The SHOCK ABSORBER Project

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The SHOCK ABSORBER Project
A Higher Education Academy National Teaching
Fellowship Scheme Project to Support and Retain
the First Year Learner
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Five Undergraduate Programmes
Manchester Metropolitan University Biological
Sciences, Law and Photography University of
Liverpool Archaeology Stockport College Social
Work
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Focusing on the topic of the first assignment the
SHOCK ABSORBER project will

• construct a flexible and adaptable toolkit for
  interconnected learning, teaching and assessment
  strategies
• increase student confidence, knowledge and
  scholarship skills
• alleviate the shock or anxiety often associated
  with early experiences in HE

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ABSORBING THE SHOCK

• Priorities for The SHOCK ABSORBER Project
• to increase student engagement and integration
  into university life.
• to contribute to the development of independent
  and successful undergraduate learners.

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Common problems affecting the early experience
of first year undergraduates

• Personal issues
• Financial issues
• Having chosen the wrong course
• Isolation - the need for peer and friendship
  networks
• Being overwhelmed
• Remoteness of staff
• Lack of timely provision for disability/dyslexia
  requirements.
• Uncertainty regarding level and assessment
  criteria
• Lack of timely and meaningful feedback on
  assignments

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ABSORBING THE SHOCK

• The first week was a reality check and it made a
  lot of people realise they weren't as ready for
  university as they first thought. Sure everyone
  settled during freshers week and made friends,
  but the education side of university life was
  definitely a culture shock for me. (Straight from
  school?).
• Had not studied for over 12 months and it was a
  shock to the system which was greater than I
  realised it would be. (After a gap year?).
• After having spent two years out of education and
  working full time it was a far bigger culture
  shock than I expected. (Mature entrant?).
• Manchester Metropolitan University SU Survey 2008

Kate Kirk April 2009
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Shock Absorber Research Findings

• Survey of 300 undergraduate students
• Law, Biological and Biomedical Science and
  Photography courses at MMU
• Social Work course at Stockport College
• Archaeology course at the University of Liverpool
• Survey delivered in three stages over the first
  term (Autumn 2008)

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Generally Positive

• 79 of all respondents agreed that they had
  enjoyed their first term.
• 83 agreed that they were looking forward to the
  next term.
• However, some issues relating to pre-entry
  information, induction and assessment.

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Pre-entry Information

• 76 of all respondents found the information they
  received before coming to university useful
• it was perfect
• 41 agreed that they received information on how
  they would be assessed before coming to
  university
• More info on the assessment process startled
  by assessment in the first term.
• 40 of respondents agreed that they received
  information on what to do if they required
  additional support for their learning
• who to go to if I was struggling with my
  course?

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Induction Period

• 87 of respondents agreed that they found the
  induction period useful
• good information about course
• 62 agreed that they were familiar with the
  library by the end of the induction period
• library induction carry these out in a place
  where students can check out what the library has
  instead of giving a tutorial where someone speaks
  for an hour because students fall asleep and
  lose interest
• 48 knew how to make arrangements for Personal
  Development Planning by the end of induction
• more one on one

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End of First Term Support

• 77 of respondents agreed that they knew how to
  make arrangements for personal tutor meetings by
  the end of the first term
• more time with personal tutors please
• 58 agreed that they knew who to approach to
  discuss a personal issue
• staff should be more approachable
• 52 of respondents agreed that they knew what to
  do if they required additional support for their
  learning
• still awaiting support

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End of First Term Teaching and Learning

• 86 of all respondents agreed that lectures had
  contributed to their learning by the end of the
  first term
• little handheld computers were good to involve
  us in lectures
• 69 agreed that working in small groups had
  contributed to their learning
• tutorials really help you go through things you
  have learnt in the lecture that you dont really
  understand
• 35 agreed that working one to one with a tutor
  had contributed to their learning
• more frequent tutor meetings

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End of First Term Assessment

• 55 of all respondents agreed that they knew what
  was expected of them in their first assessment
• more help with the standards expected
• 41 agreed that they had received feedback in
  time to help with their next assessment
• it took far too long to get the feedback back
  to us
• 52 agreed that they had received feedback that
  would help them improve their next assessment
• more constructive criticism. More clear ideas
  of what I am doing and what I am doing wrong

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ABSORBING THE SHOCK

• The following may impact on student engagement
• Lack of clarity re demands of course
• Unprepared for study at University
• Unclear re criteria and level required
• The need for speedy and helpful feedback
• The need to make friends, for staff contact, for
  reassurance and affirmation.

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ABSORBING THE SHOCK

• Pre-entry curriculum related activities.
• A pre-entry curriculum related activity is a
  relatively uncomplicated task that new students
  are asked to undertake prior to the first week at
  University.

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ABSORBING THE SHOCK

• Pre-entry curriculum related activities.
• A pre-entry curriculum related activity is a
  relatively uncomplicated task that new students
  are asked to undertake prior to the first week at
  University.
• The activity can be introduced through a variety
  of media (paper-based, pre-entry portals,
  pod-casts, social networking areas) and can
  encourage independent study and collaborative
  learning.

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ABSORBING THE SHOCK

• Pre-entry curriculum related activities.
• A pre-entry curriculum related activity is a
  relatively uncomplicated task that new students
  are asked to undertake prior to the first week at
  University.
• The activity can be introduced through a variety
  of media (paper-based, pre-entry portals,
  pod-casts, social networking areas) and can
  encourage independent study and collaborative
  learning.
• It can, for example, involve asking students to
  read and research e.g. reading a section from an
  introductory text, watching a film, T.V.
  programme or DVD, reading the newspapers,
  searching the internet.

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ABSORBING THE SHOCK

• Pre-entry curriculum related activities.
• A pre-entry curriculum related activity is a
  relatively uncomplicated task that new students
  are asked to undertake prior to the first week at
  University.
• The activity can be introduced through a variety
  of media (paper-based, pre-entry portals,
  pod-casts, social networking areas) and can
  encourage independent study and collaborative
  learning.
• It can, for example, involve asking students to
  read and research e.g. reading a section from an
  introductory text, watching a film, T.V.
  programme or DVD, reading the newspapers,
  searching the internet.
• The main thing is the task should be accompanied
  by a key critical question that will stimulate
  the students interest and encourage exploration.

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ABSORBING THE SHOCK

• Pre-entry curriculum related activities.
• A pre-entry curriculum related activity is a
  relatively uncomplicated task that new students
  are asked to undertake prior to the first week at
  University.
• The activity can be introduced through a variety
  of media (paper-based, pre-entry portals,
  pod-casts, social networking areas) and can
  encourage independent study and collaborative
  learning.
• It can, for example, involve asking students to
  read and research e.g. reading a section from an
  introductory text, watching a film, T.V.
  programme or DVD, reading the newspapers,
  searching the internet.
• The main thing is the task should be accompanied
  by a key critical question that will stimulate
  the students interest and encourage exploration.
• The activity should always be followed up in the
  early weeks of term and can be linked to
  collaborative learning opportunities and to
  formative assessment.

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ABSORBING THE SHOCK

• Diagnostic assessment
• Provides quick feedback
• Contributes to summative assessment
• Identifies need for study skills support
• Provides clarity re criteria and level required
• Enables reflective learning
• Develops dialogue through feedback

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ABSORBING THE SHOCK

• Formative assessment
• Provides quick feedback
• Contributes to summative assessment
• Provides clarity re criteria and level required
• Enables reflective learning
• Enables students to interpret and use feedback
• Can provide opportunities for collaborative
  learning and peer feedback
• Develops dialogue through feedback
• Can contribute to a non-deficit model for
  teaching and learning

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ABSORBING THE SHOCK

• Please think about an early year one assignment
  and design
• a related pre-entry activity.
• a diagnostic and formative task.
• You may consider whether it is appropriate
• a. for your students to work in small groups
  and/or
• b. for peer assessment and feedback to be built
  into the formative task.