An international investigation into student concerns regarding transition into higher education

Zarb, Mark; Abandoh-Sam, Joseph Ahor; Alshaigy, Bedour; Bouvier, Dennis; Glassey, Richard; Hughes, Janet; Riedesel, Charles

doi:10.1145/3197091.3205842

Cited by 2 publications

(8 citation statements)

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“…Following three years of data collec�on across Scotland, where over 700 prospec�ve CS1 students were surveyed [2,5], an interna�onal inves�ga�on was launched via a Working Group at ITiCSE 2018. While differences exist, the collected data revealed several consistencies between rela�ve areas of concern across na�ons, gender and delivery methods [3].…”

Section: Discussionmentioning

confidence: 97%

“…Members of this panel have been involved in mul�-year studies across Scotland [2,5] as well as an interna�onal study [3] looking at the student experience and self-reported concern as they transi�on into undergraduate Computer Science. Following three years of data collec�on across Scotland, where over 700 prospec�ve CS1 students were surveyed [2,5], an interna�onal inves�ga�on was launched via a Working Group at ITiCSE 2018.…”

Section: Discussionmentioning

confidence: 99%

“…The interna�onally-collected data showed that topics such as concern regarding failing, and those such as �me management, workload expecta�on, being good at the course and choosing the right degree were amongst the top concerns [3]. These were followed by concerns regarding housing costs, securing good employment, and the availability of academic staff [3].…”

Section: Discussionmentioning

confidence: 99%

“…Tradi�onally, higher educa�on ins�tu�ons put in an effort to target concerns such as applying for scholarships, homesickness, finding roommates and finding part-�me jobs through dedicated careers services. However, year a�er year, those topics were all in the botom half of the rankings in the survey conducted [3].…”

Section: Discussionmentioning

confidence: 99%

“…Academy grant in 2015 to explore transitions to higher education CS within Scotland. After this initial project, we surveyed and spoke to over 700 applicants about their concerns, resulting in the organization of a national workshop [5], a number of invited talks at national conferences and international publications [2,3]. After these initial investigations of student transitions in Scotland, I have enjoyed continuing this work within Nova Scotia, Canada.…”

Section: Mark Zarb and I Were Awarded A Higher Educationmentioning

confidence: 99%

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Perspectives on the Student Transition into CS1

Siegel

Zarb

Glassey

et al. 2019

Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education

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As students transition into higher education, their experience can be quite new and foreign to them. This experience, while an individual one, consists of many concerns that are shared amongst these transitioning students. Partly as a result of these concerns, retention rates of first year Computer Science students suffer. Members of this panel have been involved in multi-year studies across Scotland [2, 5] as well as an international study [3] looking at the student experience as they transition into undergraduate Computer Science.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Mark Zarb and I Were Awarded A Higher Educationmentioning

confidence: 99%

See 3 more Smart Citations

Perspectives on the Student Transition into CS1

Siegel

Zarb

Glassey

et al. 2019

Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education

Self Cite

View full text Add to dashboard Cite

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Using Creative and Contemplative Pedagogy to Promote Learning Efficacy and Wellbeing within First-Year, Undergraduate Students

Reeve

Jindal

Bartle

et al. 2021

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Students transitioning into higher education face a myriad of personal and educational challenges as they adjust to new ways of studying in unfamiliar environments. We examine the potential for helping students adapt by providing opportunities for interaction within the context of their courses through two distinct workshops delivered to first-year, undergraduate students at a UK University. The 'LEGO Serious Play' and 'Reframing' workshops allowed students to reflect on their educational journeys and the challenges they faced by providing activities which encouraged discussion and creative thinking. Student feedback in the form of post-workshop surveys and focus groups suggested the workshops were particularly effective for alleviating student concerns and encouraging new and alternative ways of thinking about and approaching their academic work. We present the findings and demonstrate the potential benefits for embedding workshops of this nature into first-year course curricula.

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An international investigation into student concerns regarding transition into higher education

Cited by 2 publications

References 1 publication

Perspectives on the Student Transition into CS1

Perspectives on the Student Transition into CS1

Using Creative and Contemplative Pedagogy to Promote Learning Efficacy and Wellbeing within First-Year, Undergraduate Students

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