scholarly journals Supporting students during the transition to university in COVID-19: 5 key considerations and recommendations

2021 ◽  
Author(s):  
Madeleine Pownall ◽  
Richard Harris ◽  
Pam Blundell-Birtill
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Undergraduate Students ◽  
Tertiary Education ◽  
Evidence Based ◽  
Educational Provision ◽  
Success Model ◽  
Student Success Model ◽  
The Uk ◽  
Academic Year

As COVID-19 continues to disrupt pre-tertiary education provision and examinations in the UK, urgent consideration must be given to how best to support the 2021-2022 cohort of incoming undergraduate students to Higher Education. In this paper, we draw upon the ‘Five Sense of Student Success’ model to highlight five key evidence-based considerations that Higher Education educators should be attentive to when preparing for the next academic year. These include: the challenge in helping students to reacclimatise to academic work following a period of prolonged educational disruption, supporting students to access the ‘hidden curriculum’ of Higher Education, negotiating mental health consequences of COVID-19, and remaining sensitive to inequalities of educational provision that students have experienced as a result of COVID-19. We provide evidence-based recommendations to each of these considerations.

scholarly journals Supporting students during the transition to university in COVID-19: Five key considerations and recommendations for educators

2021 ◽  
pp. 147572572110324
Author(s):  
Madeleine Pownall ◽  
Richard Harris ◽  
Pam Blundell-Birtill
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Student Success ◽  
Undergraduate Students ◽  
Evidence Based ◽  
Educational Provision ◽  
The United Kingdom ◽  
Success Model ◽  
Student Success Model ◽  
Academic Year

As coronavirus disease of 2019 (COVID-19) continues to disrupt pretertiary education provision and examinations in the United Kingdom, urgent consideration must be given to how best to support the 2021–2022 cohort of incoming undergraduate students to higher education. In this paper, we draw upon the “Five Sense of Student Success” model to highlight five key evidence-based, psychology-informed considerations that higher education educators should be attentive to when preparing for the next academic year. These include the challenge in helping students to reacclimatize to academic work following a period of prolonged educational disruption, supporting students to access the “hidden curriculum” of higher education, negotiating mental health consequences of COVID-19, and remaining sensitive to inequalities of educational provision that students have experienced as a result of COVID-19. We provide evidence-based, psychology-informed recommendations to each of these considerations.

scholarly journals Talking the Talk and Fitting In: Troubling the Practices of Speaking? ‘What you are Worth’ in Higher Education in the UK

2015 ◽  
Vol 20 (2) ◽  
pp. 27-39 ◽  
Author(s):  
Michelle Addison ◽  
Victoria ◽  
G. Mountford
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Research Projects ◽  
University Staff ◽  
Cultural Meanings ◽  
The North ◽  
The Uk ◽  
Fitting In ◽  
Uk Higher Education

In this article we raise questions about fitting in pertaining to various classed identities within two UK Higher Education Institutions (HEI). We discuss the pains and privileges attached to accent and ways of speaking worth: Who is able to mobilize and capitalize on inscribed values, as they come to be attached to ways of talking? Accents and ways of talking are part of embodied class identities and whilst some carry connotations of intelligence, other ways of talking are positioned as lacking value, as well as other cultural meanings ( Sayer 2002 ; Spencer, Clegg and Stackhouse 2013 ; Lawler 1999 ; Skeggs 1997 ; Southerton 2002 ; Taylor 2007 ; Macfarlane and Stuart-Smith 2012 ). In this article we discuss our empirical research carried out in two separate qualitative ESRC-funded research projects in the north of England with undergraduate students (Victoria Mountford) and university staff (Michelle Addison). Focusing primarily on white British ways of talking, we examine how embodying particular accents or ways of talking affect classed notions of ‘fitting in’ or ‘standing out’ (Reay et al 2009: 1; Abraham and Ingram 2013 ) in HE. In a climate of uncertainty in Higher Education we are concerned that the importance of demonstrating one's impact, value and worth comes down to more than just productivity, it is becoming demonstrably about being able to ‘talk the talk’. Here we trouble the practices of speaking ‘what you are worth’.

scholarly journals A Liberating Curricula as a Social Responsibility for Promoting Social Justice and Student Success Within the UK Higher Education Institution (HEI)

2019 ◽  
pp. 35-58
Author(s):  
Dave Thomas
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Student Success ◽  
Education Institution ◽  
Cultural Barriers ◽  
Higher Education Institution ◽  
Student Progression ◽  
The Uk ◽  
Corporate Social ◽  
Improve Representation

Integrating corporate social responsibility (CSR) activities as part of a higher education institution (HEI) organisational strategies and practices to address economic and social inequality is no longer a new phenomenon. This promotes increased levels of involvement, choice, and diversity, and is aligned with recent initiatives to widen participation improve representation and promote attainment. CSR may also be encapsulated within frameworks through which HEIs may identify and self-reflect on institutional and cultural barriers that impede minority ethnic (ME) staff and students' progression and attainment. This chapter is informed by discussions concerning CSR within higher education in relation to the aims and objectives of education; student progression and attainment as a university's socially responsible business practice and act of due diligence, to improve representation, progression and success for ME students; curriculum vs. education and the function of a liberating curriculum as a vehicle to enhance academic attainment and promote student success.

scholarly journals Service line management and medical education – uncomfortable bed fellows?

2011 ◽  
Vol 35 (4) ◽  
pp. 121-123
Author(s):  
Alex Bailey ◽  
James P. Warner
Keyword(s):  
Mental Health ◽  
Undergraduate Students ◽  
Current Method ◽  
Health Conditions ◽  
Psychiatric Training ◽  
Training And Education ◽  
Service Line ◽  
Educational Provision ◽  
The Past ◽  
The Uk

SummaryThe current method of delivery of psychiatric training and education in the UK is still almost solely based on the ‘firm’ or consultant-led system. Traditionally, these units have had fairly wide-ranging loci of clinical responsibility, ensuring a broad exposure to mental health conditions for both undergraduate students and psychiatric trainees. However, changes over the past decade, particularly in terms of functional splits within psychiatric services, have led to some limitation of this exposure. Various strategies have been employed by those responsible for educational provision within services, such as assigning trainees and students to in-patient and community ‘pairs' of teams. Although this has had some success, the introduction of more fundamental restructuring of mental health services and the advent of service lines will have even greater and more wide-ranging implications on education. This editorial examines some of these implications and looks at potential solutions to ensure that training is not forgotten in the wave of far-reaching and strategically driven reorganisations occurring within the National Health Service and more globally.

scholarly journals ‘I'll play the game, but I cannot stay’ : The role of third space professionals in encouraging the retention, success and sense of belonging of undergraduate students

2021 ◽  
Vol 14 (3) ◽  
Author(s):  
Julie Hughes ◽  
Debra Cureton ◽  
Jenni Jones
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Sense Of Belonging ◽  
Positive Impact ◽  
Third Space ◽  
Academic Identity ◽  
Educational Provision ◽  
Academic Coach

In 2019, a diverse, post-92, Midlands university implemented a new, hybrid third space role called the ‘academic coach’ (AC) to support its mission towards to support its mission to make its educational provision fully accessible to all its students, to retain them and to ensure their success to support its mission to make its educational provision fully accessible to all its students, to retain them and to ensure their success of all its students. Since a sense of belonging to their institution is such a powerful influence on students’ sense of wellbeing, their development of an academic identity and their resilience in the higher education context, with consequent positive impact upon their retention and success, this role is devoted to the pastoral care and personal tutoring of levels three and four students. This case study considers the journey of the AC in defining and shaping this new role and offers the ACs’ perceptions of their influence on the experience of students at levels three and four by enhancing collaborative and learning relationships within the wider university.

scholarly journals TRAINING HIGHER EDUCATION BIOSCIENCE STUDENTS WITH VIRTUAL REALITY SIMULATOR

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Christos Kaltsidis ◽  
Katerina Kedraka ◽  
Maria E. Grigoriou
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Learning Objectives ◽  
Immersive Virtual Environment ◽  
Virtual Laboratories ◽  
Hands On ◽  
Laboratory Training ◽  
Academic Year

Laboratory training is the cornerstone of science education in higher education. However, in several cases hands-on experimental procedures are not possible, and therefore technology provide alternative educational methods. One of the rapidly evolving technologies, namely Virtual Reality (VR) can offer multiple benefits in laboratory training through the development of simulations and virtual laboratories that support, facilitate, and promote an effective their learning experience. We present an empirical research carried out at the Department of Molecular Biology and Genetics of the Democritus University of Thrace during the winter semester of the academic year 2020-2021. 51 undergraduate students carried out a Virtual Reality activity aiming to train them to the use of a Class II Biosafety Cabinet (BSC) in an immersive virtual environment. Our results show that VR approach was highly and enthusiastically accepted by the students; they reported that they had an authentic learning experience which enabled them to better achieve the learning objectives. However, in some cases symptoms like dizziness and blurry image were reported most likely due to equipment, showing that improvement of the equipment used in VR is needed. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/747/a.php" alt="Hit counter" /></p>

scholarly journals “Why did we lose them and what could we have done”?

2018 ◽  
Vol 9 (1) ◽  
pp. 47-60 ◽  
Author(s):  
Julie Willans ◽  
Karen Seary
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Student Success ◽  
Tertiary Education ◽  
Education Sector ◽  
Australian Government ◽  
Attrition Rates ◽  
Institutional Review

Attrition remains an ongoing issue in enabling programs and the broader higher education sector. For more than 31 years, CQUniversity (Central Queensland University) Australia’s Skills for Tertiary Education Preparatory Studies (STEPS) program has prepared students for university, many of whom are from one or more Australian Government target equity groups. A 2012 CQUniversity institutional review of STEPS resulted in significantly improved retention, yet attrition rates in STEPS are still of concern. Qualitative research conducted in 2016-17 with 23 students who withdrew from STEPS between 2013 and 2015, and 10 Access Coordinators located across those CQUniversity campuses offering STEPS, have provided valuable insights into reasons for continued attrition. Based on suggestions from students and Access Coordinators, recommendations to address attrition have resulted, the intention being to increase student success and satisfaction, and improve retention in STEPS.

scholarly journals The impact of a peer coaching programme on the academic performance of undergraduate students: a mixed methods study.

2016 ◽  
Author(s):  
Jill Alexandra Andreanoff
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Peer Support ◽  
Undergraduate Students ◽  
Peer Coaching ◽  
Attrition Rate ◽  
Academic Attainment ◽  
Control Group ◽  
The Uk ◽  
The Impact

Peer support interventions have been widely used within the higher education sector as a means to enhance student success and retention. However, much of the evidence to measure the impact of mentoring and coaching has relied on anecdotal, self-reported evidence from the participants. In addition, there is much confusion in the terms todescribe peer support interventions, making it difficult to compare and contrast the different programmes. The need for evidence of a more robust, quantitative nature has long been called for by a number of authors such as Jacobi (1991), Capstick et al. (2004) and Medd (2012). This mixed methods case study of an extant peer coaching programme in higher education in the UK makes explicit the process of the coaching intervention, measuring the impact on academic attainment in the form of module grade data. In addition, the use of a control group enables a comparison to be made of the academic attainment of non-coached students with those who received peer coaching. Academic behaviour confidence of those who were coached was also measured pre- and post-coaching using the Sander and Sanders (2009) ABC questionnaire. There was found to be a significant impact in the attainment of students who received coaching when compared to those students in the control group who did not. The peer coaching had a beneficial impact in particular for those in their first year of study and those who were performing less well at the outset, as well as students within the Business School. A significant increase in the academic behaviour confidence was found in those who received coaching as well as a reduced attrition rate when compared to those in the control group.

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