Author (s) Nia Davies, Melanie Healy
Within higher education there has been a recent move toward engaging students as co-creators in the design and development of courses and curricula, moving away from the traditional approach of a top-down model. This allows students to shape their own experience at university, leading to more ownership and a personalised learning experience during their time in higher education. Whilst this has enabled student engagement in curriculum design, we propose engaging students in the evaluation and design of induction and transition in Applied Medical Sciences (AMS). To facilitate this, a student will be based within the AMS team on a Swansea Paid Intern Network (SPIN) placement over summer 2017, conducting evaluation on the previous induction and actively participating in its organisation of induction for the next academic year for foundation, first and second year students. This session aims to outline the proposal of actively engaging with our students in this development.
In order to promote accessibility and inclusivity in Applied Medical Sciences we aim to encourage student participation in the evaluation of last year’s induction in terms of content and delivery, what students look for in induction and how this can be amended in this year’s induction period. As far as we are aware we are the only course to work with students as co-creators in the development of induction activities, demonstrating an innovative approach to this task for undergraduate students. Enabling students to be involved from the very first week in the academic year we envisage will develop confidence and promote teaching excellence for the subsequent time. This will continually be re-evaluated to ensure we are meeting the needs of our evolving student body and remaining up to date with good practice in induction and transition across the university and the higher education sector as a whole. Equally as important will be the design of induction for our second year students, addressing a different dynamic to ensure successful transition and progression through university and retention of student numbers. This presentation would be of interest to colleagues involved in the induction and transition process for undergraduate students, both from an academic and pastoral perspective. Particularly colleagues involved in the work by Swansea Academy for Inclusivity and Learner Success may be interested in this session, allowing us to share good practice across the university in order to deliver a holistic induction period to all students.
Induction, Transition, Co-creators, Evaluation, Student engagement.
• Currently there is no student participation in the design of induction and transition events which would identify the student expectations and how these can be addressed. • The transition process varies greatly depending on student entry level and background, which may not always be met by generic induction activities. • We propose that engaging students as co-creators in the development of induction and transition activities will build confidence and promote teaching excellence throughout the higher education experience.