Experiential and Outdoor Learning in the Transition to University Courses--The Mathematics Case

Autor/inn/en	Penazzi, Davide; McCready-Fallon, Joseph; Rosser, Sharon
Titel	Experiential and Outdoor Learning in the Transition to University Courses--The Mathematics Case
Quelle	In: PRIMUS, 33 (2023) 2, S.123-136 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Penazzi, Davide)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2022.2040665
Schlagwörter	Experiential Learning; Outdoor Education; Transitional Programs; Mathematics Education; College Freshmen; Foreign Countries; College Faculty; Mentors; Coaching (Performance); Teacher Attitudes; Student Attitudes; Program Effectiveness; Academic Achievement; United Kingdom (England) + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Freiluftunterricht; Mathematische Bildung; Studienanfänger; Ausland; Fakultät; Lehrerverhalten; Schülerverhalten; Schulleistung
Abstract	Student retention is a priority in universities, as drop-out rates among university students within 12 months of starting continue to rise, according to UK figures released by the Higher Education Statistics Agency (HESA) (https://www.hesa.ac.uk/data-and-analysis/performance-indicators/non-continuation, accessed February 2022), and with approximately a quarter of freshmen not enrolling for a second year in the US (NSC Research Centre. 2020. "Persistence and Retention." Snapshot report. https://nscresearchcenter.org/wp-content/uploads/PersistenceRetention2020.pdf, accessed 1 June 2021). The transition to university, and in particular to a mathematics degree, is a challenging period for many students. Several methods to support HE students through this initial stage have been developed across the years, mostly designed in and for academic settings. This paper will describe an innovative approach, beyond the traditional classroom, which involves a three-day residential course tailored specifically to support the transition of mathematics students into HE, examining its implementation into the BSc Mathematics and MMath degree programs and its effectiveness with first-year Mathematics students at the University of Central Lancashire. The results provide an evaluation of this intervention over four years, showing the positive impact on attainment, together with increased student participation and engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01