CLAD, CLAD (2011) School of Computer Science re-thinking student induction. Project Report. University of Birmingham, Birmingham. (Unpublished)
|PDF - Accepted Version|
|PDF - Accepted Version|
Identification Number/DOI: HIST083
The transition from school/college to university life is one of the most challenging events in a student's life and can often mean the difference between successful completion of their studies and early withdrawal from studies. Therefore we must take student induction seriously and where possible improve on current practice. Many students withdraw from higher education during the first few weeks of study. This suggests the importance of starting to build institutional and disciplinary engagement and commitment as early as possible. This can be achieved by helping students to understand the programme they are able to participate in, developing communities of learners and encouraging the formation of friendships and social networks’ (Crosling, 2007:173). This paper will consequently report on work we have done over two years to redesign how we approach the early induction process for Computer Science students at Birmingham.
|Type of Work:||Monograph (Project Report)|
|School/Faculty:||Colleges (2008 onwards) > College of Engineering & Physical Sciences|
|Department:||School of Computer Science|
The original papers that comprise this project are stored at Centre for Learning and Academic Development (CLAD), University of Birmingham. Please contact CLAD using the email address firstname.lastname@example.org for any further information.
|Series/Collection Name:||Education Enhancement Projects|
|Keywords:||student induction transition, induction, transition, institutional, disciplinary, engagement, communities of learners, formation of friendships, social networks, transition, independent, enquiry based, ebl, learning, Welcome Week, early academic and social engagement of students, learn how to learn, attendance monitoring, PDP, buddy systems, personal tutoring, Learner Independence,|
|Subjects:||L Education > LB Theory and practice of education > LB2300 Higher Education|
|Funders:||CLAD Learning and Pregression|
|Copyright Status:||This project report is copyright of the author and the University of Birmingham. Any use made of information contained in this project must be acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.|
|Copyright Holders:||University of Birmingham|
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