Lynn Walker, Alison Browitt, Lorna Love, Michael Park, Scott Iguchi-Sherry

1. Timeline of anticipation of arrival at University: extending induction to pre-arrival to support transitions Lynn Walker, Alison Browitt, Lorna Love, Michael Park, Scott Iguchi-Sherry

2. Overview • Short Talks • - Supporting and inducting students from application/ acceptance through first semester: • - RIO pre-entry phonecalls – Lynn, Alison • - FIMS pre-arrival packs – Lorna, Michael • - Student Network webchats – Scott • Group discussion around the issues of induction and transition on timeline • Feedback to group

3. Pre-entry Phonecalls • Pre-entry contact with first year Engineering students was initially part of an LTDF funded project in 2007- repeated 2008, 2009 thanks to funds from the Faculty • Based on strategies used by the UK-OU (Simpson, 2006) • UK admissions to the Faculty of Engineering were notified in information packs of possible pre-entry telephone contact • The cohort was stratified by previous Maths qualification and approximately half were contacted by telephone in Aug/Sept • Brief telephone interviews were based on the principles of positive psychology and the strengths approach – asking about expectations of starting University but focusing on strengths and positive experiences to encourage confidence and motivation • However, interviewers did provide an opportunity to have any questions or concerns answered Simpson, O., 2006. Using Strengths to Support First Year Retention in the UK Open University. Presented at ESCalate Conference on the First Year Experience, University of Stirling, April 2006

4. Semester 1 Initial Attendance • An early unanticipated finding was increased uptake of places at the University after pre-entry phonecall:

5. Semester 1 GPA • Analysis of Semester 1 grade point averages revealed that Phoned students performed somewhat better than the control group. However, there was no major impact on retention rates.

6. The Phoned students said about the phone call: - • “I felt that being contacted by telephone before starting the course was a very positive experience, as it was useful to ask any last-minute questions that I had forgotten at open days or other enquiry days. It was also helpful to get a little more information about my course before starting, particularly how things work in the department, and advice on buying books and equipment.” • “I was really pleased when I was contacted by the university as I thought it showed that it is actually interested in how the students feel. I was initially quite worried about coming to Glasgow as I hadn't really spoken to anyone apart from on the open days but speaking to someone who was able to answer my questions really put my mind at ease. It also put my mums mind at ease as she realised that there is always someone about to help.” • “It was a really nice call! The girl I spoke to was nothing but helpful and lovely and we talked at length about anything and everything! Very informal and equally as helpful. I got a lot of my questions answered and it was nice to know the uni had taken an interest in me and my experience!” • “it was unusual to be spoken to as an adult member of the university. it made me feel much more welcome, rather than just another number as i was at school”

7. Feel Good factor/sense of belonging • The phone call produced an important FEEL GOOD factor and fostered a sense of belonging. This was demonstrated by: - • Expectations: - The overwhelming majority of all the students felt that their experiences to date had measured up to their expectations. However, those from the Phoned group were more likely to state that their expectations had been exceeded, 23% as opposed to 9%. Conversely, the control students were more likely to find that their expectations weren’t being met (20% as opposed to 9%). • Preparation: - 76% of the Phoned students mentioned that they felt well prepared for their studies, yet only 55% of the control group felt the same. At the same time, 33% of the control group felt unprepared as opposed to 23% of the Phoned group. • Difficulties: - The Phoned group were more likely to state that they had no difficulties, 44% as opposed to 27% of the control group. • Support: - A sizable minority (42%) of the Phoned students felt that the Faculty/University were doing a good job with new students and that no additional support was needed. In contrast only 18% of the control students felt this way. • Institutional commitment: - Most students had formed positive impressions of the University, yet twice as many of the control group offered additional negative comments. We surmised that the Phoned group felt more positive about the University.

8. FIMS Pre-Arrival Packs (1/3) • Summer 2009 we created ‘By students, for students’ • FIMS pre-arrival packs * • Aimed at all students studying Level 1 Maths, Computing Science, Statistics, Psychology - including those studying as a 2nd, 3rd subject • Purpose: to equip new students with information that current students have told us they wished they’d had • Contain mixture of ‘generic’ student information and discipline specific material NewStudent Any Street Any Town * Made possible by Chancellor’s Fund award

9. FIMS Pre-Arrival Packs (2/3) • Series of information sheets • FAQ • - What is a tutorial? • - What is a class test? • URLs • - Facebook groups, student societies • Who’s Who with photographs • - Level 1 Departmental teams (acad. & admin.) • - SLS, Science Support Unit • Sample timetables • - A typical day is not just attending lectures! • Subject wall planners with important dates • Subject specific information • - Computing Science: ‘why we use ‘Python’’ • - Maths – ‘why we have a ‘Skills Test’’

10. FIMS Pre-Arrival Packs (3/3) • Films

11. Problems we faced • Timescale • How many packs to create? • When should they be sent out? • - intending honours students: we know about them as soon as they accept their offer - other students: we don’t know about until curriculum is approved at advisers meeting • Some students (e.g. IH Physics) we know will be studying a FIMS subject ... but do they know? • International students - when will they be travelling? - how long will it take for packs to arrive? - will they ‘cross in post’? - cost of sending packages - electronic versions? - what information do they already have?

12. Student Network webchats • Student Network • University wide e-mentoring scheme (based in RIO) where current students (e-mentors), in second year and above, provide info and advice to prospective, new and current students using the following methods - • E-mail • Social Networking • Facebook • Webchats • Online communication in real time • Student advisors • Prospects.ac.uk

13. Student Network webchats • Webchats • Scheduled live webchats to coincide with key dates in student lifecycle (correspond to time SN attracts highest number of users). Open to all students but were targeted - • Jan-Apr 2009 – conversion (& induction) • General student life (SN) and Dept/faculty specific (UKRT) • Many students accessing who had already accepted offer • Aug-Sept 2009 – induction • Students starting in Sept. • Student Network run • Nov 2009 – application • General student life (SN) and Dept/faculty specific (UKRT) • Feb-Mar 2010 – conversion (& induction) • Students with an offer (some may have accepted) • General student-life (SN) – more than previous year • Dept./Faculty specific ones Mar onwards

14. Student Network webchats • Webchats • Popular topics of conversation • Course info • “Hi! @ Brian: What's it like studying Physics at Glasgow” (Mar ’10) • Learning/studying • “hey, im going into first year to study accountancy and im wondering how difficult it is to take notes etc.. in lectures” (Sept ’09) • Degree structure • “As a student from south of the border, how was it to study a 'random' subject in the first year.. did any of you change courses because of it or did any of you find it became tedious as it really wasn't your thing” (Feb ’10) • Course choice • “is there anyone who has taken the course: french language, literature and modern france? i've studied french for 5 years but i'm not complitely sure about the right course for me” (Aug ‘09) • Student demographic • “would you say there are many mature students at Uni, i mean are the classes quite mixed...” (Sept ’09) • Student life • “Hi, I'm Dragos and I'm in the last year at the arts school in iasi. I'll turn 19 in march and I'm more concern about how the atmosphere between all students from all over the world is” (Feb ’10) • Accommodation • “…is Murano really as "wild" as people make out? That might put me off a bit if people are too noisy if im trying to sleep or study lol” (Feb ’10)

15. Student Network webchats • Observations • Similar concerns • “Hi, I'm from Germany, but I live in Birmingham at the moment. Are there many international students in Glasgow Uni” (Mar 10) • “… I'm actually what they'd term a 'mature student (though i'm only 27) and haven't really met many of my classmates yet and have been too busy to attend Freshers week - would you say there are many mature students at Uni, i mean are the classes quite mixed...” (Sept 09) • Connecting students • “I´d like to ask, as I am an international student (the czech republic), we have a quite different educational system. Thus, I will be 20 when I start my first year! Is there anyone that old in the first year? Will I be too old to my classmates? Should I care about it at all”(Feb ‘10) • “Hi all! I was conditionally admitted to the university (politics), so I would like something about the exams... How many of them will I take in an year? (More or less.) And what if I don't pass it for the firsr time, am I still able to try it for the 2nd time? (Btw nice to see you, Lubos, I am from the Czech Republic, too. And I'm 19 right now”. (Feb ’10)

16. Student Network webchats • Feedback • “Thank you all for the help - I do feel much more relaxed about the finances and generally about the idea of going to university. I must go now; work to be done if I'm going to hit those grades to come here in September! Goodbye everyone!” (Feb ’09) • “Following your e-mail I inform you that I was participating to the webchat event and I found myself quite satisfied. This idea of yours was really helpful and nearly all of my questions were answered. I was given the chance to see from another point of view the way of students’ life there, how the educational system differs from the Greek system. Finally I was able to get an idea how the University works with first year’s students from a foreign country who find it difficult to fit in. Thank you very much for this opportunity which helped me make my decision.”(Mar ’09)

17. Contact Details Contact Details Lynn Walker - l.walker@admin.gla.ac.uk Alison Browitt - a.browitt@admin.gla.ac.uk Lorna Love - l.love@fims.gla.ac.uk Michael Park - mpark17@googlemail.com Scott Iguchi-Sherry - s.iguchi-sherry@admin.gla.ac.uk