered whether there was a mismatch between students’ previous educational histories and the academic expectations of the university. Findings indicated that academic expectations did not fully take account of previous student experiences. Student responses also indicated little previous guidance around effective internet searching and libraries were rarely used prior to starting university. Transitional scaffolding was positively evaluated, students reporting greater confidence levels in accessing appropriate resources, high levels of student completion, retention and satisfactio

Scaffolding librarians: enhancing student success

This presentation details a successful change in learning and teaching practice by the librarians at the University of Northampton, following the findings of an action research project involving the Early Childhood Studies undergraduate course. The Librarians and Course Leader were concerned about low Internal Student Survey (ISS) feedback from students and therefore sought ways to improve practice and enhance student learning. Findings of an initial student questionnaire in September 2009 revealed a mismatch between staff expectations and the reality of the students’ educational histories. For example, a much lower than expected use of libraries prior to starting university, limited previous guidance on how to search the Internet, continual formative support with assessments, model answers and revision guides. Subsequently, library support moved from a traditional model of a library induction followed by a one-hour practical information skills sessions in year one, to a scaffolding approach. This involved short drop-in sessions at key points in the course to introduce new concepts, or to refresh knowledge prior to assignment setting and to maintain the librarians’ profile with the students. Assignment specific support sheets were created, which used a tapered approach designed to scaffold the students’ developing information skills as they progressed through the year. A focus group was conducted at the end of the first term to track progress, as well as an end of year questionnaire. Transitional scaffolding was positively evaluated, students reported greater confidence levels in accessing appropriate resources, the course had a raised grade profile, and higher ISS scores compared to previous years, and higher levels of student retention. The practical outcomes are now being applied to other courses across the School of Education at the University, with plans to transfer to other subjects in 2011-12

Transitional dialogues: an evaluation of the impact of collaborative practice in enhancing the first year student experience of assessment in Higher Education

The transition into Higher Education provides a range of challenges to new students, whatever their age or previous educational history. One of the emerging issues on an early years undergraduate programme is how to support the students effectively with the assessment requirements. Concerns stemmed from students self reporting that their previous experience of education involved continual formative feedback prior to final submission of their work, provision of revision guides and limited use of the library. This paper reports on the evaluation of a collaborative project between the School of Education and the Department of Information Services at an English university with a specific focus on the dialogues that have taken place between lecturers, students and support staff. The small scale project aims to address the transitional challenges experienced by a diverse cohort of undergraduate students as they engage with the assessment requirements of their university career. Questionnaires and focus groups are being used to develop understanding of the diverse student needs at the start of their university career, at the end of their first module and their first year. Whilst this evaluative research is still being conducted, early findings clearly indicate that the student experience concurs with previous student cohorts self reported experience of assessment support prior to attending university. Initial findings indicate educational histories where continual support with writing assignments and completing coursework, prior to the final deadline, was normal practice. There was limited guidance on searching the internet and the library was rarely used

Part-time students and the response of the academic library

Part-time students and the response of the academic librar

Collaborative practice in practice in enhancing the first year experience in Higher Education

Transition into higher education presents challenges for students, whatever their age or previous educational history. One issue emerging on an English undergraduate programme was how to support students who self reported educational histories of continual formative feedback, model answers, revision guides and limited use of the library. This paper reports findings from an action research project which considered whether there was a mismatch between students’ previous educational histories and the academic expectations of the university. Findings indicated that academic expectations did not fully take account of the previous experience of students, which included continual formative support with assessments, model answers and revision guides. Students responses indicated limited previous guidance on how to search on the internet and libraries were rarely used prior to starting university. Transitional scaffolding was positively evaluated, students reporting greater confidence levels in accessing appropriate resources, high levels of student completion, retention and satisfaction