Drop in the ocean: a dissemination of research carried out on the effectiveness of CfAP drop-ins

Research output: Contribution to conference typesAbstract

Abstract

This paper will be disseminating the findings of the Library and Learning Services (LLS) research awards grant. This grant funded research into the effectiveness of The Centre for Achievement and Performance (CfAP) drop in service. CfAP have been running drop ins for the past year. They were introduced as a way to meet the increase in demand and therefore enhance the student experience. Deane and Chamberlain (1994) believe that it is possible to attract students to support, if any campaign is well targeted and the staff behind it has the knowledge behind why students are reluctant to access the department. The important factor is staff being aware of barriers when planning. Students may be reluctant to access support, or admit to accessing it, but both Yorke (2004) and Clegg et al (2006) found that students were aware of what support they thought should be offered in higher education. Hafford-Letchfield found that while students recognised the need to attend the central academic support department, students felt “ that the ‘need to go there’, was still perceived as stigmatizing…. And that time management issues students from accessing them” (Hufford-Letchfield, 2007, pg 178). The drops in sessions now have a good attendance rate, therefore it was imperative to evaluate the effectiveness of these session. Students are seen for approximately ten minutes on a first come basis. It is important to make students find ‘the act of help seeking warrantable’ (Grayson et al, p239). While drop ins where introduced to meet demand, it is imperative that these short sessions still meet the needs of the student body. It also ensures that the CfAP is meeting a key objective of LLS to provide Learning Opportunities and flexible services to users. This paper will begin by discussing the methods used to collect the data, it will discuss the strengths and weakness of using the questionnaire and focus groups. Before moving on to evaluate the findings, what they mean to CfAP and how CfAP will adapt its delivery in response. The focus of the talk will be on BME, international and under 21 students. Reference list Clegg, S, Bradley, S and Smith, K. (2006). ‘I’ve had to swallow my pride’: help seeking and self-esteem. Higher Education Research Development.25(2), 101-113. Deane, F. and Chamberlain, K. (1994).Treatment fearfulness and distress as predictors of professional psychological help-seeking. British Journal of Guidance and Counselling. 22 (2), 207-217. Grayson, A, Miller, H and Clarke, D. (1998). Identifying barriers to help-seeking: A qualitative analysis of students preparedness to seek help from tutors. British Journal of Guidance and Counselling. 26(2), 237-253.
Original languageEnglish
Publication statusPublished - 18 May 2014
EventResearch Active: Library and Learning Services (LLS) Conference - University of Northampton, Northampton, United Kingdom
Duration: 18 May 201418 May 2014

Conference

ConferenceResearch Active: Library and Learning Services (LLS) Conference
CountryUnited Kingdom
CityNorthampton
Period18/05/1418/05/14

Fingerprint

performance
student
guidance and counseling
grant
learning
staff
time management
student body
demand
tutor
self-esteem
education
campaign
planning
questionnaire
experience
Group

Keywords

  • student experience
  • academic skills
  • Barriers
  • academic support

Cite this

Swinton, K. (2014). Drop in the ocean: a dissemination of research carried out on the effectiveness of CfAP drop-ins. Abstract from Research Active: Library and Learning Services (LLS) Conference, Northampton, United Kingdom.
Swinton, Kate. / Drop in the ocean: a dissemination of research carried out on the effectiveness of CfAP drop-ins. Abstract from Research Active: Library and Learning Services (LLS) Conference, Northampton, United Kingdom.
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Swinton, K 2014, 'Drop in the ocean: a dissemination of research carried out on the effectiveness of CfAP drop-ins' Research Active: Library and Learning Services (LLS) Conference, Northampton, United Kingdom, 18/05/14 - 18/05/14, .

Drop in the ocean: a dissemination of research carried out on the effectiveness of CfAP drop-ins. / Swinton, Kate.

2014. Abstract from Research Active: Library and Learning Services (LLS) Conference, Northampton, United Kingdom.

Research output: Contribution to conference typesAbstract

TY - CONF

T1 - Drop in the ocean: a dissemination of research carried out on the effectiveness of CfAP drop-ins

AU - Swinton, Kate

PY - 2014/5/18

Y1 - 2014/5/18

N2 - This paper will be disseminating the findings of the Library and Learning Services (LLS) research awards grant. This grant funded research into the effectiveness of The Centre for Achievement and Performance (CfAP) drop in service. CfAP have been running drop ins for the past year. They were introduced as a way to meet the increase in demand and therefore enhance the student experience. Deane and Chamberlain (1994) believe that it is possible to attract students to support, if any campaign is well targeted and the staff behind it has the knowledge behind why students are reluctant to access the department. The important factor is staff being aware of barriers when planning. Students may be reluctant to access support, or admit to accessing it, but both Yorke (2004) and Clegg et al (2006) found that students were aware of what support they thought should be offered in higher education. Hafford-Letchfield found that while students recognised the need to attend the central academic support department, students felt “ that the ‘need to go there’, was still perceived as stigmatizing…. And that time management issues students from accessing them” (Hufford-Letchfield, 2007, pg 178). The drops in sessions now have a good attendance rate, therefore it was imperative to evaluate the effectiveness of these session. Students are seen for approximately ten minutes on a first come basis. It is important to make students find ‘the act of help seeking warrantable’ (Grayson et al, p239). While drop ins where introduced to meet demand, it is imperative that these short sessions still meet the needs of the student body. It also ensures that the CfAP is meeting a key objective of LLS to provide Learning Opportunities and flexible services to users. This paper will begin by discussing the methods used to collect the data, it will discuss the strengths and weakness of using the questionnaire and focus groups. Before moving on to evaluate the findings, what they mean to CfAP and how CfAP will adapt its delivery in response. The focus of the talk will be on BME, international and under 21 students. Reference list Clegg, S, Bradley, S and Smith, K. (2006). ‘I’ve had to swallow my pride’: help seeking and self-esteem. Higher Education Research Development.25(2), 101-113. Deane, F. and Chamberlain, K. (1994).Treatment fearfulness and distress as predictors of professional psychological help-seeking. British Journal of Guidance and Counselling. 22 (2), 207-217. Grayson, A, Miller, H and Clarke, D. (1998). Identifying barriers to help-seeking: A qualitative analysis of students preparedness to seek help from tutors. British Journal of Guidance and Counselling. 26(2), 237-253.

AB - This paper will be disseminating the findings of the Library and Learning Services (LLS) research awards grant. This grant funded research into the effectiveness of The Centre for Achievement and Performance (CfAP) drop in service. CfAP have been running drop ins for the past year. They were introduced as a way to meet the increase in demand and therefore enhance the student experience. Deane and Chamberlain (1994) believe that it is possible to attract students to support, if any campaign is well targeted and the staff behind it has the knowledge behind why students are reluctant to access the department. The important factor is staff being aware of barriers when planning. Students may be reluctant to access support, or admit to accessing it, but both Yorke (2004) and Clegg et al (2006) found that students were aware of what support they thought should be offered in higher education. Hafford-Letchfield found that while students recognised the need to attend the central academic support department, students felt “ that the ‘need to go there’, was still perceived as stigmatizing…. And that time management issues students from accessing them” (Hufford-Letchfield, 2007, pg 178). The drops in sessions now have a good attendance rate, therefore it was imperative to evaluate the effectiveness of these session. Students are seen for approximately ten minutes on a first come basis. It is important to make students find ‘the act of help seeking warrantable’ (Grayson et al, p239). While drop ins where introduced to meet demand, it is imperative that these short sessions still meet the needs of the student body. It also ensures that the CfAP is meeting a key objective of LLS to provide Learning Opportunities and flexible services to users. This paper will begin by discussing the methods used to collect the data, it will discuss the strengths and weakness of using the questionnaire and focus groups. Before moving on to evaluate the findings, what they mean to CfAP and how CfAP will adapt its delivery in response. The focus of the talk will be on BME, international and under 21 students. Reference list Clegg, S, Bradley, S and Smith, K. (2006). ‘I’ve had to swallow my pride’: help seeking and self-esteem. Higher Education Research Development.25(2), 101-113. Deane, F. and Chamberlain, K. (1994).Treatment fearfulness and distress as predictors of professional psychological help-seeking. British Journal of Guidance and Counselling. 22 (2), 207-217. Grayson, A, Miller, H and Clarke, D. (1998). Identifying barriers to help-seeking: A qualitative analysis of students preparedness to seek help from tutors. British Journal of Guidance and Counselling. 26(2), 237-253.

KW - student experience

KW - academic skills

KW - Barriers

KW - academic support

M3 - Abstract

ER -

Swinton K. Drop in the ocean: a dissemination of research carried out on the effectiveness of CfAP drop-ins. 2014. Abstract from Research Active: Library and Learning Services (LLS) Conference, Northampton, United Kingdom.