Easing the transition of first year undergraduates through an immersive induction module
Turner, Rebecca, Morrison, David, Cotton, Debby, Child, Samantha, Stevens, Sebastian, Nash, Patricia and Kneale, Pauline (2017) Easing the transition of first year undergraduates through an immersive induction module. Teaching in Higher Education, 22 (7). pp. 805-821. ISSN 1356-2517
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Abstract
Entry into higher education (HE) is recognised as a challenging time for undergraduates as they negotiate the norms and practices of new academic communities and foster relationships with peers and academics. Given the significance of this time period, our University has piloted a new four-week module that immerses students in their discipline and provides them with the academic skills and networks to support them through this period and beyond. Here we report a comprehensive evaluation examining academic and student experience of this immersive module. We explore its impact on essential aspects of the transition experience e.g. social integration, academic literacies and the sense of preparation for HE. Whilst this new approach did have positive impacts on students’ sense of integration, questions were raised around the extent to which it matched or even raised expectations, and the extent to which this prepared students for the rest of their studies.
| Item Type: | Article |
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| Additional Information: | Articles is also available through the publisher link provided |
| Keywords: | Widening participation, student experience, induction, retention, study skills |
| Depositing User: | Ms Kerry Kellaway |
| Date Deposited: | 23 Aug 2019 13:25 |
| Last Modified: | 14 Feb 2020 15:15 |
| URI: | https://marjon.repository.guildhe.ac.uk/id/eprint/17475 |
| Related URLs: |
https://www.tan ... 17.2017.1301906
(Publisher URL)
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