Senate March 09v3


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Presentation delivered to Senate about the student experience.

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Senate March 09v3

  1. 1. Developing Our Support Mechanisms – Improving Retention and Student Success Becka Currant
  2. 2. What preparation do our students do before they come?
  3. 3. Central Question… How do we manage the student journey from applying for a place through to graduation?
  4. 4. We need to help students understand… • What modes of transport are available • Which mode is the most relevant for that stage of the journey • How they can revise their travel plans accordingly in the event of: – Accidents and emergencies – Roadworks – Adverse conditions – Last minutes changes to plans
  5. 5. Transition • Transition is a key issue with regard to the First Year Experience (Tinto, 1987, 1993; Pitkethly& Prosser, 2001; Longden and Yorke, 2008; the STAR project, 2008) • Transition starts before students arrive – from the moment they think about applying • Transition continues throughout their University lives – between semesters, modules, concepts, years/stages and upon exit
  6. 6. Student Life Cycle Model Student Better success preparation Flexible Fair progression admissions First steps in HE Layer et al, 2002
  7. 7. Transitions Life Cycle Model Student Clear success expectations Flexible Explicit assessment, re requirements gular feedback Support during first year Currant, 2009
  8. 8. Do we know… • How students manage the process of transition? • What mode of transport are they using? • What do they expect to happen? • What are their hopes, fears and aspirations?
  9. 9. Institutions ensure students The student learning are sufficiently prepared to experience is managed and make the transition into co-ordinated to promote University student success Improving Retention and Student Success Formal and informal extra- The curriculum is designed curricular activities support and delivered to promote the students and promote their success of all students engagement in HE
  10. 10. Institutions and Partnerships • School links • Raising aspirations • Increasing aspiration • Enhancing transition • Recognising different 14-19 curriculum
  11. 11. Curriculum design and delivery • Learning, teaching and assessment practices • Recognising different 14-19 curriculum • Curriculum content, development and organisation • Academic skills development • Academic support • Feedback
  12. 12. Promotion and Engagement in University life • Peer networks • Integration of students living on and off campus • Engagement of Bradford students in campus and university life • Pastoral and financial support • Provision and accreditation of non- academic student experience
  13. 13. Managed and co-ordinated student learning experience • Institutional data • Policy development and integration • Institutional processes and reporting structures • Quality management and enhancement • Staff engagement
  14. 14. An example – Personal Tutoring Preparation • What is the role of the personal tutor? • How do we manage expectations and deal with prior experiences of personal support? • Who should be a Personal Tutor? Curriculum • What support is required? How is it delivered? • Support for development of skills and confidence
  15. 15. An example – Personal Tutoring Engagement in University • Establishment of peer networks • Integration of student experience – developing an ‘academic community’ Promotion of Student Success • How do we engage staff (and students) in the process? • Measuring quality and developing policies
  16. 16. Next Steps • University frameworks • School delivery plans – Transition – Personal tutoring – Classroom management – Recognition of diversity of students – Improving feedback mechanisms