Project:
Bridging the Gap: Transition Research
From December 2008 to July 2009
Project Leader(s): Ann Briggs
Staff: Jill Clark and Ian Hall
Contact: Ann Briggs
Partners: Lucy Backhurst, Head of Undergraduate Recruitment and Admissions
Context
The project addresses the following criteria:
- Increased knowledge of the secondary and higher education environment and better knowledge of what student expectations are (e.g. study into pre-entry expectations; opportunities for Newcastle lecturers to meet secondary school teachers and share knowledge)
- Increased knowledge of both how school students learn and what they learn (curriculum)
A significant element of the project will be the synthesis of knowledge already held about students in transition, and the impact of programmes to support them. Fresh data will be collected from Northumberland school applicants, from college applicants in NE colleges and from students post-entry who have experienced pre-entry programmes, to increase our knowledge of student expectations and experiences. The outputs will be in a range of communication media, to suit specific purposes.
Activity and Output
1. Knowledge synthesis a) Synthesis of data from current and recent research and development projects in CfLaT, ECLS, Undergraduate Recruitment and Admissions and Northumberland CC, pooling knowledge about: young people’s preferred modes of learning and teaching; their aspirations for University, pre-entry support projects, induction projects, and other successful transition support strategies. This synthesis may include case studies of individual projects.
2. Knowledge synthesis b) Liaison with other funded transition projects to pool knowledge of transition issues, identifying what works and what does not in the context of supporting transition.
3. Data collection a) pre-entry, from young and mature NE school and college students to identify: their concerns re University entry; what engages / excites them about university entry; current preferred modes of learning and teaching; experience of support for assessment processes; expectations of learning and teaching at University; expectations of University experience.
4. Data collection b) from young people who have engaged in pre-University engagement activities, to evaluate their experience pre- and post- entry.
5. Outputs
a) Dissemination event and project report to participating institutions
b) Practical recommendations to inform University pre-entry and induction programmes
c) Video-clips of entrants’ hopes and fears of university life, for use in staff development sessions
d) Vodcasts to aspirant students by current students regarding university life, for University website
e) Learning walks for University staff in schools and colleges to improve understanding of applicants and their context, and to improve knowledge of the 14-19 curriculum and its implications for University transition.
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Ms Jill Clark
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Mr Ian Hall
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