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Extended Induction: Can the Introduction of Subject Specific Learning Communities Support New Students’ Social and Academic Integration in Higher Education?

Russell, Kim and Weaver, Lorraine and Upton, Penney and Scott, Ian (2010) Extended Induction: Can the Introduction of Subject Specific Learning Communities Support New Students’ Social and Academic Integration in Higher Education? In: University of Worcester Supporting Student Learning Conference, 17th June 2010, University of Worcester. (Unpublished)

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Abstract

The aim of this project was to examine whether if providing academic support and opportunities for social interaction to new students at the time of their transition to higher education would enhance student retention. Students, from two subject area, were invited to six lunchtime sessions during their first semester. The sessions involved both academic and social aspects. The project was evaluated through the use of questionnaires and focus groups. Response to questionnaires indicate that attendees at the sessions felt more valued than those that did not attend at that the sessions helped many of the attendees develop and extend their social contacts. Both these sociological phenomena have been positively correlated with the propensity of students to remain at University.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: Academic and social integration, Student transitions
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
B Philosophy. Psychology. Religion > BF Psychology
Divisions: Academic Departments > Institute of Science and the Environment
Academic Departments > Institute of Health and Society
Depositing User: Charlotte Taylor
Date Deposited: 22 Feb 2013 14:10
Last Modified: 23 Feb 2013 06:01
URI: https://eprints.worc.ac.uk/id/eprint/2151

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