Name and University
Michelle Morgan, Faculty of Engineering, Kingston University (KU), UK.
Title of project/ initiative
Reorientation and reinduction for all returning students in the Faculty of Engineering.
Who was involved in the initiative?
Faculty Learning and Teaching Coordinator and Student Experience Manager(LTCSE), Faculty Student Support Officer, Heads of Schools, Faculty Placement and Employability Coordinator, Course Module Leaders, Student Office Administrator and the Director of Student Affairs.
Reason for the project/ initiative
The Faculty of Engineering has grown substantially in the past five years. An average Level 1 intake has grown from 80 to over 200 students. Levels two, three and four each have around 300 students per level. Our progression rates are good but engineering is a hard subject so we expect relatively high repeat or resit module rates. From internal research and Faculty student feedback processes, we discovered that many returning students reported feeling lost when they entered a new academic level of study and their stress levels were quite high. Students felt let down because the support they had received in their first level of study in terms of academic support and advice had fallen away when they entered their next level of study. They were expected to ‘just get on with it’. They did not know what support they could get and were worried about asking for help and clarification on many issues because they were returning students. They said that this resulted in them disengaging and the moment that happened, they struggled to cope. We were good at managing the Level one student experience but poor at managing subsequent levels.
Why it was developed?
We wanted to improve the student experience for all returning students whether in our Faculty or those based at Partner Institutions (PIs) by delivering a reorientation session that:
Who was the target group
We wanted to provide targeted support to all returning students whether they had successfully progressed, were repeating/resitting, returning after a placement/study aboard session or a long non-academic intermission. This totalled around 800 students across Levels two, three and four. Each academic level had its own reorientation session. At these sessions, information for reinduction support was collected (see ‘what it included’ section below).
Those who were returning after a long non-academic intermission were required to attend a separate orientation programme with direct entry/transfer students first (see Case Study 9). The first year of implementation concentrated on students returning to KU and not PIs.
How it was developed
The L&T Coordinator developed a draft reorientation programme for which was agreed by academic and support colleagues at the end of year Faculty of Engineering Away Day.
What it included
Reorientation session
The aims and objectives of the session was to let students know about:
We delivered these aims and objectives and a range of information through the various speakers listed below:
Returning students were given detailed information in a Reorientation Handbook produced by the LTCSE. It contained practical advice and up to date contact numbers. A hard copy handbook was provided as well as an electronic version on Study Space (BlackBoard) because students had stated that they preferred to have a hard copy handbook for reference.
How it was implemented
Returning students start their teaching timetable as soon as they come back at the start of the academic year unlike new students who spend their first week undertaking orientation activities. Colleagues who ran core modules were asked to give up their first teaching slot for the reorientation session. A number of modules had to be identified to ensure all students were accessed.
Analysis and feedback
The reflection surveys were analysed and the results published for students to see. Many of the extra support activities students asked for related to extra study skill and career oriented sessions. As engineering students timetables are so full, extra activities could not be fitted into their timetable. However, extra support was delivered on an extra curricula basis throughout the academic year.
The cost and timeline
It was developed quite quickly but thought; knowledge, experience, consideration and consultation had taken place. Internal research had informed the activity. Colleagues who participated undertook the activity as part of their remit. The photocopied Reorientation handbooks that were provided to all returners cost around £500.
How it is/was monitored
Feedback on the initiative was provided by course representatives via various Faculty Committees and attendance at extra curricula activities were monitored. The cohort pass rate per level has improved.
The outcome
It is now part of the Faculty’s diet of activities delivered at the start of the new academic year.
Has or could the initiative be used for a different group of students?
This initiative is being adapted for our partner institutions. It could be adapted for work-based or distance learners and delivered via email or a Virtual Learning Environment.
Advice and guidance
Feedback your findings to your students on the reflection survey.