Academic skills for psychology: a pre-entry course

Research output: Contribution to conferencePresentation

Abstract

Objective/Purpose
Beginning university can be challenging. The Higher Education Statistics Agency reported that 6% of students enrolled in 2013-14 did not continue their studies beyond the first year, and so preparing students in advance of entry can help to ease the transition, and thus tackle issues around retention. The current paper reports on the development of an online pre-entry academic skills course for undergraduate Psychology students.

Design
This course targeted new students and involved a series of short interactive modules which covered key academic skills that students expected of students upon starting university, such as ‘What is psychology’; ‘How do I study?’; and ‘The importance of critical thinking’. The modules comprised written content as well as video clips from staff and students, links to BPS resources, and interactive quizzes to monitor understanding.

Methods
Analysis is ongoing, and is focused on both qualitative and quantitative data to explore students’ experiences and engagement with the course through evaluating information from the VLE, feedback, grades, and focus groups.

Results
Preliminary results reveal that students have found the course useful. Further findings from the project will be disseminated both internally to colleagues across the university as a model for other modules to follow, and externally to promote the innovative approach we are taking to ensure new students are well supported as they begin their university careers.

Conclusions
Research has shown that a successful transition to university is crucial for academic success, and so the more that universities can do to support new learners, the higher the likelihood of retention.

Conference

ConferenceDivision of Academics, Researchers & Teachers in Psychology Inaugural Conference
Abbreviated titleDART-P Inaugural Conference
CountryUnited Kingdom
CityBirmingham
Period6/06/187/06/18
Internet address

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psychology
university
student
education statistics
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psychology student
quiz
academic success
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staff
resources
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Cite this

Hendry, G., Brodie, Z., Wilson, C., Flynn, R., & McKechnie, J. (2018). Academic skills for psychology: a pre-entry course. 18-19. Division of Academics, Researchers & Teachers in Psychology Inaugural Conference, Birmingham, United Kingdom.
Hendry, Gillian ; Brodie, Zara ; Wilson, Claire ; Flynn, Rachael ; McKechnie, James. / Academic skills for psychology : a pre-entry course. Division of Academics, Researchers & Teachers in Psychology Inaugural Conference, Birmingham, United Kingdom.2 p.
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title = "Academic skills for psychology: a pre-entry course",
abstract = "Objective/PurposeBeginning university can be challenging. The Higher Education Statistics Agency reported that 6\{%} of students enrolled in 2013-14 did not continue their studies beyond the first year, and so preparing students in advance of entry can help to ease the transition, and thus tackle issues around retention. The current paper reports on the development of an online pre-entry academic skills course for undergraduate Psychology students. DesignThis course targeted new students and involved a series of short interactive modules which covered key academic skills that students expected of students upon starting university, such as ‘What is psychology’; ‘How do I study?’; and ‘The importance of critical thinking’. The modules comprised written content as well as video clips from staff and students, links to BPS resources, and interactive quizzes to monitor understanding.MethodsAnalysis is ongoing, and is focused on both qualitative and quantitative data to explore students’ experiences and engagement with the course through evaluating information from the VLE, feedback, grades, and focus groups. ResultsPreliminary results reveal that students have found the course useful. Further findings from the project will be disseminated both internally to colleagues across the university as a model for other modules to follow, and externally to promote the innovative approach we are taking to ensure new students are well supported as they begin their university careers.ConclusionsResearch has shown that a successful transition to university is crucial for academic success, and so the more that universities can do to support new learners, the higher the likelihood of retention.",
author = "Gillian Hendry and Zara Brodie and Claire Wilson and Rachael Flynn and James McKechnie",
year = "2018",
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Hendry, G, Brodie, Z, Wilson, C, Flynn, R & McKechnie, J 2018, 'Academic skills for psychology: a pre-entry course' Division of Academics, Researchers & Teachers in Psychology Inaugural Conference, Birmingham, United Kingdom, 6/06/18 - 7/06/18, pp. 18-19.

Academic skills for psychology : a pre-entry course. / Hendry, Gillian; Brodie, Zara; Wilson, Claire; Flynn, Rachael; McKechnie, James.

2018. 18-19 Division of Academics, Researchers & Teachers in Psychology Inaugural Conference, Birmingham, United Kingdom.

Research output: Contribution to conferencePresentation

TY - CONF

T1 - Academic skills for psychology

T2 - a pre-entry course

AU - Hendry,Gillian

AU - Brodie,Zara

AU - Wilson,Claire

AU - Flynn,Rachael

AU - McKechnie,James

PY - 2018/6/6

Y1 - 2018/6/6

N2 - Objective/PurposeBeginning university can be challenging. The Higher Education Statistics Agency reported that 6% of students enrolled in 2013-14 did not continue their studies beyond the first year, and so preparing students in advance of entry can help to ease the transition, and thus tackle issues around retention. The current paper reports on the development of an online pre-entry academic skills course for undergraduate Psychology students. DesignThis course targeted new students and involved a series of short interactive modules which covered key academic skills that students expected of students upon starting university, such as ‘What is psychology’; ‘How do I study?’; and ‘The importance of critical thinking’. The modules comprised written content as well as video clips from staff and students, links to BPS resources, and interactive quizzes to monitor understanding.MethodsAnalysis is ongoing, and is focused on both qualitative and quantitative data to explore students’ experiences and engagement with the course through evaluating information from the VLE, feedback, grades, and focus groups. ResultsPreliminary results reveal that students have found the course useful. Further findings from the project will be disseminated both internally to colleagues across the university as a model for other modules to follow, and externally to promote the innovative approach we are taking to ensure new students are well supported as they begin their university careers.ConclusionsResearch has shown that a successful transition to university is crucial for academic success, and so the more that universities can do to support new learners, the higher the likelihood of retention.

AB - Objective/PurposeBeginning university can be challenging. The Higher Education Statistics Agency reported that 6% of students enrolled in 2013-14 did not continue their studies beyond the first year, and so preparing students in advance of entry can help to ease the transition, and thus tackle issues around retention. The current paper reports on the development of an online pre-entry academic skills course for undergraduate Psychology students. DesignThis course targeted new students and involved a series of short interactive modules which covered key academic skills that students expected of students upon starting university, such as ‘What is psychology’; ‘How do I study?’; and ‘The importance of critical thinking’. The modules comprised written content as well as video clips from staff and students, links to BPS resources, and interactive quizzes to monitor understanding.MethodsAnalysis is ongoing, and is focused on both qualitative and quantitative data to explore students’ experiences and engagement with the course through evaluating information from the VLE, feedback, grades, and focus groups. ResultsPreliminary results reveal that students have found the course useful. Further findings from the project will be disseminated both internally to colleagues across the university as a model for other modules to follow, and externally to promote the innovative approach we are taking to ensure new students are well supported as they begin their university careers.ConclusionsResearch has shown that a successful transition to university is crucial for academic success, and so the more that universities can do to support new learners, the higher the likelihood of retention.

M3 - Presentation

SP - 18

EP - 19

ER -

Hendry G, Brodie Z, Wilson C, Flynn R, McKechnie J. Academic skills for psychology: a pre-entry course. 2018. Division of Academics, Researchers & Teachers in Psychology Inaugural Conference, Birmingham, United Kingdom.