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Open professional development session for academics teaching first-year students
�Open professional development
session
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STRUCTURE OF THE SESSION
2.1 Focus group discussions with University of Groningen students, academic/study advisors, and those who teach first-year students
2.2 Findings from literature review
Please, take notes about challenges for the students you work with (worksheet)
2. Challenges students experience in their transition to Higher Education
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2. CHALLENGES STUDENTS EXPERIENCE IN THEIR TRANSITION TO HIGHER EDUCATION
2.1 FOCUS GROUP: STUDENTS
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"The knowledge that I had in high school was nothing compared with the knowledge I am learning here."
What you need to learn is harder, it’s different level of difficulty (at university compared to high school
2. CHALLENGES STUDENTS EXPERIENCE IN THEIR TRANSITION TO HIGHER EDUCATION
2.1 FOCUS GROUP: STUDENTS
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"I was so overwhelmed by everything. And I thought – who do I even go to for anything – for what classes I can do, for what language I should take?”
2. CHALLENGES STUDENTS EXPERIENCE IN THEIR TRANSITION TO HIGHER EDUCATION
2.1 FOCUS GROUP: STUDENTS
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“I felt VERY uninformed. I had no idea what was going on. I was constantly, like, ‘what do I do with this’. I had so many questions but I did not know whom to go to."
2. CHALLENGES STUDENTS EXPERIENCE IN THEIR TRANSITION TO HIGHER EDUCATION
2.1 FOCUS GROUP: STUDY ADVISORS AND ACADEMICS
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“It feels like that when you get a high school student, you have to re-educate them, to model them into a higher education student.”
Learning to learn - university teaching and learning + teacher and student roles and responsibilities:
2. CHALLENGES STUDENTS EXPERIENCE IN THEIR TRANSITION TO HIGHER EDUCATION
2.1 FOCUS GROUP: STUDY ADVISORS AND ACADEMICS
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“If you realice how much is happening in student lives in this period, you will be surprised at how many students actually succeed (and not drop out).”
Not all students believe they belong at the university:
Students do not know how university system(s) work(s)
Balancing time for study versus life
2. CHALLENGES STUDENTS EXPERIENCE IN THEIR TRANSITION TO HIGHER EDUCATION
2.2 FINDINGS FROM LITERATURE REVIEW
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2. CHALLENGES STUDENTS EXPERIENCE IN THEIR TRANSITION TO HIGHER EDUCATION
PERSONAL
UNIVERSITY
CULTURE
SOCIAL
ACADEMIC
ENGAGEMENT
2.2 FINDINGS FROM LITERATURE REVIEW
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2. CHALLENGES STUDENTS EXPERIENCE IN THEIR TRANSITION TO HIGHER EDUCATION
PERSONAL
UNIVERSITY
CULTURE
SOCIAL
ACADEMIC
ENGAGEMET
Appropriation of cultural codes based on knowledge from research instead of knowledge as a fact
Adjusting to a new education format
Adapting to new space time boudaries
Taking responsibility for administrative formalities
2.2 FINDINGS FROM LITERATURE REVIEW
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2. CHALLENGES STUDENTS EXPERIENCE IN THEIR TRANSITION TO HIGHER EDUCATION
PERSONAL
UNIVERSITY
CULTURE
SOCIAL
ACADEMIC
ENGAGEMET
Developing new study strategies
Dealing with expectations and reality after program
Organising studies autonomously
2.2 FINDINGS FROM LITERATURE REVIEW
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2. CHALLENGES STUDENTS EXPERIENCE IN THEIR TRANSITION TO HIGHER EDUCATION
PERSONAL
UNIVERSITY
CULTURE
SOCIAL
ACADEMIC
ENGAGEMET
Finding balance between new demands
Embracing new identity
Building a support network (intercultural, emotional, etc)
Searching for belonging and being included
Engaging with the new community
Build a strong support system
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PERSONAL
UNIVERSITY
CULTURE
SOCIAL
ACADEMIC
ENGAGEMET
Appropriation of cultural codes based on knowledge from research instead of knowledge as a fact
Adjusting to a new education format
Adapting to new space time boudaries
Taking responsibility for administrative formalities
Developing new study strategies
Dealing with expectations and reality after program
Organising studies autonomously
Finding balance between new demands
Embracing new identity
Building a support network (intercultural, emotional, etc)
Searching for belonging and being included
Engaging with the new community
Build a strong support system
ACADEMICS CAN HAVE AN IMPACT
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3. WHY ARE WE SHARING THIS WITH YOU? ACADEMICS CAN HAVE AN IMPACT
Academics CAN support student transition to HE
Academics CAN
What Academics DO has a strong influence on students
ACADEMICS CAN HAVE AN IMPACT
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3. WHY ARE WE SHARING THIS WITH YOU? ACADEMICS CAN HAVE AN IMPACT
Academics CAN support student transition to HE
Academics CAN
What Academics DO has a strong influence on students
ACADEMICS CAN HAVE AN IMPACT
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3. WHY ARE WE SHARING THIS WITH YOU? ACADEMICS CAN HAVE AN IMPACT
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Identify challenges you want to discuss
Share good practices and possible solutions
4. SHARING EXPERIENCES ON SUPPORTING STUDENTS IN THEIR TRANSITION
Please, use the link to give input into the Awareness Raising Toolkit
What does this session mean to you? What should you continue doing, do more of and/or strive to avoid doing? (worksheet)
Please, take a photograph of your notes and send to [...]
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5. INDIVIDUAL REFLECTION AND SUGGESTIONS
Open professional development session for academics teaching first-year students
Thank you