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From Transition to Transformation: students shaping their experience and
their institutions.
Dr Marco Angelini, UCL Transition Manager
13 September 2011, S W I T Symposium , NTU
UCL Transition Programme
Main aims and history of the programme
The Transition Phase
Pre-enrolment engagement
Induction week activities
Social and academic development-terms 1 and 2
“Transformation” as:
1.Ethos2.Process
3.Outcome
Student as “metron”A “Student Centre”, or putting students AT the centre?
As critical practitioners/learners. taking mentoring with you
As the measure of all things (Protagoras). gaining mastery through the student
experience
Senior Mentors Emily and BenLeadership and engagement
Transition is in the detailPrepare, Do and Review: critical reflection leads to agency.
PAL and participation: student agency affects T & L
strategies. Does PAL have an epistemology?
Students as practitioners: taking responsibility for the academy.
Adding it all up
How do you know when it’s working (has worked)?
How do you keep convincing the institution?
Praxis-oriented approaches keep developing.
Progression rates for 1st years into year 2
2002 2006 2007 2008 2009
85% 87% 88% 90% 89%
Mentor feedback- 114 respondents across UCL
“The opportunity to reflect upon my academic studies and my strategy towards approaching various tasks so that I can refine this in my future working life”
“I gained new insight into my own understanding of my course, and surprised myself at times!”
“It was good to focus my mind on what is important in terms of the exams and coursework so that I would apply my own tips to my work as well. I also think that I got more confident as a leader throughout the term”
“I am better organised in my work, and I practice what I advise others to do”
Benefits of PAL for mentor
Benefits of mentoring Agree Disagree
Development of communication skills
97% 1%
Development of leadership skills
95% 2%
Feeling you are doing something worthwhile
93% 2%
Development of empathy
83%
5%
Meeting diverse people
84% 5%
Development of facilitation skills
93% 1%
Development of academic skills
79% 8%
Further mentor feedback
74% of mentors will continue engaging in Peer Assisted Learning in the future, either with friends or their mentees
90% would apply to be mentors again
98% would recommend the role to other students
First year survey data646 1st year students across all departments
completed the Student Transition Survey
90% of all respondents attended the Meet your Mentor session during induction week.
68% attended at least one Peer Assisted Learning (PAL) session
88% of all respondents would recommend the programme to other first year students.
59% of all respondents are going to continue with PAL
In what ways have you benefited from Transition Mentoring?
Social aspects 51% agree; 34% neutral; 15% disagree
Having a more experienced student to talk to
85% agree; 10% neutral; 5% disagree
Getting departmental advice
78% agree; 16% neutral; 6% disagree
Getting academic help
66% agree; 22% neutral; 13% disagree
SummaryCollaboration is central- strategically,
ethically, pedagogically. (Does this amount to a model?)
Student engagement teams are the engine of institutional change.
Students can transform themselves, their academic disciplines, the communities they move into.