Overview

ST1 – Peer mentoring and the first year experience.

P2 – Exploring the Social Relations of International Students

P3 – The role of time perspective in study success

P4 – Entering higher education: experiences with the ‘study choice check’ and start of a route to study success.

W5 – Thinking Spatially about Belonging, Retention and the First Year Experience

P6 – Shift from teacher-centered to student-centered learning. Bottom-up and top-down changes in an institution.

P7 – Bridging the gap between student expectation and experience: The Lived Experience of Transition to Higher Education

P8 – An analysis of the end of stage student experience in a UK University: What can we learn?

ST9 – A Year in the Life of a University Student Support & Guidance Tutor

ST10 – What do our (future) students need? – From the first steps to everyday student life

Po11 – The National Resource Center for The First-Year Experience and Students in Transition: Resources for Practitioners and Researchers

W12 – Are Digital Natives fully equipped for initiation into the University Tribe?

W13 – Inside Peer Assisted Learning – How do students arrive at uni?

P14 – Balancing education and campus experience for the local student: Making Fresher’s Week Relevant to All

W15 – Students as Partners in Redesigning the First Year Experience

W16 – We got the students we wanted – now what do we do?

W17 – Peer Mentoring for target groups – What would be a valuable extension to our mentoring programme for First Generation Students?

P18 – Strategies for increasing engagement, social inclusion and success of minority students in the first year in higher education.

P19 – Earopeners and Eyecatchers: Listening skills and note-taking strategies in today’s first- year college students

ST20 – Focussing on Students: Reflections on Student-Inspired Pre-Arrival and Induction Experiences in Computer Science

ST21 – Meaningful student counselling enhances study experience in Chemistry

P22 – Guidance Path for First Year Students Engineering Science towards Midterm Tests

W23

ST24 – Making students strong and flexible from the beginning: The case of biomedical sciences.

P25 – Use of the VARK learning style inventory with first year students for improving teaching and learning: One case study in the UAE

W26 – Making students strong and flexible from the beginning: The case of biomedical sciences.

P27 – Facilitating whole-of-institution engagement in the first year experience   through distributed leadership approaches

P28 – Changing student expectation through “habit forming”: Describing the AIT Business School’s evolving student transition model for students entering third level education.

Po29 – The value of “involvement”

P30 – Working with students to shape the transitional experience to university education in a trans-disciplinary course.

W31 – When The Going Gets Tough: Developing emotional resilience in first year students

W32 – “richtig einsteigen.” – Engaging faculty and central units in creating an integrated first year programme

ST33 – An holistic approach to supporting students in their academic departments

ST34 – Lessons from Engaging First Year Initial Teacher Trainee (ITT) students in co-creating curricular that embed equality and diversity.

P35 – Does ‘matching’ help our students to make the right choice? The effects of a major policy change in Dutch higher education

P36 – “Bridging the gap” Investigating the transition between secondary vocational education and higher education, to find grounds for decreasing dropout rates in first year of higher education.

ST37 – Promoting students’ academic study skills – a flexible online course model

ST38 – Improve Study Success, Prevent Study Delay

Po39 – A Successful FYE model “Yonsei RC 101”: How to help first year students adjust and grow

W40 – “Just because it works for you, doesn’t necessarily mean it’ll work for me…”: Exploring the holistic support required for First Year students with disabilities in Higher Education

P41 – PUSHING BOUNDARIES: DEVELOPING STUDENT ENGAGEMENT AND ‘STUDENTS AS PARTNERS’ IN FIRST YEAR

P42 – Reflection of First Year Students’ first semester experiences: a survey in the Faculty of Management at the University of Johannesburg, South Africa

ST43 – A multi-stakeholders’ approach to the transition from secondary to higher education: the case of teacher educations in Antwerp

W44

P45 – Realising the potential of student leaders in facilitating the transition into higher education for first-year students.

P46 – On Reducing the Number of At-Risk Chinese Students

P47 – The LightBox project – an interdisciplinary collaboration for production and transference of knowledge and skills in architecture and photography

P48 – The UK Engagement Survey and Student Doubters: Gaining a better understanding of our students through research.

P49 – Peer Mentoring as a way to support students thrive

P50 – A Students’ Eye Perspective: Reflecting on the student experience to improve the transition to Higher Education

ST51 – Peer tutoring and the tutor training at the University of Eastern Finland: Peer support as a systematical part of advising services for new students.

P52 – Critical Associations and Continuity Anchors: The role of social relationships in how students make sense of the first year of University.

W53 – Developing a social media project to support pre-arrival and first year transition

ST54 – Getting students on the team

P55

P56 – Growth in academic self-concept in first year students in STEM programs: interplay with achievement and gender.

P57 – The demographics and academic progression of Indigenous and first-generation university students: a quantitative analysis

W58 – Meet Our Mentors: Student-Designed and Delivered Transition Mentoring and Community Building through Social, Academic and Integrated Service Provision

W59 – Putting the ‘experience’ in to the second year experience

P60

P61 – Peer – mentoring programme at the University of Latvia – who are the beneficiaries?

P62 – Measures to reduce dropout – the more the better?

P63 – Using “reading rooms” to encourage departmental affiliation.

ST64 – The University of Bergen Library’s role in helping students succeed

ST65 – The Alternative Crit: peer feedback in art and design

ST66 – Developing Belonging: The value of Academic Mentors within the first year student experience

W67 – 8,500 students, many opportunities – bringing ‘the University’ to residences through Learning Communities

P68 – Active, Creative and Critical Thinking: Engaging Year 1 Students Groups with Final Year Mentors Offers Enhanced Employability for ALL

ST69 – Assisting first-year students Design Their Destiny. Experiences from Mathematics Teaching Programs for First-Year Students

 

 

 

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