Extended Induction Activities to support vocational learners’ transition to HE

Originally featured in vetnetworks - Issue 6 (Page 10)

We re-designed the BSc Animal  Science induction week programme  to address concerns about student  retention and progression,  particularly amongst vocational learners who may find the transition to a large University difficult.

This year the intake of Animal Science students has been half with traditional  A-levels, the rest from non-traditional  backgrounds mostly National Diplomas.  The induction programme was reformulated to take the form of a longitudinal process and a number of new activities were introduced to foster teamwork and promote a greater sense of belonging to the degree
by getting to know their peers and lecturers in more informal setting: a visit to a local animal rescue centre to collect data in preparation for a seminar on the effect of breeding on genetically-inherited diseases in dogs; coaching in the art of being an HE student, imparting
survival skills on how to prepare for lectures, note taking in lectures and essay construction.

The programme culminated in an overnight study tour visiting key animal centres: the Guide Dogs for the Blind breeding centre in Warwickshire, where students were able to witness first hand the breeding selection criteria for guide dogs, and the Waltham Centre for Pet Nutrition where further evidence of science in action in companion animals was provided, with the lure of
employment after graduation being a further incentive for students struggling to grasp some of the more fundamental parts of a science-based course.
 
This study/social residential is particularly important to “widening participation” students who often commute to university and may miss out on the “apres-lecture” social side of university life, which can help other students settle in.

The impact of this new induction programme will be assessed at the end of this first year. Already student feedback has demonstrated that the students have found the additional activities some of the most worthwhile in the university’s induction programme (both traditional
A-level students and Vocational learners). 

Another success indicator is there has been no attrition.  The students completed an early small-group research task to present to their peers and lecturers.  We (the lecturers) were particularly impressed with the enthusiasm and dedication of these students. 

Vocational learners are obviously committed to their subject, demonstrated by extensive knowledge and reading around their subject (something that could put a few third year dissertation students to shame!), they have an ability to work autonomously and problem solve. 

It was also evident that the applied nature of the animal management national diploma gave students additional information that A-level biology did not which will give them an advantage for many of the modules in their degree.
 
This student transition initiative was also supported through additional funds from Newcastle University’s Teaching and Learning Committee’s “Innovation in Teaching” scheme.