ESCAPES, e-Portfolio and Employability - can e-Portfolios support retention? CETIS 2012, Kirstie Coolin, Judith Wayte

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  • 1. ESCAPES, ePortfolio and Employability CETIS 2012 Nottingham Kirstie Coolin & Judith Wayte University of NottinghamESCAPES | Enhancing Student-Centred Administration for Placement ExperienceS Centre for International ePortfolio Development
  • 2. Objectives of this session •The ESCAPES project •ePortfolio touching on the student experience •Community and placement •Retention as an outcome? •Over to you!ESCAPES | Enhancing Student-Centred Administration for Placement ExperienceS
  • 3. Transition and Progression Course Data – XCRI Admissions Student Lifecycle Administration Placements Institution ePortfolio, Placements, Skills and Competences, tutoring, Learning + personalised learning, recording teaching achievement Lifelong / wide learning Community Personal Careers and Information, Advice work + Guidance, Showcase/engage employers, Open Data, Alumni
  • 4. Student • Pre-applicationLifecycle • ApplicationRelationship • Pre-registrationManagement • Registration • Induction • Teaching and learning processesESCAPES • Placements • Pastoral care • Employability and careers services • Graduation • Alumni processes • Marketing
  • 5. People, Process, Technology• Examine placement processes from a student-point of view• Make improvements to student experience and administration• Impact on career progression, retention and employability
  • 6. Addressing placement experiences from a student point of viewIssue Academic Administration / Student Employers staff central servicesAdministrationCommunication √ √ √Tracking √Publicising √ √ √Learning √ √Feedback √ √Assessment √ √Skills and √ √employability… others …
  • 7. Do ePortfolios help with retention of students?•Is there evidence?•Is there correlation between the outcomes ofePortfolio use (engaged, self-directed, community)and student retention?•Does student satisfaction equate to retention?
  • 8. HEA Retention and success factors•Pre-entry information, advice and guidance toinform HE choices•Pre-entry preparation, including developing realisticexpectations and skills•Induction and transition support•Inclusive curriculum design, learning, teaching andassessment•Social engagement with peers and HE staff•Integrated or aligned academic development•A range of student services•Monitoring and use of data
  • 9. HEA Retention and success factors•Pre-entry information, advice and guidance toinform HE choices•Pre-entry preparation, including developing realisticexpectations and skills•Induction and transition support•Inclusive curriculum design, learning, teaching andassessment•Social engagement with peers and HE staff•Integrated or aligned academic development•A range of student services•Monitoring and use of data
  • 10. Quotes from a study in the USLinking Student Satisfaction and Retention (Laurie A Schreiner, 2009)belonging and community and available advisors “focus on creating a welcoming and responsive campus climate thatenhances students’ learning Experiences””....learning community where the instructor also serves as the students’advisor”Career learning and employability “faculty who are able to engage them in the learning process and help themconnect what they are learning to the future they desire for themselves”..“positions their institution as the place where that future can become reality”“Research partnerships with faculty, mentoring relationships, and availabilityto engage in academic discussions that extend learning outside of class all cancontribute to juniors’ intellectual growth and satisfaction with their experiences.” https://www.noellevitz.com/documents/shared/Papers_and_Research/2009/LinkingStudentSatis0809.pdf
  • 11. PG students on placements, ESCAPES and SAMSON• Students on placement in companies felt Mahara kept them in touch with the university; they valued the levels of feedback which in turn made them feel more motivated and that they were continuously improving. It helped them to plan their projects and kept them more organised, and was particularly helpful to them when writing up dissertations.• Staff felt it was an essential tool that helped them keep in close touch with students and saved them administration time, which they could then spend on other activities, such as providing feedback to the students.• Employers felt it improved communications with both students and the university.• Both students and staff believed using the system contributed to the professional development and self presentation of the student• Using the ePortfolio meant staff were able to monitor students better http://www.nottingham.ac.uk/eportfolio/samson/documents/SAMSON%20final%20report%20v1%200.pdf
  • 12. JISC Infonet – ePortfolios and Retention •ISLE project – goal setting and reflection, learners less likely to give up •SOLVS – self assessing suitability for a course pre-application •“a learning space where learners can feel at home… encourage learners to become more involved and connected with the institution” (Sheffield Hallam) La Guardia Community College, US •Gains in retention for high risk students, increased engagementhttp://www.jiscinfonet.ac.uk/infokits/e-portfolios/retention
  • 13. Information, Advice &Student • Pre-application GuidanceLifecycleRelationship • ApplicationManagement • Pre-registration • Registration • Induction • Teaching and learning processes • Placements • Pastoral care • Employability and careers services • Graduation • Alumni processes • Marketing
  • 14. ePortfolio ascentral to aLearning EmployersCommunity Academics Tutors Peers Careers Societies
  • 15. Institutional Touch Points t n y en atio s it ym it t r es lo red en ive dy ti p c pm un ts s tu ali em l ac lo to s rd ts /q u to na ve n n n n jec nce awa one den nts on ssio r de io tio ti o ti o r o te st e h te s ne ti at ra ta t n da up p pe den ner epe cem earc ibu sto ica rofe aree lic pa PEL n n lap p pr e A orie fou gro com stu cor ind pla r es attr cap app p c n g io in n ar n ng /u le ty r ni g ld er in ui ed cie lea te nt g as so de n e k-b ts wi lu d r or e- vo stu wo sp lif t t en ign en g g ge m de s sm in in ck ga es rn or ba se as s le a ut ed en ur ic al t ri n g r o nt ive on to fe ye l ec he at rs en ely pl o xi b ut te gr pe m tim em fle a inThanks to Shane Sutherland – Pebble Learning
  • 16. Questions + Discussion1. How do you think ePortfolio activities mightsupport retention?2. What indicators can we measure that correlatewith ePortfolio use?3. How could further investigation be takenforward?