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
The HERE! Project received a grant of just under £200,000 from HEFCE to research student retention in higher education at Nottingham Trent, Bournemouth and Bradford Universities. The research will focus on why some students with doubts stay enrolled while others withdraw, as well as identifying degree programs with high retention rates and exploring factors that may contribute to student persistence in those programs. The three year study will examine institutional support for student transitions, individual motivation, and characteristics of excellent academic programs that foster retention.
This document summarizes the findings of the HERE Project which studied student "doubting", or doubts about continuing in higher education, and its impact on retention. The project found that:
1) Approximately 1/3 of first year students experience doubting, and doubters are less likely to stay in HE than non-doubters.
2) Doubters report a poorer university experience and cite multiple reasons for doubting related to their program, support systems, and ability to adapt.
3) The primary times students consider leaving are either side of Christmas in their first year, though few doubters reported pre-arrival doubts.
Barriers and strategies for retaining male students research summaryEd Foster
The document discusses barriers to retaining male students at university based on a survey of over 850 first-year students. It finds that while males were less likely to report doubts about continuing (31% vs 41% for females), they were twice as likely to actually withdraw. For males, doubting was a stronger predictor of withdrawal. The document suggests strategies to improve male retention, such as reducing doubts through formative assessment and teaching the benefits of feedback, and supporting doubters through clearly defined contact points and structured opportunities to build peer support networks.
This is the second report from the HERE Project team. It outlines our evidence of the impact of student doubting on retention at Nottingham Trent University, Bournemouth University and the University of Bradford.
The HERE Project investigated factors that influence student retention in higher education. There were 9 key findings:
1) Approximately 1/3 of first year students seriously consider withdrawing, with doubters less likely to stay than non-doubters.
2) The main reasons for doubting were related to students' experiences of their program, and the primary times for doubting were before and after Christmas and during periods of assignments/feedback.
3) The research team made recommendations for program teams to manage factors leading to doubting and improve factors that help students stay, such as social integration, sense of belonging, motivation and engagement.
This document provides an introduction to "The HERE Project Toolkit", which aims to help programme teams improve student engagement and retention. It discusses key findings from the HERE Project, which explored factors related to student doubting and retention. The toolkit contains 9 recommendations for programme teams to consider, such as identifying students at risk, helping with the transition to university, building student-staff relationships, and improving social integration and sense of belonging. It outlines a 3-step process for programme teams to review their practices using the recommendations and reflection questions in the toolkit.
The HERE! Project received a grant of just under £200,000 from HEFCE to research student retention in higher education at Nottingham Trent, Bournemouth and Bradford Universities. The research will focus on why some students with doubts stay enrolled while others withdraw, as well as identifying degree programs with high retention rates and exploring factors that may contribute to student persistence in those programs. The three year study will examine institutional support for student transitions, individual motivation, and characteristics of excellent academic programs that foster retention.
This document summarizes the findings of the HERE Project which studied student "doubting", or doubts about continuing in higher education, and its impact on retention. The project found that:
1) Approximately 1/3 of first year students experience doubting, and doubters are less likely to stay in HE than non-doubters.
2) Doubters report a poorer university experience and cite multiple reasons for doubting related to their program, support systems, and ability to adapt.
3) The primary times students consider leaving are either side of Christmas in their first year, though few doubters reported pre-arrival doubts.
Barriers and strategies for retaining male students research summaryEd Foster
The document discusses barriers to retaining male students at university based on a survey of over 850 first-year students. It finds that while males were less likely to report doubts about continuing (31% vs 41% for females), they were twice as likely to actually withdraw. For males, doubting was a stronger predictor of withdrawal. The document suggests strategies to improve male retention, such as reducing doubts through formative assessment and teaching the benefits of feedback, and supporting doubters through clearly defined contact points and structured opportunities to build peer support networks.
This is the second report from the HERE Project team. It outlines our evidence of the impact of student doubting on retention at Nottingham Trent University, Bournemouth University and the University of Bradford.
The HERE Project investigated factors that influence student retention in higher education. There were 9 key findings:
1) Approximately 1/3 of first year students seriously consider withdrawing, with doubters less likely to stay than non-doubters.
2) The main reasons for doubting were related to students' experiences of their program, and the primary times for doubting were before and after Christmas and during periods of assignments/feedback.
3) The research team made recommendations for program teams to manage factors leading to doubting and improve factors that help students stay, such as social integration, sense of belonging, motivation and engagement.
This document provides an introduction to "The HERE Project Toolkit", which aims to help programme teams improve student engagement and retention. It discusses key findings from the HERE Project, which explored factors related to student doubting and retention. The toolkit contains 9 recommendations for programme teams to consider, such as identifying students at risk, helping with the transition to university, building student-staff relationships, and improving social integration and sense of belonging. It outlines a 3-step process for programme teams to review their practices using the recommendations and reflection questions in the toolkit.
Presentation delivered at the UCISA event A-Z of learning analytics 28/06/2017. Ed Foster & Jane McNeil. A longer case study can be found at https://www.google.com/url?q=https://www.ucisa.ac.uk/-/media/Files/publications/truthaboutda/TheTruthAboutDA&sa=U&ved=0ahUKEwi8r-7W5_7eAhVKRBUIHf66CGEQFggMMAM&client=internal-uds-cse&cx=008281077274678676179:yulrfklwima&usg=AOvVaw17iuGZYPJPqFRCMGyBKLd0
ABLE - the NTU Student Dashboard - University of DerbyEd Foster
implementing a university wide learning analytics system.
Presentation Overview:
- Introduction
- Developing the NTU Student Dashboard
- Transitioning from pilot phase to whole institution roll-out
- Embedding the resource into working practices
- Future development
Able - AUA NTU Learning Analytics External Presentation - Feb 2017Ed Foster
Learning Analytics: moving from potentially, to genuinely useful.
Topics covered
• Developing the NTU Student Dashboard
• Research into the accuracy of the Dashboard
• Student & staff feedback
• Moving from potential to really useful
The document summarizes data from the NTU Student Dashboard that shows strong correlations between student engagement and academic progression. It finds that average engagement over the year, number of logins to the dashboard, and number of "No Engagement" alerts are all predictors of student success, with higher levels of engagement linked to higher progression rates. The document also outlines several key planned changes to improve the dashboard for September 2017, such as including additional engagement metrics, prioritizing students with very low engagement, and enhancing notification and search functions.
ABLE - TILT conference poster - the NTU Student DashboardEd Foster
The document discusses student engagement and success metrics from the NTU Student Dashboard program. It finds that average student engagement over the year is strongly correlated with progression, with 92% of students with high average engagement progressing. The number of logins is also strongly associated with progression, with 89.8% of students with 4-6 logins progressing. Students receiving "No Engagement" alerts have much lower progression rates, from 84.1% with no alerts to 2.9% with 5+ alerts. International, first-generation, and minority students reported finding the Dashboard most useful.
ABLE - E-Learning Symposium December 2016Ed Foster
Topics covered
• Overview of NTU Student Dashboard
• Recent Dashboard developments…
• … and the reasoning behind these
• The next steps for the Dashboard
A survey of 140 NTU students found that most students who used the NTU Student Dashboard on a weekly or monthly basis found it quite or very useful. The dashboard provides data on student engagement and progression, with higher levels of engagement correlated with better progression rates. In 2013-2014, the dashboard recorded over 125,000 student logins and 15,000 staff logins, showing it is a well-utilized resource.
ABLE - UKAT - Using Learning Analytics to Boost Personal TutoringEd Foster
Session aims:
• Introduce learning analytics
• Describe the development of the NTU Student Dashboard
• Discuss potential benefits of learning analytics for personal tutors
• Raise some challenges of converting student information to actionable intelligenc
This document discusses embedding learning analytics across an institution and the challenges of implementing an institutional learning analytics solution. It outlines five key challenges: defining strategic goals and effective governance; interacting with institutional tools and users while addressing data ethics concerns; exposing assumptions and designing appropriate tools; effective communication; and managing ongoing implementation and change. It then provides examples of NTU's student dashboard which aims to improve student success, staff-student relationships, and students' self-management of learning through metrics on student engagement. Evaluation found the dashboard was useful for most students and correlated with improved progression and study habits. The dashboard is being expanded and its impact further evaluated.
This document provides information about Nottingham Trent University's use of learning analytics and their student dashboard. It discusses:
- An overview of the student dashboard which was first piloted in 2013-2014 and fully implemented in 2014-2015. It tracks student engagement using data from various systems.
- Research that has shown a strong association between engagement measured in the dashboard and student success. The university is also researching learning analytics through various EU projects.
- How both students and staff utilize the dashboard. Students check their engagement and attendance, while staff use it to prepare for tutorials and identify students who may need additional support.
- Feedback from students which found the dashboard useful, especially when discussed during tutorials. The university
ABLE - Learning Metrics, Learning Analytics - Plenary SessionEd Foster
This document outlines an agenda for a conference on learning metrics and learning analytics. The conference will include an opening plenary, keynote speech, parallel sessions, and participant demonstrations. It will discuss using data to improve the student experience through learning metrics, which are used for quality management, and learning analytics, which can alert staff and students to risks of dropout or underperformance. Challenges around authenticity, validity, trust, communication, and taking action based on data will also be explored.
The document describes the implementation of an institution-wide learning analytics dashboard at Nottingham Trent University (NTU) from 2013 to the present. The dashboard aims to promote student success by providing insights into progression, grades, and degree attainment. It also aims to improve staff-student relationships by surfacing engagement information to inform personalized tutorial discussions. A multi-year, multi-phase implementation process included stakeholder consultation and working groups. Student and staff feedback was positive, finding the dashboard useful for monitoring academic progress, preparing for tutorials, and developing action plans.
ABLE - Inside Government Nov 2017 - Rebecca EdwardsEd Foster
The document summarizes a case study on Nottingham Trent University's Student Dashboard, which was created to improve student attainment and engagement. The dashboard provides metrics on student engagement accessed by both students and staff. It was found to correlate with student progression and success. While implementation brought challenges around data, design, communication and use, students generally found the dashboard useful and it was associated with increased study time and support seeking. Staff also identified ways it helped change student engagement and behaviors during tutorials. Ongoing work focuses on how different staff use the tool and developing strategies to further improve student outcomes.
ABLE - Inside Government E Foster 26th November 2015Ed Foster
1) NTU developed a student dashboard using learning analytics to improve student retention, engagement, and attainment.
2) The dashboard provides data on student engagement like library usage, VLE access, and attendance to students and staff.
3) Analysis found students with high engagement were more likely to progress to the next year and receive higher degrees.
4) Both students and staff reported changing their behaviors due to the insights from the dashboard. Students increased engagement activities while staff targeted interactions.
The document summarizes a pilot project that tested using a pre-arrival induction task through the university's student dashboard. The task involved students answering 6 questions before arriving on campus. The pilot found that students who completed the task had higher engagement with the dashboard, better progression to the second year, and higher average grades. It is an effective early predictor of students who may need additional support. The document recommends more fully integrating the task into course activities and providing follow-up interventions for at-risk students identified through the task.
ABLE - EFYE 2016 - The First Year Experience: how up to date are you?Ed Foster
This document outlines an agenda for a session on the First Year Experience. It will include introductions, exercises to identify challenges for first-year students and ways institutions support engagement. It will discuss transition models and research on the importance of social and academic integration. Recent work on the First Year Experience from the US, Australia, Europe and South Africa will be presented. This includes programs like first-year seminars and learning communities. The session aims to explore influences on the First Year Experience and consider what is known to enhance student success. It will also discuss literature on student engagement and how institutions can support first-year students through engagement activities.
Presentation delivered at the UCISA event A-Z of learning analytics 28/06/2017. Ed Foster & Jane McNeil. A longer case study can be found at https://www.google.com/url?q=https://www.ucisa.ac.uk/-/media/Files/publications/truthaboutda/TheTruthAboutDA&sa=U&ved=0ahUKEwi8r-7W5_7eAhVKRBUIHf66CGEQFggMMAM&client=internal-uds-cse&cx=008281077274678676179:yulrfklwima&usg=AOvVaw17iuGZYPJPqFRCMGyBKLd0
ABLE - the NTU Student Dashboard - University of DerbyEd Foster
implementing a university wide learning analytics system.
Presentation Overview:
- Introduction
- Developing the NTU Student Dashboard
- Transitioning from pilot phase to whole institution roll-out
- Embedding the resource into working practices
- Future development
Able - AUA NTU Learning Analytics External Presentation - Feb 2017Ed Foster
Learning Analytics: moving from potentially, to genuinely useful.
Topics covered
• Developing the NTU Student Dashboard
• Research into the accuracy of the Dashboard
• Student & staff feedback
• Moving from potential to really useful
The document summarizes data from the NTU Student Dashboard that shows strong correlations between student engagement and academic progression. It finds that average engagement over the year, number of logins to the dashboard, and number of "No Engagement" alerts are all predictors of student success, with higher levels of engagement linked to higher progression rates. The document also outlines several key planned changes to improve the dashboard for September 2017, such as including additional engagement metrics, prioritizing students with very low engagement, and enhancing notification and search functions.
ABLE - TILT conference poster - the NTU Student DashboardEd Foster
The document discusses student engagement and success metrics from the NTU Student Dashboard program. It finds that average student engagement over the year is strongly correlated with progression, with 92% of students with high average engagement progressing. The number of logins is also strongly associated with progression, with 89.8% of students with 4-6 logins progressing. Students receiving "No Engagement" alerts have much lower progression rates, from 84.1% with no alerts to 2.9% with 5+ alerts. International, first-generation, and minority students reported finding the Dashboard most useful.
ABLE - E-Learning Symposium December 2016Ed Foster
Topics covered
• Overview of NTU Student Dashboard
• Recent Dashboard developments…
• … and the reasoning behind these
• The next steps for the Dashboard
A survey of 140 NTU students found that most students who used the NTU Student Dashboard on a weekly or monthly basis found it quite or very useful. The dashboard provides data on student engagement and progression, with higher levels of engagement correlated with better progression rates. In 2013-2014, the dashboard recorded over 125,000 student logins and 15,000 staff logins, showing it is a well-utilized resource.
ABLE - UKAT - Using Learning Analytics to Boost Personal TutoringEd Foster
Session aims:
• Introduce learning analytics
• Describe the development of the NTU Student Dashboard
• Discuss potential benefits of learning analytics for personal tutors
• Raise some challenges of converting student information to actionable intelligenc
This document discusses embedding learning analytics across an institution and the challenges of implementing an institutional learning analytics solution. It outlines five key challenges: defining strategic goals and effective governance; interacting with institutional tools and users while addressing data ethics concerns; exposing assumptions and designing appropriate tools; effective communication; and managing ongoing implementation and change. It then provides examples of NTU's student dashboard which aims to improve student success, staff-student relationships, and students' self-management of learning through metrics on student engagement. Evaluation found the dashboard was useful for most students and correlated with improved progression and study habits. The dashboard is being expanded and its impact further evaluated.
This document provides information about Nottingham Trent University's use of learning analytics and their student dashboard. It discusses:
- An overview of the student dashboard which was first piloted in 2013-2014 and fully implemented in 2014-2015. It tracks student engagement using data from various systems.
- Research that has shown a strong association between engagement measured in the dashboard and student success. The university is also researching learning analytics through various EU projects.
- How both students and staff utilize the dashboard. Students check their engagement and attendance, while staff use it to prepare for tutorials and identify students who may need additional support.
- Feedback from students which found the dashboard useful, especially when discussed during tutorials. The university
ABLE - Learning Metrics, Learning Analytics - Plenary SessionEd Foster
This document outlines an agenda for a conference on learning metrics and learning analytics. The conference will include an opening plenary, keynote speech, parallel sessions, and participant demonstrations. It will discuss using data to improve the student experience through learning metrics, which are used for quality management, and learning analytics, which can alert staff and students to risks of dropout or underperformance. Challenges around authenticity, validity, trust, communication, and taking action based on data will also be explored.
The document describes the implementation of an institution-wide learning analytics dashboard at Nottingham Trent University (NTU) from 2013 to the present. The dashboard aims to promote student success by providing insights into progression, grades, and degree attainment. It also aims to improve staff-student relationships by surfacing engagement information to inform personalized tutorial discussions. A multi-year, multi-phase implementation process included stakeholder consultation and working groups. Student and staff feedback was positive, finding the dashboard useful for monitoring academic progress, preparing for tutorials, and developing action plans.
ABLE - Inside Government Nov 2017 - Rebecca EdwardsEd Foster
The document summarizes a case study on Nottingham Trent University's Student Dashboard, which was created to improve student attainment and engagement. The dashboard provides metrics on student engagement accessed by both students and staff. It was found to correlate with student progression and success. While implementation brought challenges around data, design, communication and use, students generally found the dashboard useful and it was associated with increased study time and support seeking. Staff also identified ways it helped change student engagement and behaviors during tutorials. Ongoing work focuses on how different staff use the tool and developing strategies to further improve student outcomes.
ABLE - Inside Government E Foster 26th November 2015Ed Foster
1) NTU developed a student dashboard using learning analytics to improve student retention, engagement, and attainment.
2) The dashboard provides data on student engagement like library usage, VLE access, and attendance to students and staff.
3) Analysis found students with high engagement were more likely to progress to the next year and receive higher degrees.
4) Both students and staff reported changing their behaviors due to the insights from the dashboard. Students increased engagement activities while staff targeted interactions.
The document summarizes a pilot project that tested using a pre-arrival induction task through the university's student dashboard. The task involved students answering 6 questions before arriving on campus. The pilot found that students who completed the task had higher engagement with the dashboard, better progression to the second year, and higher average grades. It is an effective early predictor of students who may need additional support. The document recommends more fully integrating the task into course activities and providing follow-up interventions for at-risk students identified through the task.
ABLE - EFYE 2016 - The First Year Experience: how up to date are you?Ed Foster
This document outlines an agenda for a session on the First Year Experience. It will include introductions, exercises to identify challenges for first-year students and ways institutions support engagement. It will discuss transition models and research on the importance of social and academic integration. Recent work on the First Year Experience from the US, Australia, Europe and South Africa will be presented. This includes programs like first-year seminars and learning communities. The session aims to explore influences on the First Year Experience and consider what is known to enhance student success. It will also discuss literature on student engagement and how institutions can support first-year students through engagement activities.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
7 social integration recipe card - draft March 2011
1. The HERE Project Toolkit
The HERE Project (2008-2011) researched the
impact of doubting on student retention and
appropriate strategies for programme teams to
adopt to help students remain.
This action card is designed for programme teams
to use in workshops to reflect upon their own
practices and consider ways of improving
retention.
Further information can be found at
www.HEREproject.ac.uk
The HERE Project Toolkit
The HERE Project (2008-2011) researched the
impact of doubting on student retention and
appropriate strategies for programme teams to
adopt to help students remain.
This action card is designed for programme teams
to use in workshops to reflect upon their own
practices and consider ways of improving
retention.
Further information can be found at
www.HEREproject.ac.uk
2. Theme 7 - Social Integration
a) Maximise opportunities to develop friendships in the curriculum
Support from friends & family was the number one reason cited by doubters for staying, particularly
friends made at University.
Interviews with programme teams suggest 5
possible strategies for:
• Social networking
• Pre-arrival activities
• Induction week
• Group work
• Peer support
Theme 7 - Social Integration
a) Maximise opportunities to develop friendships in the curriculum
Support from friends & family was the number one reason cited by doubters for staying, particularly
friends made at University.
"[I logged onto] some websites, like the week one
Social Networking message board and www.yougo.co.uk website, so I
actually met a couple of people that were coming to
What's the University strategy for using social Uni before I got here… I think that made it easier"
networking, particularly prior to students
arrival?
How can students on your course make
contact with one another before they arrive?
How could you use returning students to
engage new students in cyberspace?
What particular strategies ought you adopt to
help those students not in halls to meet one
another and with studentson your course?
3. The HERE Project Toolkit
The HERE Project (2008-2011) researched the
impact of doubting on student retention and
appropriate strategies for programme teams to
adopt to help students remain.
This action card is designed for programme teams
to use in workshops to reflect upon their own
practices.
Further information can be found at
www.HEREproject.ac.uk
The HERE Project Toolkit
The HERE Project (2008-2011) researched the
impact of doubting on student retention and
appropriate strategies for programme teams to
adopt to help students remain.
This action card is designed for programme teams
to use in workshops to reflect upon their own
practices.
Further information can be found at
www.HEREproject.ac.uk
4. Theme 7 - Social Integration
a) Maximise opportunities to develop friendships in the curriculum
Support from friends & family was the number one reason cited by doubters for staying, particularly
friends made at University.
"I was quite lucky in that we were given the group
Pre-arrival activities assignment [Stepping Stones 2HE]…the first week…
to design a poster about a computing expert and the
What do you do to start engaging with the people that I had in that group are still my group of
programme before they arrive? friends now. I’ve been to their flat, whilst they were
in student accommodation and things like that, and
Stepping Stones 2HE for example provides their house this year which isn’t quite as bad. It
students with a short pre-arrival research means I have had some interaction."
activitity that forms the basis of group work
during induction week. Sutdents are required
to conduct activities such as delivering poster
presentations and are encouraged to work
together in small groups.
Theme 7 - Social Integration
a) Maximise opportunities to develop friendships in the curriculum
Support from friends & family was the number one reason cited by doubters for staying, particularly
friends made at University.
"When you feel lost and bewildered, the last thing
Induction you want is long lectures"*
Induction can be a crucial time for helping
students to start building social networks
We suggest:
• Using ice breakers to help students spend in lectures and increase
learn one another's 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 in
relation to students' learning styles, European Journal of Engineering Education, 2001, 26, 4,
29-440)
5. The HERE Project Toolkit
The HERE Project (2008-2011) researched the
impact of doubting on student retention and
appropriate strategies for programme teams to
adopt to help students remain.
This action card is designed for programme teams
to use in workshops to reflect upon their own
practices and consider ways of improving
retention.
Further information can be found at
www.HEREproject.ac.uk
The HERE Project Toolkit
The HERE Project (2008-2011) researched the
impact of doubting on student retention and
appropriate strategies for programme teams to
adopt to help students remain.
This action card is designed for programme teams
to use in workshops to reflect upon their own
practices and consider ways of improving
retention.
Further information can be found at
www.HEREproject.ac.uk
6. Theme 7 - Social Integration
a) Maximise opportunities to develop friendships in the curriculum
Support from friends & family was the number one reason cited by doubters for staying, particularly
friends made at University.
"On my course you have to do quite a lot of group
Group work coursework and projects - we started to
communicate with each other, that is how our
Whilst we acknowledge that when group friendship developed... naturally."
work goes wrong it can be a great source of
stress for students, encouraging them to work
together on a task can really help forge
friendships. Requiring them to work together
is likely to create more opportunities to learn
about one another than social events.
Students would perhaps benefit from more
mixing up at the start of the academic year to
There's a risk that some students feel create as large a pool of potential friends as
uncomfortable starting new groups, therefore possible.
consider strategies for encouraging
communication such as ice-breakers.
Theme 7 - Social Integration
a) Maximise opportunities to develop friendships in the curriculum
Support from friends & family was the number one reason cited by doubters for staying, particularly
friends made at University.
"I have never been so homesick as I was that
weekend… but what it did do was really pulled
Field trips [together] our friendships… because we were
Whilst in some respects, overnight field trips feeling a bit out of our depth… then when you
are expensive and time consuming to came back after then you really felt that you knew
organise, student participants spoke highly of people."
the social benefits of participating. Tehy may
provide a rite of passage that the whole group
can engage with. Students also felt they had How can you make best use of field trips or
benefitted from seeing staff in a different light off-campus visits?
too.
But field trips may also exclude those who
may benefit most from the experience such as
students living in their own homes with caring
responsibility.
7. The HERE Project Toolkit
The HERE Project (2008-2011) researched the
impact of doubting on student retention and
appropriate strategies for programme teams to
adopt to help students remain.
This action card is designed for programme teams
to use in workshops to reflect upon their own
practices and consider ways of improving
retention.
Further information can be found at
www.HEREproject.ac.uk
The HERE Project Toolkit
The HERE Project (2008-2011) researched the
impact of doubting on student retention and
appropriate strategies for programme teams to
adopt to help students remain.
This action card is designed for programme teams
to use in workshops to reflect upon their own
practices and consider ways of improving
retention.
Further information can be found at
www.HEREproject.ac.uk
8. Theme 7 - Social Integration
a) Maximise opportunities to develop friendships in the curriculum
Support from friends & family was the number one reason cited by doubters for staying, particularly
friends made at University.
“I really enjoyed PAL because you got to know so
many people because it’s held in your seminar
Peer Support groups”
The use of structured peer support can help
students to bond with one another. Second
and final year students offer support to
individuals or small groups of first years. How can you use the experience and
expertise of your returning students to support
This may take the form of buddying (primarily first years?
social support, often provided during at the
start of the year) or supplemental instruction/
Peer Assisted Learning (in which the primary
focus is consolidating students' learning, but
with a social focus).
Theme 7 - Social Integration
a) Maximise opportunities to develop friendships in the curriculum
Support from friends & family was the number one reason cited by doubters for staying, particularly
friends made at University.
"I have never been so homesick as I was that
weekend… but what it did do was really pulled
Field trips [together] our friendships… because we were
Whilst in some respects, overnight field trips feeling a bit out of our depth… then when you
are expensive and time consuming to came back after then you really felt that you knew
organise, student participants spoke highly of people."
the social benefits of participating. Tehy may
provide a rite of passage that the whole group
can engage with. Students also felt they had How can you make best use of field trips or
benefitted from seeing staff in a different light off-campus visits?
too.
But field trips may also exclude those who
may benefit most from the experience such as
students living in their own homes with caring
responsibility.