This paper presents a research project which applied psychological student profiling to identify at-risk and high performing students who had just commenced their first year of study at University. The research brought profiled ‘at risk’ and high performing students together within a pro-active support intervention, including development sessions using a theoretically grounded intervention to effect attitude and behaviour change. The study was conducted in partnership with students and shows enhanced curriculum development as a positive output from this approach.
|Title of host publication||10th European First Year Experience conference - Artevelde University College|
|Publication status||Published (in print/issue) - 5 Apr 2016|
- Active learning, Belonging (socially, academic) Induction (Orientation), Learning communities, Peer mentoring, Research on FYE, Retention, Student diversity, Student perspective, Transition from highschool/college to HE, Work and study