Develop Me! has grown out of a number of differentprojects (highlighted in pink) which have all focused on increasing student engagement and providing the support learners need, at the time they want it and in a format they can access effectively.
Our e-induction plans have responded to literature in student retention/engagement which shows that students need to engage with either the academic or social spheres of University in order to be retained (Longden and Yorke, Tinto, Currant and Blaney, Currant and Keenan, Cook et al). This is achieved at Bradford by the following areas. Areas highlighted in pink are key develop me strands.
(figures in brackets are average rank across all cohorts)
H&S more mature students with a weaker academic background and possibly lower socio-economics.
International First Year Experience Conference
Support Me! Develop Me! Retain Me! <br />Can a reflective skills activity increase student engagement, motivation and success? <br />Becka Currant, Head of Learner Development and Student Engagement<br />Neil Currant, Lecturer in PDP and ePortfolio<br />
First Year Experience questionnaire </li></ul>www.bradford.ac.uk/developme<br />www.braduni.mobi<br />Meet and chat online<br />
A Brief History of Develop Me! <br />Extended student model HEA Pathfinder, NTFS Outduction<br />Pre-entry to post graduation<br />E-induction HEA e-learning Research Observatory <br />Seamless transition into University <br />Integrated online support HEFCE<br />24/7 support available<br />Responding to diverse students ELESIG/HEA/JISC/HEFCE<br />Digital typology<br />LLiDA work, development of SaPRA<br />
E-induction<br />Primary objective: enable students to manage process of transition in social and academic terms<br />Academic: <br />Early engagement with academic materials and development of academic skills (ning)<br />Completion of SaPRA to identify levels of confidence and develop action plan to reflect on with personal tutor and evidence in PDP (online resources)<br />Social:<br />Start process of making links with peers on courses and other students in University (ning)<br />Share hopes, fears and concerns about starting course (ning)<br />Identify challenges and find answers to burning questions (expectations questionnaire)<br />Feel ‘at home’ (mobile guides)<br />
SaPRA: What is it?<br /><ul><li>Skills and Personal Reflective Activity.
Skills self-audit of confidence in different skill areas.
Covers wide range of skills expected in HE, e.g. academic reading & writing, IT skills etc.
Includes planning activity to develop confidence.
Completed at start of 1st year and used throughout the year.
New versions developed for different stages.</li></li></ul><li>SaPRA: Why do it?<br /><ul><li>Helps students deal more effectively with academic integration and cohesion.
Initiates reflection on prior learning experiences.
Encourages students to think about how they will adjust to being at University.
Personal Development Planning (PDP)</li></li></ul><li>Key Principles of SaPRA<br /><ul><li>SaPRA is not a test – there are no right or wrong answers.
Students need to be HONEST! They are only cheating themselves if they lie!
No one sees the results unless a student wants them to.
Process is reflective and developmental – needs to be viewed as part of an ongoing process.</li></li></ul><li>Delivery of SaPRA<br /><ul><li>Phase 1: Summer 06 – Development of SaPRA for 06/07 paper delivery.
Phase 2: Summer 07 – conversion to electronic format in Moodle for 07/08.
Phase 3: May 08 – conversion to e-portfolio profile (PebblePAD)</li></li></ul><li> Click on create new then more and choose profile.<br />2) From the list selectthe version of SaPRA for your course.<br />3) Click on Start Profile.<br />4)Read through the introduction and then begin.<br />
Skills Audit<br /><ul><li>51 statements (3 were excluded as they were institution specific & not generalisable)
Self-rating scale of 1 to 5, 1 = low confidence and 5 = high confidence in skill area.</li></li></ul><li>778 first year students from 9 subject areas<br />Research Population<br /><ul><li>Engineering
Skim reading (35.3)</li></li></ul><li>Findings: Subject Based 1<br /><ul><li>IT skills ranked 1st or 2nd in all subjects except Health & Social care.
Library skills & academic reading ranked in bottom three for all courses.
Health & Nursing significantly more confident at participation in class discussions.
Psychology students significantly more confident in academic writing.</li></li></ul><li>Findings: Subject Based 2<br />
The Student Voice<br /><ul><li>“It’s good to know that the institution cares about you”
“the statements are really good, because when you are applying for a job […] the questions they ask you in interviews are based around communication skills and writing skills, or essays”
“it’s going to be really useful when we are filling out application forms or going for interviews and we have got to sell ourselves”</li></li></ul><li>The Student Voice<br />“I found it really time consuming…but I do understand why, I do understand the importance of it”<br />“SaPRA has helped me to focus on what I need to”<br />“Key skills they are really important, I do understand why you put it there. I do see the importance of it”<br />
Comments from Staff<br /><ul><li>“[Sapra has] helped students to be more strategic in the support that they seek”
“[SaPRA has] helped to inform interventions with my tutees”
“having the cohort overview has helped to contextualise study skills sessions”
“SaPRA has helped us to improve our personal tutoring system – we have something to focus on now that everybody can talk about”</li></li></ul><li>Curriculum Transformation<br />Year 1 Pharmacy module<br />Difficulties with previous iterations, with poor student evaluation scores received<br />Mis-match between student and staff expectations<br />Large number of competencies to be evidenced in paper PDF<br />SaPRA helped to refocus course team and provide effective context for development<br />
Institutional Impact<br />Develop Me! strategy has led to a transformation of how we deal with issues of:<br />Transition, initial engagement and ‘belonging’ within the University community<br />Retention of students, especially on STEM courses<br />Engagement of students living at home<br />
Discussion<br />How do you deal with student expectations and varying levels of skills?<br />What input do personal tutors have in helping to manage the process of transition?<br />How difficult is it to move forward curriculum change at your institution? <br />