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Fragmented Transitions: Moving to the 2 nd Year. The Student Perspective Through Video Diaries

Fragmented Transitions: Moving to the 2 nd Year. The Student Perspective Through Video Diaries. Jon Scott & Annette Cashmore. School of Biological Sciences & GENIE.

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Fragmented Transitions: Moving to the 2 nd Year. The Student Perspective Through Video Diaries

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  1. Fragmented Transitions: Moving to the 2nd Year. The Student Perspective Through Video Diaries Jon Scott & Annette Cashmore School of Biological Sciences & GENIE

  2. “At least half of college was what went on outside the classroom, among the students, with no adults around”(Moffat, 1989) “Transitions are recognised as more individualised, reflective and fragmented.” (Holdsworth, 2006) Transition to university: separation, transition, incorporation (Tinto, 1988)

  3. Summary Aims of the Project • Through students’ diaries to: • develop a richer, more personal understanding of issues that are central to students’ lives in the 21st Century • gain insights into the interactions between students’ personal, familial, social and academic lives • use these understandings to help improve the overall student experience of university life and bioscience study in particular

  4. Project Outline • 2 cohorts of 20 x1st years recruited prior to arrival • Submit weekly video diaries (fortnightly after semester 1) • Participate in focus groups • Recordings and transcripts analysed by 3 researchers.

  5. Moving Towards The 2nd Year... “We’ve had loads of trouble with our housing...there was lots of falling out and people weren’t speaking to others, it was really quite childish. It’s kind of sorted now. We went to see two houses. The house we went to see yesterday was just disgusting. The landlady didn’t show up to show us around, the fire door didn’t close, the fire alarms didn’t work …so we walked away.”

  6. Year 2...work ‘Our lecturer was like … you really need to be doing your own research and your own reading. … and I thought ‘what?..heck..what?’ I struggle enough as it is to contain all that information on the slides and then you’re saying I need to read on top. I’m feeling the jump from 1st year to 2nd year and I’m really scared about the jump ‘cos I’m like … I think I came in a bit naïve from 1st year.’ ‘The 2nd year was a lot different; well I say a lot, it wasn’t a lot lot different, I don’t know I just didn’t seem to get into it as quickly. Took a whole while to settle in, the modules were a lot more in depth.’ ‘... and it’s like when you come back you’ve got coursework to do or go over your lectures, so you’re doing it all day, 9 – 6 come back, do your work, get up again in the morning…’

  7. Year 2...work ‘…lot more difficult than last year but at the same time more interesting, got into the more interesting details of things…which I think’s a good way to go about it because I think the early stuff has led us into it and then this year has gone more advanced.’ ‘It’s been much better doing the modules I picked rather than the overview of everything.’ ‘I’m enjoying my lectures more, I’m enjoying the course content more. It’s been so much more interesting.’ ‘…this year… felt I could approach the lecturers more and ask questions’

  8. Year 2…work & houses... ‘I’ve got a friend living in the house ... he does the same course as me ... I’d say I work more because of it and you know we help each other out with studies and stuff.’ ‘…another problem I had – living with two boys, one of them does history the other psychology – their hours – they don’t have as many lectures as I do and they don’t have as much extra work as I do and so I’ll be sitting in my room and I’ll hear Viking Death Metal coming through the floor boards or my other housemate now is really obsessed with South Park…emanating through the floor boards when you are trying to revise viruses, so I’ve been in the Library a lot…’

  9. What the 2nd years didn’t talk about... • Concerns about where they belong • Desire to go home at the end of term • Friends from home

  10. “I was dying to get to Uni so I could spread my wings and be independent. That’s what I really wanted to do and yeah, Uni is brilliant. I really like it here and I can actually cook for myself now.”

  11. Multi-layered Transitions • Students experience different social and academic transitions during their time at university. • The various social transitions they engage with feed into and complicate their ability to adapt to new processes of teaching and learning (and visa versa). • The transitions are not linear but fragmented and ongoing.

  12. Multi-layered Transitions • The 2nd Year represents significant transitions: • Increased workload • Increased learner autonomy • Impact of living out: • Social environment • Domestic organisation – cooking, cleaning etc. • Dealing with a range of agencies

  13. Then there’s year 3…..

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