In addition to the reference that Bridget provided, colleagues might also be interested in a new book published by Jossey-Bass and the National Resource Center from the University of South Carolina.
It's called:
"Helping Sophomores Succeed: Understanding and Improving the Second-Year Experience"
Authors:
Mary Stuart Hunter, Barbara F. Tobolowsky, John N. Gardner, Scott E. Evenbeck, Jerry A. Pattengale, Molly Schaller, Laurie A. Schreiner
Info at: http://www.sc.edu/fye/publications/index.html or contact Peggy Burton at [log in to unmask]
Regards
Ray
________________________________________________
Ray Land
Professor of Higher Education
Centre for Academic Practice and Learning Enhancement
University of Strathclyde
50 George Street
Glasgow G1 1QE
t: 0044 141 548 2636
e: [log in to unmask]
3rd Biennial Threshold Concepts Symposium, Sydney 1-2 July 2010
http://www.thresholdconcepts2010.unsw.edu.au/
-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Lesley-jane Eales-reynolds
Sent: 04 December 2009 11:05
To: [log in to unmask] inteer
Subject: Re: extended inductions for students
Interesting discussion and one that I was having with a group of
colleagues yesterday. We also identified the issue of transition for
Foundation degree students who often enter at Level 5 or Level 6 and may
come from an HE in FE background.
L-J
Professor Lesley-Jane Eales-Reynolds
Chair, Association of National Teaching Fellows
Director, Westminster Exchange
University of Westminster
35 Marylebone Road,
London NW1 5LS
Email: [log in to unmask]
Tel: 0207 911 5135
Mobile: 07872 589385
-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development
Association [mailto:[log in to unmask]] On Behalf Of Nicholas Bowskill
Sent: 04 December 2009 10:56 AM
To: [log in to unmask]
Subject: extended inductions for students
Hi,
Interesting point about addressing induction beyond the first year. For
some of
the science students at Glasgow we ran a collaborative
reflection/induction
session for the 2nd years, one for the 1st years induction and then a
cross-
year session with mentors from year 2 to explore the common ground
together.
This way everyone was in conversation with each other and we created a
space for them to share their concerns and get them addressed (either by
tutors, mentors or amongst themselves). At the same time they were able
to
get a sense of themselves in the year-group.
It is at least a way of giving both years an induction and a
conversation. Its
also a move beyond 'talking heads' etc that helps with socialization
(particularly
for international students). It was very positively evaluated and we did
the
same at a new and an old university with a similar response.
Regards,
Nick
Nicholas Bowskill
Faculty of Education
University of Glasgow
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