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

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.

KEYWORDS:

• Coaching
• facilitation
• mathematics education
• outdoor
• transition to HE

DISCLOSURE STATEMENT

No potential conflict of interest was reported by the author(s).

DATA AVAILABILITY STATEMENT

The data that support the findings of this study are available from the corresponding author, Davide Penazzi, upon reasonable request.

Additional information

Notes on contributors

Davide Penazzi

Davide Penazzi graduated with his PhD in Mathematics, Model Theory, in 2011 from the University of Leeds, where he remained as a research fellow until 2013, when he took a position at the University of Central Lancashire and is now a Senior Lecturer in Mathematics. Davide’s research is in model theory and applications to other areas of mathematics, such as topology and geometric group theory. More recently, Davide has been researching in Mathematics Education; in particular, on fostering mathematical resilience in students (from primary school to university) using facilitation, coaching, experiential games and, in general, techniques from outdoor learning.

Joseph McCready-Fallon

Joseph McCready-Fallon’s interest lies in developing people. All of us have potential waiting to be tapped. Maybe it has been already – this begs a question; how much better can you be? His role as a coach is to help people realize that they have this potential within. Jo is the director of a coaching company that provides one-to-one coaching and training services for those who wish to become coaches. I have been coaching for over 15 years and have worked with a wide range of clients ranging from executives to graduates. His recent work has been with medical doctors in both primary and secondary care. He is a specialist consultant for the delivery and facilitation of outdoor activities with the University of Central Lancashire, where he course directs and coaches a wide range of students. Furthermore, in his role as the National Coach Lead for the Institute for Outdoor Learning (IOL), he coaches, mentors, and assesses candidates aiming to have a regional impact on outdoor education, as well as overseeing the development of coaching within IOL.

Sharon Rosser

Sharon Rosser. Sharon is an experienced teacher, lecturer, and facilitator within the outdoors. As the Outdoor Program Manager within the School of Sport and Health Sciences at the University of Central Lancashire (UCLan), Sharon is responsible for the management and delivery of UCLan’s ‘Frontier Education’ program across the whole university. Frontier Education is a personal and team development program designed to ease the transition into University life by developing peer support networks, collaborative working, building a cohort community and enhancing communication, leadership and employability skills. Using the outdoors as a medium for teaching, learning, coaching, and leadership, Sharon also teaches on the BA(Hons) Outdoor Adventure Leadership degree program at UCLan.