Parallel Session 6
Thursday 30th (15:30-16:30)
6.1 Show-and-tell session, room W2.05
Inclusive Mentorship @UAntwerp: Supporting Academic and Social Integration
Evelien De Groot, Mariska Hendrickx & Evelyne Mancel, University of Antwerp, Belgium
Support academic and social integration of first-year students with an inclusive mentorship programme! This session will inspire you to design a mentorship in your own institution by providing you with a framework to get started, using the case of the Faculty of Science. At the same time, we would love to hear your ideas and suggestions for quality assurance and to increase inclusion for our own mentorship programme.
Peer tutoring in small groups to promote new students’ integration into the academic community at the University of Eastern Finland
Niina Rissanen & Outi Tikkanen, University of Eastern Finland, Finland
The University of Eastern Finland encourages peer tutors to guide new students in small groups. Small group tutoring facilitates a smooth start to university studies and commitment to studies in general, because a small peer group guarantees a safer atmosphere to get to know each other and ask for help. The presentation also briefly explains how peer tutoring in small groups is implemented at the University of Eastern Finland.
Lowering barriers to interaction and engaging students simply by being present: The University of Vienna introduces the Peer-Point
Frano Petar Rismondo, University of Vienna, Center for Teaching and Learning, Austria
At the University of Vienna, the Peer-Point fosters student engagement and community by simply being there. It offers counselling and research assistance and serves as a focal point for all our student support services. Without complicated procedures, our peer tutors are available during the week to answer all kinds of student questions. By creating an easily accessible space, we also connect new students with their peers in research groups, study camps and writing workshops.
Supporting first-year students in changing study habits for better learning
Oda Bjørnsdatter, Torstein Låg, Iris Helene Borch & Rannveig Grøm Sæle, UiT The Arctic University of Norway, Norway
With the goal of supporting students’ learning and self-efficacy, we have developed a learn-to-learn element for first-year students. The intervention includes not only knowledge about what works, but helps the students commit to lasting and transferable study habit change. A common understanding between teachers and students may strengthen the learning community and increase the students’ probability of succeeding with the new learning strategies. We will present the intervention and preliminary results from our pilot.
6.2 Show-and-tell session, room W2.06
Creating Supportive Communities: The SCIENCE Buddy Programme
Julie Skyt Marcussen, University of Copenhagen, the Faculty of SCIENCE, Denmark
In our session, we will share how The SCIENCE Buddy Programme involves experienced full-degree students in creating supportive communities for exchange students. We will outline the training the full degree students undergo to join the programme. And we will highlight how we provide support and motivate the students who volunteer their time to assist the exchange students. Join us to get inspiration on fostering supportive student communities for exchange students!
Cultural Synergy: Tandem Internships Fueling Professional Growth and Cultural Understanding (Project case: Export Expert- Connecting Talent with Opportunities)
Anni-Maija Viitasaari, Centria University of Applied Sciences, Finland
This session is designed for those interested in exploring how students’ professional growth and collaboration with local companies can foster cultural integration. By working in tandem internship models, positive connections with native students leading to stronger commitment to studies and positive future prospects. After this session the participant will know a working model of organizing trainings during studies, uniting national and international students and can take the model to their higher education institution to meet their needs with trainings.
Empowering International Students: Strategies for a More Successful Integration
Sofia Behluli, Centria University of Applied Sciences, Finland
Creating an inclusive environment for international students isn’t just about providing services; it’s about fostering a sense of belonging and a supportive environment, and empowering students to thrive by finding their own place in a new city and society.
By valuing individual experiences, building communities and amplifying student voices, we can enhance well-being, study success and contribute to a more international society. Participants will gain insights into practical strategies and initiatives to enhance students’ integration.
A practical example of “teaching” first year students to understand and practise transferable skills
Patricia Perlman-Dee, University of Manchester, United Kingdom
This “show and tell” talk provide details on a specialised first year course unit supporting students in developing and understand the meaning of transferable skills. It discusses how the unit “teaches” students transferable skills, making them understand the meaningfulness of transferable skills for potential employment. The audience will be able to take away a practical example of how first year students can feel part of a community of “potential employees and not just students”.
6.3 Presentation session, room W3.09
The role of Work Integrated Learning (WIL) to support student transition to higher education and foster community building: Live Client Projects and Simulated WIL a comparison of 2 methods
Elaine Tan, Newcastle University Business School & Sarah Carnegie, Newcastle University, United Kingdom
This presentation compares two work-integrated learning (WIL) activities, exploring their adoption to aid students’ transition into higher education and build community. The first is an intensive, challenge-based exercise conducted during the initial week of study. This exercise engages students in a collaborative problem-solving activity with a ‘live’ client, working on a specified real world brief. The second methodology extends over a year, utilising WIL simulation technology to foster continuous collaborative learning and interactions among students.
Relationships between student belonging, mattering and academic achievement across the university and clinical placement environment.
Clair Zawada, Birmingham City University, England
This session will present findings into research on belonging, mattering, and their impact on academic achievement in undergraduate allied health students. Variances in levels of belonging and mattering across the student demographics will be explored, in addition to student drop out intentions and the relationship between belonging and mattering across both the university and clinical placement environments. This session will also consider how feelings of belonging and mattering can be increased in students.
6.4 Workshop session, room W3.10
Students as colleagues: The impact of first year students working on campus on community, attitudes and student success
Luke Millard, Jack Hogan & Julie Blackwell Young, Abertay University, Scotland
The present cost of living crisis has only increased the issue of students working alongside their degree. Many institutions question whether the full-time student still exists. However, it’s not all bad news as if we can get students to be employed on campus there are multiple benefits, that this session will explore. Please come and explore this challenge and the opportunities it may present for you, from creating new student jobs to establishing an integrated student jobs on campus programme.
6.5 Workshop session, room W2.10
From consultation and involvement to real partnership: How the new organisational model of Student services (Stuvo) created chances for a real ‘Faculties and Stuvo as partners’ perspective at KU Leuven.
Joke Vanhoudt, Griet Brems & Veerle Dickx, KU Leuven, Belgium
In this workshop we will illustrate how the vision of the faculties and the vision and organizational model of Student services (Stuvo) fit together, from the viewpoints of the teamcoach and a disability officer from Stuvo and a study counselor from the Faculty of Science. With some well-chosen excersises we challenge the colleagues to rethink their practice, based on their own challenges, opportunities and threaths and intiate a discussion with though provoking statements. Focus is on building community among staff.