HeadStart A pre ‐ arrival induction pilot for mature students in the Humanities and Social Sciences
Why focus on mature students? It is increasingly recognised that learners benefit from � more personalised University induction, as different groups come with different needs and require different levels of support (Cook & Lowe, 2000). Mature learners are an extremely diverse group, but likely � to have concerns and commitments not shared by the traditional student population of 18/19 years of age (Bennett, Mousley & Ali ‐ Choudhury, 2008). Mature learners frequently lack confidence in the ways in � which their experiential skills and previous educational experiences can feed into HE learning (Dawson, 2006). They’re worth it! (Approximately 100 per year in HUMSS). �
Why focus on mature students? ‘The appointment of LTDOs HUMSS Learning and and LSOs will help the Faculty Teaching Strategy: the to make sure that students from non ‐ traditional Faculty will ensure all backgrounds are able to take students receive a full advantage of the educational opportunities ‘timely, appropriate offered by Keele. The Strategic Plan also states that Faculty and well structured staff will play their part in induction to the supporting widening participation activities at the University.’ ‘pre ‐ entry’ stage.’
What do mature students want?
What do mature students want?
What do mature students want? � 22 responses ‘The induction week was very rushed and intense. We were not shown where anything was on campus and a work shop on library and IT facilities would have been useful.’
What do mature students want? ‘I think that the university could do more. Induction was very much aimed at the 18 year olds with little consideration for mature students, and those who live off campus. Maybe specific evenings for these students, and sessions on how to have a work life balance for those who work as well as attend uni, and for those who have to juggle childcare commitments.’
What do mature students want? ‘The Uni, as all others I'd imagine, is geared towards the 18 year olds starting in their 1st year, which is understandable as most of the new starters were in this age bracket. Something geared towards the older generations would have been advantageous especially with regards to meeting people.’
What do mature students want? ‘more information on what level of work is expected and how to go about it !!!’ ‘More training in accessing library materials, journals etc. I had lots of students coming to me and asking how to.’
� 21/22 students surveyed would have found an induction course for mature students useful, with 19 stating ‘very useful’ � All would have found study skills (e.g. essay writing) sessions useful at the beginning of the year, with 20/22 selecting ‘very useful’ � All would have found confidence ‐ building sessions useful with 13/22 indicating that these would have been ‘very useful’
What did we develop for them?
What did we develop for them?
What did we develop for them?
What did the students do during the course?
What did the students do during the course? Wednesday 24 th September Friday 26th September Lunch/ Meet’n’Greet All about exams � � course expectations Working smarter � - learning styles - Course expectations & � questionnaire learning styles revisited Treasure Hunt to introduce � Lunch � you to your campus Library resources � Dinner – Art of Siam � ICT resources � Thursday 25th September Essay writing � Presentation gallery � Lunch � Introduction to CLASS � Dinner and quiz �
What did the students think of the course?
What did the students think of the course? � Students very much appreciated the early opportunity to brush up on study skills, meet other mature students and get to know the campus and its services in advance of the start of the semester. � They felt the course improved their preparedness for university life and their confidence in undertaking academic work. � Students felt that HeadStart should run on a larger scale and be open to all mature students across the university.
What did the students think of the course? ‘I feel a lot more prepared for the 3+ years to come and it has put a bit of confidence that I am able to do the work that is requested from me.’ ‘I found this course an absolute life saver as I feel it really boosted my confidence in starting my first week at university.’
What are we going to do next?
What are we going to do next? HeadStart on a shoe-string! HeadStart on a shoe-string! The same course but: • without paid ‐ for day and evening meals (just welcome buffet on first day). • without the offer of accommodation where needed (only two students required this last year). • without the offer of childcare (only one student required this last year).
References Bennett, R, Mousley, W & Ali ‐ Choudhury, R (2008) ‘Usefulness of introductory higher education orientation units in the context of increasing student diversity.’ International Journal of Education Management , 22(1) p. 11 Cook, A & Lowe, H (2000), Hitting the Ground Running: The Role of Induction in Preparing Students for University , University of Ulster, Belfast. Accessible online at http://www.ulster.ac.uk/star/resources/hgr.pdf Dawson, C (2006) The Mature Student’s Study Guide: Essential skills for those returning to education or distance learning (Oxford: How to Books) Shobrook, A.S (2003), The Role of Pre ‐ entry Practices and Induction Strategies in Relation to Student Retention: Progress Project Strategy Guide , University of Hull. Accessible online at http://www.hull.ac.uk/engprogress/Prog3Papers/Sarah1.pdf
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