7 social integration recipe card - draft March 2011

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HERE project social integration recipe cards. These are designed to be used by programme staff as part of a staff development event to explore improving retention

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7 social integration recipe card - draft March 2011

  1. 1. The HERE Project ToolkitThe HERE Project (2008-2011) researched theimpact of doubting on student retention andappropriate strategies for programme teams toadopt to help students remain.This action card is designed for programme teamsto use in workshops to reflect upon their ownpractices and consider ways of improvingretention.Further information can be found atwww.HEREproject.ac.ukThe HERE Project ToolkitThe HERE Project (2008-2011) researched theimpact of doubting on student retention andappropriate strategies for programme teams toadopt to help students remain.This action card is designed for programme teamsto use in workshops to reflect upon their ownpractices and consider ways of improvingretention.Further information can be found atwww.HEREproject.ac.uk
  2. 2. Theme 7 - Social Integrationa) Maximise opportunities to develop friendships in the curriculumSupport from friends & family was the number one reason cited by doubters for staying, particularlyfriends made at University.Interviews with programme teams suggest 5possible strategies for: • Social networking • Pre-arrival activities • Induction week • Group work • Peer supportTheme 7 - Social Integrationa) Maximise opportunities to develop friendships in the curriculumSupport from friends & family was the number one reason cited by doubters for staying, particularlyfriends made at University. "[I logged onto] some websites, like the week oneSocial Networking message board and www.yougo.co.uk website, so I actually met a couple of people that were coming toWhats the University strategy for using social Uni before I got here… I think that made it easier"networking, particularly prior to studentsarrival?How can students on your course makecontact with one another before they arrive?How could you use returning students toengage new students in cyberspace?What particular strategies ought you adopt tohelp those students not in halls to meet oneanother and with studentson your course?
  3. 3. The HERE Project ToolkitThe HERE Project (2008-2011) researched theimpact of doubting on student retention andappropriate strategies for programme teams toadopt to help students remain.This action card is designed for programme teamsto use in workshops to reflect upon their ownpractices.Further information can be found atwww.HEREproject.ac.ukThe HERE Project ToolkitThe HERE Project (2008-2011) researched theimpact of doubting on student retention andappropriate strategies for programme teams toadopt to help students remain.This action card is designed for programme teamsto use in workshops to reflect upon their ownpractices.Further information can be found atwww.HEREproject.ac.uk
  4. 4. Theme 7 - Social Integrationa) Maximise opportunities to develop friendships in the curriculumSupport from friends & family was the number one reason cited by doubters for staying, particularlyfriends made at University. "I was quite lucky in that we were given the groupPre-arrival activities assignment [Stepping Stones 2HE]…the first week… to design a poster about a computing expert and theWhat do you do to start engaging with the people that I had in that group are still my group ofprogramme before they arrive? friends now. I’ve been to their flat, whilst they were in student accommodation and things like that, andStepping Stones 2HE for example provides their house this year which isn’t quite as bad. Itstudents with a short pre-arrival research means I have had some interaction."activitity that forms the basis of group workduring induction week. Sutdents are requiredto conduct activities such as delivering posterpresentations and are encouraged to worktogether in small groups.Theme 7 - Social Integrationa) Maximise opportunities to develop friendships in the curriculumSupport from friends & family was the number one reason cited by doubters for staying, particularlyfriends made at University. "When you feel lost and bewildered, the last thingInduction you want is long lectures"*Induction can be a crucial time for helpingstudents to start building social networksWe suggest: • Using ice breakers to help students spend in lectures and increase learn one anothers names opportunities for discussion • Providing small group work with • Starting induction early in the week, focussed academic tasks to help them give decent breaks and allow time to spend time getting to know one take part in friendship activities such as another joining clubs & societies in freshers fairs • Reducing the amount of time students(* quoted in Edward, N., (2001), Evaluation of a constructivist approach to student induction inrelation to students learning styles, European Journal of Engineering Education, 2001, 26, 4,29-440)
  5. 5. The HERE Project ToolkitThe HERE Project (2008-2011) researched theimpact of doubting on student retention andappropriate strategies for programme teams toadopt to help students remain.This action card is designed for programme teamsto use in workshops to reflect upon their ownpractices and consider ways of improvingretention.Further information can be found atwww.HEREproject.ac.ukThe HERE Project ToolkitThe HERE Project (2008-2011) researched theimpact of doubting on student retention andappropriate strategies for programme teams toadopt to help students remain.This action card is designed for programme teamsto use in workshops to reflect upon their ownpractices and consider ways of improvingretention.Further information can be found atwww.HEREproject.ac.uk
  6. 6. Theme 7 - Social Integrationa) Maximise opportunities to develop friendships in the curriculumSupport from friends & family was the number one reason cited by doubters for staying, particularlyfriends made at University. "On my course you have to do quite a lot of groupGroup work coursework and projects - we started to communicate with each other, that is how ourWhilst we acknowledge that when group friendship developed... naturally."work goes wrong it can be a great source ofstress for students, encouraging them to worktogether on a task can really help forgefriendships. Requiring them to work togetheris likely to create more opportunities to learnabout one another than social events. Students would perhaps benefit from more mixing up at the start of the academic year toTheres a risk that some students feel create as large a pool of potential friends asuncomfortable starting new groups, therefore possible.consider strategies for encouragingcommunication such as ice-breakers.Theme 7 - Social Integrationa) Maximise opportunities to develop friendships in the curriculumSupport from friends & family was the number one reason cited by doubters for staying, particularlyfriends made at University. "I have never been so homesick as I was that weekend… but what it did do was really pulledField trips [together] our friendships… because we wereWhilst in some respects, overnight field trips feeling a bit out of our depth… then when youare expensive and time consuming to came back after then you really felt that you kneworganise, student participants spoke highly of people."the social benefits of participating. Tehy mayprovide a rite of passage that the whole groupcan engage with. Students also felt they had How can you make best use of field trips orbenefitted from seeing staff in a different light off-campus visits?too.But field trips may also exclude those whomay benefit most from the experience such asstudents living in their own homes with caringresponsibility.
  7. 7. The HERE Project ToolkitThe HERE Project (2008-2011) researched theimpact of doubting on student retention andappropriate strategies for programme teams toadopt to help students remain.This action card is designed for programme teamsto use in workshops to reflect upon their ownpractices and consider ways of improvingretention.Further information can be found atwww.HEREproject.ac.ukThe HERE Project ToolkitThe HERE Project (2008-2011) researched theimpact of doubting on student retention andappropriate strategies for programme teams toadopt to help students remain.This action card is designed for programme teamsto use in workshops to reflect upon their ownpractices and consider ways of improvingretention.Further information can be found atwww.HEREproject.ac.uk
  8. 8. Theme 7 - Social Integrationa) Maximise opportunities to develop friendships in the curriculumSupport from friends & family was the number one reason cited by doubters for staying, particularlyfriends made at University. “I really enjoyed PAL because you got to know so many people because it’s held in your seminarPeer Support groups”The use of structured peer support can helpstudents to bond with one another. Secondand final year students offer support toindividuals or small groups of first years. How can you use the experience and expertise of your returning students to supportThis may take the form of buddying (primarily first years?social support, often provided during at thestart of the year) or supplemental instruction/Peer Assisted Learning (in which the primaryfocus is consolidating students learning, butwith a social focus).Theme 7 - Social Integrationa) Maximise opportunities to develop friendships in the curriculumSupport from friends & family was the number one reason cited by doubters for staying, particularlyfriends made at University. "I have never been so homesick as I was that weekend… but what it did do was really pulledField trips [together] our friendships… because we wereWhilst in some respects, overnight field trips feeling a bit out of our depth… then when youare expensive and time consuming to came back after then you really felt that you kneworganise, student participants spoke highly of people."the social benefits of participating. Tehy mayprovide a rite of passage that the whole groupcan engage with. Students also felt they had How can you make best use of field trips orbenefitted from seeing staff in a different light off-campus visits?too.But field trips may also exclude those whomay benefit most from the experience such asstudents living in their own homes with caringresponsibility.

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