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Guy D. Collins Project Officer EFYE 9 th May 2008

One ‘Step Ahead’ – The Student Perspective on Attending a Pre-enrolment Summer School at Staffordshire University. Guy D. Collins Project Officer EFYE 9 th May 2008. Overview:. Step Ahead project overview Project outcomes Project content Attendee demographics for 2007 cohort

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Guy D. Collins Project Officer EFYE 9 th May 2008

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  1. One ‘Step Ahead’ – The Student Perspective on Attending a Pre-enrolment Summer School at Staffordshire University Guy D. Collins Project Officer EFYE 9th May 2008

  2. Overview: Step Ahead project overview Project outcomes Project content Attendee demographics for 2007 cohort Sample of quantitative data The ‘student voice’ from a student mentor perspective Student evaluations Sample of qualitative data Additional ‘student voices’ Future developments Questions

  3. Project Overview: Delivered in summer 2007 as two 4 day residential summer schools at both main University campus sites Stoke-on-Trent & Stafford Consisted of a structured day programme and optional evening social programme In 2007 randomly invited access – comparatively measured by a non invited control group Total of 230 students pre-booked to the funding capacity Additional project ‘Flying Start’ targeted specifically local students

  4. Project Outcomes: Fundamentally - support students transition into Higher Education (major life changing experience) To provide students with an orientation and familiarity with the organisation – its environment, services and people To develop students self awareness of own abilities and areas for development To support students develop a personal tool kit of knowledge and skills that they can rely upon particularly in their first year Help support development of personal contacts, friendships, fostering social confidence Promote the comparable conversion and retention levels of attendees Produce underpinning evaluative research that provides evidence of the effectiveness of the model

  5. Project Content: Delivery timing/format & aspects of content based upon approach of early engagement outlined by Jones et al = >conversion, retention and relative success Sessions delivered by a series of lectures, workshops, exercises, and independent activities Delivered by series of key University personnel, project officer, together with a recruited cohort of existing students trained as student mentors Actual day sessions inclusive of: Orientation exercises Exploring personal perceptions & expectations Networking and team working Peer support from existing students (hearing their voice important as living the experience) Insight in to University expectations & processes inc of assessment University support services The role of the Students Union Variety of study skills workshops inc of academic literature searching ,reading, & writing etc Living skills inc of personal health well being, time and budget management Opportunity to have face to face Q&A signposting to resolve issues – or how to deal with issues before they occur…

  6. Demographics:

  7. Demographics:

  8. Demographics:

  9. Sample of Quantitative Data: Conducted pre & post intervention test questionnaire Sampling of all attendees Pre questionnaire completed as part of booking process Post questionnaire completed on closure of Step Ahead Questionnaire based around personal history; perceptions; expectations; awareness; personal confidence May be of value in future to examine via additional quantitative data analysis whether Step Ahead gave a true reflection and preparation for University post actual commencement – rather than short ‘rose tinted’ reflection – existing small scale qualitative data not reflective of this May be of value to do comparative research of non attendees (no intervention) – what are their ‘expectations’ – are these met & addressed, & how, do these change once commencing at University Students also tracked over first year – resulted in significant higher conversion figures (based on anticipated enrolments) & higher retention levels

  10. Post Q49 - I am clear & know exactly what to expect in terms of...The Pre Q13 - I am clear & know exactly what to expect in terms of...The University campus University campus Strongly Agree Agree Disagree Strongly Strongly No Response Agree Agree Disagree Disagree Given 40.0% 50.0% Percent 30.0% 40.0% Percent 30.0% 20.0% 20.0% 10.0% 10.0% 0.0% 0.0% Stoke Stafford Stoke Stafford Stoke Stafford Stoke Stafford Stoke Stafford Stoke Stafford Stoke Stafford Stoke Stafford Location Attended Location Attended Sample of Quantitative Data: ‘I am clear & know exactly what to expect in terms of the University campus’ (pre & post)

  11. Post Q53 - I am clear & know exactly what to expect in terms of...How I will Pre Q17 - I am clear & know exactly what to expect in terms of...How I will be assessed be assessed Strongly Strongly No Response Strongly Strongly No Response Agree Agree Disagree Disagree Given Agree Agree Disagree Disagree Given 50.0% 40.0% Percent 40.0% Percent 30.0% 30.0% 20.0% 20.0% 10.0% 10.0% 0.0% 0.0% Stoke Stafford Stoke Stafford Stoke Stafford Stoke Stafford Stoke Stafford Stoke Stafford Stoke Stafford Stoke Stafford Stoke Stafford Stoke Stafford Location Attended Location Attended Sample of Quantitative Data: ‘I am clear & know what to expect in terms of how I will be assessed’ (pre & post)

  12. PreQ19 - I am clear & Post Q55 - I am clear know exactlywhat to & knowexactly what expect in terms of... toexpect in terms of... The overall University The overallUniversity experience experience StronglyAgree Strongly Agree Agree Agree Disagree Disagree Strongly Disagree No Response Given Strongly Disagree No Response Given Sample of Quantitative Data: ‘I am clear & know exactly what to expect in terms of the overall University experience’ (pre & post)

  13. Student Evaluations:

  14. Sample of Qualitative Data: Qualitative data was collated during focus groups conducted in January 2008. Following content analysis of audio recordings and transcripts the key emergent themes included: organisational bonding; personal orientation; social cohesion and support; academic up-skilling; self development awareness. Faculty of Computing, Engineering & Technology student: “…coming to Step Ahead reinforced my choice of definitely wanting to come here…that University life was for me…you only get a small glimpse on an open day…Step Ahead made me want to start here”. Faculty of Arts Media & Design student: “I felt more confident…I wasn’t nervous driving home or thinking about coming back here…I would have been a lot more scared coming here if I hadn’t gone to Step Ahead”. Faculty of Sciences student: “It decided it for me…because I didn’t really want to go to University…but I did after Step Ahead”.

  15. Sample of Qualitative Data: A few students additional comments captured post focus groups.

  16. Future Developments: Developed as a University Widening Participation initiative therefore specific groups priority invited for 2008 Development of mentor preparation together with APEL opportunities for accredited mentoring qualifications Development of e-resources (June 08) together with e-booking for priority invites Use of ‘Questback’ to capture research data electronically Further engagement with other Services (Student Advisers; Study Skills Centres; individual Faculties & Schools; Students Union) Flexibility within content – student able to tailor their own Step Ahead experience Expand upon research and seek publication

  17. Questions: g.collins@staffs.ac.uk

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