Student voice in ‘the transition to university’ problem

Student voice in ‘the transition to university’ problem Reneé Smit*+ and Nicky Wolmarans*# *CREE +Department of Electrical Engineering, UCT #Department of Civil Engineering, UCT

Context • Entering civil and electrical engineering students • Highly successful school leavers • And yet... • FYE • Transition metaphor • Deficit thinking • The study

School as preparation for University? content workload pace

“It's as if I didn't go to high school.” • “I felt like I learnt nothing at high school.” • “Even though I got 81% for maths in high school, I dropped to 10% at university level. That's a 71% DROP!” • “I was shocked and taken aback that after 12 years of perpetual academic success, I did not perform well ...”

“I did not expect to get so little sleep.” • “The puzzling thing was the fact that I found it virtually impossible to keep up in class. I was always trying to catch up because we were not warned...” • “The fast pace of lecturing, doing a load of overwhelming work within a short period of time.”

School as preparation for University? content workload pace Worthless education? Global phenomenon

A global phenomenon... Two thirds of first year Australian students do not believe that their school experience had adequately prepared them for university (James, Krause & Jennings, 2009). The level and prior learning experience of incoming students can no longer be assumed (Haggis, 2006)

School as preparation for University? Working differently content workload pace Worthless education? Global phenomenon

“Adjusting to ... the way in which we need to work” • “[I] Did not know how to approach certain subjects like maths and physics. I approached these subjects in the wrong way.” • “The expectations are different than those in high school. Understanding and application of knowledge are required when it comes to tests and exams” • “The maths at school does not teach you to think.”

School as preparation for University? Working differently content workload pace What HE values Worthless education? Independent thinking Global phenomenon

“I didn't have a clue about Varsity.” • “That's a problem with the school system. We not taught to think for ourselves, what we[‘re] taught (the content) is not bad, it is how we taught to think (or not to think)” • “At school we were not taught how to think we were taught to take an equation (that was given) and just plug and chug.”

School as preparation for University? Working differently content workload pace What HE values The independent learner Worthless education? Independent thinking Global phenomenon

“Being forced to do literally EVERYTHING by/for myself.” • “I also found it strange that we could just leave without asking if we needed the loo, that we could eat and drink during lectures or not pitch up to the lecture at all.” • ” Lecturers are not really like teachers and they don't care about your attendance to classes or your dress code.”

School as preparation for University? Working differently content workload pace What HE values The independent learner Worthless education? Independent thinking Global phenomenon Leaving home Responsibility Freedom

“Being away from home.” • “Adjusting to living alone and having to perform basic functions myself (cooking and laundry).“ • “Having to stay by myself was a big change, it's hard having to wake yourself up (8 o’clock lectures).” • “More freedom, caused me to be too chilled and not work as hard”

“...the overall initiative which you have to take - independence.” • “Academics are also taught differently to school, this is more of a self study, which I actually prefer, but is a bit harder.” • “The sudden requirement for self discipline and independence. Most people, I think, don't adjust to this very quickly which leads to failures.”

School as preparation for University? Working differently content workload pace What HE values The independent learner Worthless education? Independent thinking Global phenomenon Leaving home Uncaring? Responsibility Freedom

“How little people care.” • “I didn't expect the lecturers to not care about the students' progress.” • “The organisation doesn't evaluate individuals or consider students as individuals. Everything is about the group/if one person has some problems, she/he has to deal with it on his/her own.” • ”The sheer lack of caring about the high failure rates of students by the faculty.”

“Studying ahead of a lecture.” • “...my mentor gave me useful advice on how to cope with the new environment and academic advice as well.“ • “Working in groups has been very helpful in terms of getting greater knowledge and understanding of a topic.” • “Some of the lectures ... were hard to understand in class, but after browsing on some electronics website, it was easy.”

Despair..... “It was even difficult cos [sic] I had to think how I [could] make my parents proud, as I saw things were not coming alright.”

....and hope... “I struggled with maths (at first). I feel more grown up and independent after just a few months. I am more ok with who I am. I have made friends with very different types of people.”

Implications for higher education • Are universities underprepared to deal with the change in the student body and the corresponding increase in diversity? • Academic orientation • Making the ‘invisible’ explicit • Teaching the student body we have as opposed to the student body we’d like to have

Student voice in ‘the transition to university’ problem