Krassimira Teneva, Samantha Jane Logan & Jess Inglis
Parallel session 1, Thunderstorm 1.1
Research (Katanis, 2000) shows that students who do not make a successful social transition into university in the first year of study are less likely to persist. They are more likely to experience difficulties with their academic work and underachievement. This places more demands on academics to facilitate the students’ social transition as an integral part of the course delivery. This session will focus on ways you can make this happen, and on the help and support available from Student Support Services.
In 2013-14 1446 students withdrew from the university without completing their course. They would have been affected by a number of issues (at SHU currently we haven’t got a robust process to record reasons for withdrawal) but research would suggest that failure to make friends, to feel that they belong to a community is likely to have contributed to the decision (Bers and Smith, 1991). Research (Kantanis, 2000; Urquhart & Pooley, 2007) also indicates that students who do not make a successful social transition into university in the first year of study are less likely to persist. They are more likely to experience difficulties with their academic work and underachieve. Lack of friendship networks can affect students’ self-esteem and confidence which hinders their ability to engage fully with the academic process (Thomas 2002; Tinto, 1998, 2000). The clear correlation between successful social transition and successful academic transition would indicate that academics and support staff need to do more to facilitate the students’ social transition as an integral part of the course delivery.
This session will focus on ways we can make this happen, and on the help and support available from Student Support Services. We will look at examples of projects which enhance the social experience of students, and enable them to develop friendship networks and learning communities, from SHU and other HEs
• Kantanis, T. (2000). The role of social transition in students’ adjustment to the first-year of university. Journal of Institutional Research 9 (1), 100-110 http://www.aair.org.au/app/webroot/media/pdf/JIR/Journal%20of%20Institutional%20Research%20in%20Australasia%20and%20JIR/Volume%209,%20No.%201%20May%202000/Kantanis.pdf
• Tinto, V. (1998) Learning Communities and the Reconstruction of Remedial Education in Higher Education, Replacing Remediation in Higher Education Conference, Stamford University, Jan 26-27
• Tinto, V. (2000) Reconstructing the first year of college, in Student Support Services Model Retention Strategies for Two-year Colleges, Washington DC: Council for Opportunity in Education
• Thomas, L. (2002) ‘Student retention in Higher Education: the role of institutional habitus’, Journal of Educational Policy, Vol. 17, No. 4, pp. 423-32