1 / 21

From Transition to Transformation: students shaping their experience and their institutions.

From Transition to Transformation: students shaping their experience and their institutions. Dr Marco Angelini, UCL Transition Manager 13 September 2011, S W I T Symposium , NTU. UCL Transition Programme. Main aims and history of the programme The Transition Phase Pre-enrolment engagement

sdee
Télécharger la présentation

From Transition to Transformation: students shaping their experience and their institutions.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. From Transition to Transformation: students shaping their experience and their institutions. Dr Marco Angelini, UCL Transition Manager 13 September 2011, S W I T Symposium , NTU

  2. UCL Transition Programme • Main aims and history of the programme • The Transition Phase • Pre-enrolment engagement • Induction week activities • Social and academic development-terms 1 and 2

  3. “Transformation” as: • Ethos • Process • Outcome

  4. Student as “metron” • A “Student Centre”, or putting students AT the centre? • As critical practitioners/learners. taking mentoring with you • As the measure of all things (Protagoras). gaining mastery through the student experience

  5. Senior Mentors Emily and Ben Leadership and engagement

  6. Transition is in the detail • Prepare, Do and Review: critical reflection leads to agency. • PAL and participation: student agency affects T & L strategies. Does PAL have an epistemology? • Students as practitioners: taking responsibility for the academy.

  7. Adding it all up • How do you know when it’s working (has worked)? • How do you keep convincing the institution? • Praxis-oriented approaches keep developing.

  8. Progression rates for 1st years into year 2

  9. Mentor feedback- 114 respondents across UCL

  10. Benefits of PAL for mentor “The opportunity to reflect upon my academic studies and my strategy towards approaching various tasks so that I can refine this in my future working life” “I gained new insight into my own understanding of my course, and surprised myself at times!” “It was good to focus my mind on what is important in terms of the exams and coursework so that I would apply my own tips to my work as well. I also think that I got more confident as a leader throughout the term” “I am better organised in my work, and I practice what I advise others to do”

  11. Benefits of mentoring

  12. Further mentor feedback • 74% of mentors will continue engaging in Peer Assisted Learning in the future, either with friends or their mentees • 90% would apply to be mentors again • 98% would recommend the role to other students

  13. First year survey data • 646 1st year students across all departments completed the Student Transition Survey • 90% of all respondents attended the Meet your Mentor session during induction week. • 68% attended at least one Peer Assisted Learning (PAL) session • 88% of all respondents would recommend the programme to other first year students. • 59% of all respondents are going to continue with PAL

  14. In what ways have you benefited from Transition Mentoring?

  15. Summary • Collaboration is central- strategically, ethically, pedagogically. (Does this amount to a model?) • Student engagement teams are the engine of institutional change. • Students can transform themselves, their academic disciplines, the communities they move into.

More Related