Assistive Student Profiling for Improved Retention and Engagement (ASPIRE)

Michaela Black; Michaela Keenan; Gavin Breslin; Tandy Haughey; Zoe Younger; Sharon Milner; Garry Prentice

Assistive Student Profiling for Improved Retention and Engagement (ASPIRE)

Michaela Black
, Michaela Keenan
, Gavin Breslin
, Tandy Haughey
, Zoe Younger
, Sharon Milner
, Garry Prentice

Dublin Business School

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

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.

Original language	English
Title of host publication	10th European First Year Experience conference - Artevelde University College
Publication status	Published (in print/issue) - 5 Apr 2016

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 5 Gender Equality

Keywords

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

Access to Document

https://sites.arteveldehogeschool.be/efye/parallel-sessions-4

Cite this

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title = "Assistive Student Profiling for Improved Retention and Engagement (ASPIRE)",

abstract = "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 {\textquoteleft}at risk{\textquoteright} 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.",

keywords = "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",

author = "Michaela Black and Michaela Keenan and Gavin Breslin and Tandy Haughey and Zoe Younger and Sharon Milner and Garry Prentice",

year = "2016",

month = apr,

day = "5",

language = "English",

booktitle = "10th European First Year Experience conference - Artevelde University College",

}

TY - GEN

T1 - Assistive Student Profiling for Improved Retention and Engagement (ASPIRE)

AU - Black, Michaela

AU - Keenan, Michaela

AU - Breslin, Gavin

AU - Haughey, Tandy

AU - Younger, Zoe

AU - Milner, Sharon

AU - Prentice, Garry

PY - 2016/4/5

Y1 - 2016/4/5

N2 - 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.

AB - 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.

KW - 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

M3 - Conference contribution

BT - 10th European First Year Experience conference - Artevelde University College

ER -

Assistive Student Profiling for Improved Retention and Engagement (ASPIRE)

Abstract

UN SDGs

Keywords

Access to Document

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Cite this