European First Year Experience Network (EFYE) 2014 Conference
This international conference attracts colleagues from around the world interested in improving students' first year experience. This year it is being hosted by Nottingham Trent University in Nottingham, England, building on a rich history of conferences in the UK, Sweden, the Netherlands, Belgium and Finland.
- From: Monday 9 June 2014, 12 am
- To: Wednesday 11 June 2014, 12 am
- Location: Newton building, Main Entrance, Nottingham Trent University, City Campus, Goldsmith Street, Nottingham, NG1 4BU
The EFYE Conference was hosted by Nottingham Trent University in Nottingham, England, building on a rich history of conferences in the UK, Sweden, the Netherlands, Belgium and Finland.
There were two main themes this year:
The student lifecycle
- How do we prepare students for their new lives at university?
- How do we best deliver new students' inductions?
- How do we help students to make the transition through the year?
- How do we prepare students for subsequent studies?
Building a first year experience for European and international studentsWith increasing opportunities to study across Europe, how do we build a first year experience to suit European and international students?
- 2 December 2013 - Call for papers opened
- 24 January 2014 - Deadline for submissions
- 28 February 2014 - Presenters confirmed and schedule finalised
- 3 March 2014 - Conference registrations opened
- 14 April 2014 - End of the early bird conference rate
- 30 May 2014 - Last day of registration
- 9 – 11 June 2014 - Conference took place
Conference evaluation summary
- 0.1 Allemeersch and Van de Mosselaer - Kickstart your future as a professional bachelor: developing critical work skills in the first year of college
- 0.2 Mutton - A Service Design approach to developing the first year of University
- 0.3 Portas and Keup - Transitions beyond the first year: Implications for curriculum design, student support and success
- 0.4 Marshall and Hollingsworth - Widening Participation to Higher Education: From National Strategy to Student Experience
- 0.5 Hill - What is an effective induction (within an academic context) and how do you implement it across the whole university or college?
- Keynote 1, Professor Chris Pole, Pro Vice-Chancellor Academic, Nottingham Trent University, Meeting our first years: institutional change to support the first year experience Parallel
- Keynote 2 Professor Mark Stubbs, Head of Learning and Research Technologies, Manchester Metropolitan University, Enhancing the student experience at MMU: clearing a path and interpreting digital footprints,
- Keynote 3, Mary Stuart Hunter, Associate Vice President and Executive Director for University 101 Programs and the National Resource Center for The First-Year Experience and Students in Transition at the University of South Carolina, In Their Own Words: Student Reflections on Transition Issues and Institutional Practice
Parallel sessions 1
- 1.1 Tarplee and Mutton - We think we know - but is there any evidence to correlate attendance and achievement for first year students?
- 1.1 Broxton - Using Data to Improve First Year Student Retention and Success
- 1.2 Phillips - Developing aspirations in able first year students within a massification context: an exploratory study
- 1.2 Vanecht - Switching to flipped classroom aiming to activate first year engineering students does not automatically result in higher pass rates study
- 1.3 Knight - Lessons learned from 3 years of using social networking as a pre-sessional transitional tool for new students
- 1.3 Verma, Al Ali and Fernandes - An Extended Orientation Program: Starting with New Student Orientation and ending with successful completion of University Freshman Transition Course: A New Initiative
- 1.4 Saethre - A systematic approach to students' success
- 1.5 Murray and Shovlin - A Catalyst for Change: The University of Edinburgh's new approach to Induction
- 1.6 Chilvers and Devenney - A University wide and a Course-Specific Approach to Supporting and Enhancing the FYE at the University of Brighton
- 1.7 Lastra and Dyck - Enhancing the first year experience of non-traditional students: developing a new pedagogical framework in mathematics
- 1.7 Rowlett - Improved two way feedback to ease transition to mathematics at university
- 1.8 Pinney - The use of social media to support transition into higher education
- 1.8 Howley, Kelly and Walsh - One size does not fit all – a holistic approach to helping a diverse student population make the successful transition to academic life in an Irish Institute of Higher Education.
- 1.8 Asmal - Student Counselling supporting the induction and integration of first generation students at a South African University
- 1.8 Morrison and Chung - Team Discovery-The Hidden Welcome. "When you don't have the budget to do the one week student welcome and orientation."
Parallel sessions 2
- 2.1 Mol and Mackaay - Prediction is possible: who will be a successful student?
- 2.2 Clarke, Eyre and Ryan - Reading for a Degree: Reading for Life
- 2.3 Schelfhout - Focusing on the development of language proficiency is focusing on quality: a campus wide policy on improving language skills of students and pedagogical skills of teachers
- 2.4 Sheridan - Using creative pedagogy to make sense of higher education
- 2.5 Gardeniers and Diederen - Introduction to orientation programme for Social Studies, Zuyd University
- 2.6 Smith, Korey and Keller - FYE Abroad Programs: High-Impact Global Experiences for First-Year Students and Mentors
- 2.7 Kailikole, Aran, Switalski - Using Placement and Early Warning in Critical First-Year Courses to Ensure Successful Transition
- 2.7 McKay - Curriculum Design and the Student Journey: Kaplan International Colleges
Parallel sessions 3
- 3.1 Lachowsky and Murray - Is active learning enough? The added value of enquiry-based learning in an interdisciplinary First-Year Seminar program
- 3.1 Mitchell, Danino and May - Using competition and reward to influence undergraduate attitudes in computing
- 3.2 Baratta - Bridging the gap between the personal and academic identities in Universitylevel writing
- 3.2 Palonen - Let’s make them feel welcome!
- 3.3 Dahlgren, Gohmann and Roberts - Guiding Students to Plan Academically and Professionally: Navigating the path to Degree Completion and Career Success
- 3.3 Jones - Designing Pre University courses, such as the MOOC 'Preparing for Uni', to prepare students for a university education
- 3.4 Burton and Kawaja - We Built a First Year Success program, Now Where are the Students?
- 3.4 Andrew - Student Engagement and belonging: an evaluation of the GCU model of Academic Advising
- 3.5 Gruenewald - Iowa State University Learning Communities: 50,000 Success Stories (give or take a few)
- 3.6 Lorenz - The Mentor Connection Program: Supporting First Year Students in Academic Need
- 3.7 Pollock - Aboriginal Student Achievement Program: The Success Story of a Learning Communities model
- 3.8 Hunt - The Flying Start Extended Academic Induction Programme
- 3.8 Lloyd and Michail - The BISC Passport: Experiments in the Meta-Curriculum
- 3.8 Badat and Duffy - Blending Orientation and Welcome: an experiment in progress
- 3.8 Brackstone - Integrating Student Peer Support Groups into Radiography Education
Parallel sessions 4
- 4.1 Grayson and Lamb - How do we prepare students to become effective in a popular HE assessment task – the examination?
- 4.1 O'Hara and French - Supporting diverse first year undergraduates to develop their academic writing practices: Starting at the end, with critical thinking
- 4.2 Van de Meer - 'Flipping the class room' in a first-year course: where the challenges of first-year students meet the affordances of the digital age
- 4.2 Mooney - First Year Induction: An Interactive Learning Experience
- 4.3 Dickson - Students as Peer Mentors – The Value of Mentors and Mentees in Year Zero, Art and Design
- 4.3 Gill - "What's in it for me?" - An investigation into the challenges and benefits of being a PASS leader supporting first year students.
- 4.4 Tait - Collaborative relationships and sustainable processes: review of a transitions programme in a small, highlys elective institution
- 4.4 Murray and Lachowsky - Exploring the temporal impact of First-Year Seminars on students' use of research resources
- 4.5 Copland and Llewelyn-Jones - Common Land: a video project to develop cultural awareness and language skills
- 4.5 Gault and Bruce - "Cloth, Colour and Co curricular Community practice."
- 4.6 Buchanan, Eyre and Slawson - Critical Beginnings: supporting student transition into higher education
- 4.7 Shaw - Queensland University of Technology's Student Success Program
- 4.7 James, Keadle and Lorenz - Freshmen First Class: Curriculum, Assessment, and New Directions
- 4.7 Langman and Matheson - Like Your Library Induction Programme – Effectively promoting the Library services to engage new students
- 4.8 May, Danino and Mitchell - Interactive Induction: Involving the Students To Minimise Initial Fears
- 4.8 Cook, Kanizabihi and Hughes-Roberts - Using Technology to Assist Transition to University
- 4.8 Broderick - Preparing students for studies in science at the University of Western Sydney, Australia
- 4.8 Rowlett and Bradshaw - Maths Arcade and the first year experience
Parallel sessions 5
- 5.1 Yorke - 'Belongingness', engagement and selfconfidence in firstyear students
- 5.2 Boardman and Johnson - Developing self-directed learning skills in the first semester of the pharmacy degree at Nottingham University
- 5.3 Kronberg and Johansson - Course in study skills – what do we do and how do we know that it makes a difference?
- 5.4 Vanhoudt - A new role for a Central Study Advice Unit?
- 5.5 Alexander and MacFarlane - Connecting the many not the few: a model to support the student journey at Glasgow Caledonian University
- 5.6 Devereux and Savage - HE Drop-In: An innovative pre-Edge Hill University Experience
- 5.6 Grindel, Barlocco and Baglieri - The Nottingham Trent International College: Aiding Adjustment and Transitioning Learning
- 5.7 Kailikole, Switalski and Shaw - Adapting Practices to the Needs of a Global Student Body
- 5.7 Foote and Mixson-Brookshire - Creating an Engaging Online Environment: An Examination of the Induction and Transition of Students in Online First-Year Seminars
Parallel sessions 6
- 6.1 Reszler - Peer Mentoring – How can we support First Generation Students
- 6.1 Jones and Buckton - Revitalising the academic tutor role: worthwhile or folly?
- 6.2 Alsford - Moving from 'induction' to 'transition': wholeinstitutional change, practice and policy to enhance new students' experience
- 6.2 George and Rowland - All my own work? Smoothing transition into Higher Education by increasing Plagiarism Awareness
- 6.3 Thomas - Rethinking Belonging and the First Year Experience
- 6.3 Bowskill and Lally - A Social Psychological Theory of Belonging Leading to a Student-Generated Approach to Induction
- 6.4 Foote - College Students in Transition: New Directions in Research and Practice
- Walsh and Magill - Enhancing and engaging learning: student’s perceptions of a blended learning approach to their first six weeks at university
- 6.5 Morgan - Effectively Supporting Student Transitions – a new approach in enhancing the student experience
- 6.6 Truesdale - Increasing Students' Persistence And Retention Rates Through The First Year Experience Program
- 6.7 Allison - Resilience and optimism: the video diary of a first year international student
- 6.8 Danino, May and Mitchell - The Four Week Challenge: A Highly Scaffolded Introduction to Computing At University
- 6.8 Roper - 'Why First Year Matters: Shaping Institutional Habitus and Championing an Institute-Wide Extended Orientation Programme'
- 6.9 Burnett - Enhancing student support through the 'Student Experience Timeline'
- 6.9 Mutton - Practical Recipes for Student Success (PReSS)
- 6.9 Challinor - Facing up to University – A Case Study on the uses of Facebook to support student transition into University
- 6.9 Poulson and Dearns - Does one size fit all for University pre-sessional courses?
Parallel sessions 7
- 7.1 Foster and Gascoigne - NTU tutor dashboard: learning analytics to improve retention
- 7.2 Petrucci - From the U.S to Europe: The First Year Program of The American University of Rome
- 7.3 Kosunen, Saarijärvi and Tamminen - Studying Nordic Philology for the First Year: Ambitions and Expectations
- 7.4 Morrow - Using Collaborative and Expressive Writing Activities to Educate First-Year Students about Alcohol and Drugs
- 7.5 Zhang, Kukhareva and Briggs - English for university purposes: bridging gaps and enhancing transitions for widening participation students
- 7.6 Smale - Combating numerophobia with games
- 7.7 Challans and Dunn - Transitions and the Student Experience
Parallel sessions 8
- 8.1 Kennedy - Promoting transition and belonging throughout the first year and beyond: the NTU Course Tutorial System
- 8.1 Van Hoof - Exploring the Impact of Learning, Living and Social and Community Experiences on the Student Journey in the 1st Year: Findings from the ‘Student Journey Project'
- 8.2 Rämö - Promoting social interaction in learning
- 8.2 Gorman - Village Greens, Magnetic Walls and Polished Concrete. The Impact of the Physical Environment on the First Year Experience
- 8.3 Reid - Business Smart: A three-phase approach to inducting new students into the QUT Business School
- 8.3 Leinster - Using the lens of the psychological contract to illuminate the first year learning experience at Nottingham Business School
- 8.4 Salmon and Suddards - The importance of evaluation in understanding and enhancing the student experience
- 8.4 Kappe and Poell - Policy changes in Dutch higher education: quality and differentiation
- 8.5 Van Hees - Enhancing the transition from secondary school to post secondary education for students with autism spectrum disorder (ASD)
- 8.6 Lyons-Lewis - What can service learning offer to students and staff in European Universities?
- 8.6 Millard and Brand - Building Community through Student Academic Partners
- 8.7 Devereux and Savage - Edge Hill University HE Drop-In: A workshop for constructing the bespoke transition event
- 8.8 Malone, Ryan and James - Midwifery PALS – Student led induction, from supporting induction to professionalization.
- 8.8 Walklett - "Isn’t it…sort of like English, Sir?"
- 8.8 Hibbertgreaves and Cheung - The benefits of hindsight
- 8.8 Stapleford - FE – HE Transition Project (BA (Hons) Early Years)
Parallel sessions 9
- 9.1 Fonteyne - Predictive factors of first-semester success: groundwork for effective intervention strategies
- 9.1 Myer Turner and Lumb - "I felt like quitting and curling up in a ball" Exploring the students’ journey through challenging assignments
- 9.2 Gillway - From language support for intl students to the development of academic language and literacy for all students in transition
- 9.2 Bonne - The flamingo model. A twin-track approach on language policy to enhance 1st year students' academic success
- 9.3 Keup - The Role of Peer Leaders in the First-Year Experience: Learning from Research Data
- 9.3 Mann - Building a Community of Practice through Peer Mentoring: Supporting students through transition
- 9.4 O'Sullivan, Ward and Page - Supporting HE transition and progression for disadvantaged student groups
- 9.5 Hyde - Easing the transition from classroom to clinical placement
- 9.5 Sambell and Graham - Working together to develop first years' Feedback Know How
- 9.6 Huijs - Acculturation as part of induction
- 9.6 Long - Small steps towards employability
- 9.6 Carter - Coordinating Change: diversifying assessment to improve student engagement and attainment
- 9.6 Krauss and Reszler - From induction to "outduction" - The student life-cycle as a basis for 4students – Studien Info Service