little things that make the difference report

7/28/2019 Little Things That Make the Difference Report

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Evaluation/Feedback from Little Things That Make The Difference 28 May 10

Introduction

Understanding the student experience is something that should concern all parties

involved in the education partnership. It is however, an area that is very much

dominated by examination of what can be done strategically to enhance the

experience rather than what we as practitioners in education can do ourselves. This

seminar, hosted at Queen Margaret University, Edinburgh but run jointly by QMU,

The University of Dundee, and the project facilitators for Responding to Student

Needs and The First Year Enhancement Themes, attempted to take a more specific

look at that very area. In this seminar we asked academics, support staff and others

about the little things that they do everyday that they believed makes the difference

between students being successful or not, i.e. that makes a difference to the student

experience. The results are interesting and show clearly that the individual elements

of supporting students academically or personally really cannot be considered as

separate entities, but rather, they need to be considered as intertwined and

interdependent.

This report, providing information from the seminar, is divided into 4 parts. Part 1

provides details of information given by participants prior to attendance. Part 2provides information from the seminar itself, including the facilitators interpretation of

the main themes arising from the day. Part 3 provides practical suggestions arising

from the comments made by participants and Part 4 provides the feedback from

participants and discusses what should come next.

The report is designed with a wide audience in mind but in particular we hope that

Part 1 and Part 3 will be of practical use to all staff members working in HE who are

endeavouring to make a real difference to the student experience. Whilst we offer

examples and suggestions, we do not expect readers to adopt everything that is

here. May we suggest however, that small changes may indeed make the difference!

We wish to thanks all participants for their attendance and for the very useful

comments made. If you have anything further to add or would like to comment on

this document please do not hesitate to contact me [email protected].

Dr Margaret Harris

Project Facilitator (Responding to Student Needs)

28th June 2010
mailto:[email protected]:[email protected]:[email protected]:[email protected]


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Part 1 Comments from the delegates prior to the seminar

There were two questions to which delegates were asked to respond prior toattendance at the seminar. The responses from 33 of the delegates (more than 50%of those registered for the conference and approximately 62% of those who actuallyattended) are shown below. Comments made are represented as accurately aspossible, but small alterations have been made for the sake of clarity and anonymitywhich we hope has not altered any meaning. All replies are represented, except oneabout developing an allergy to alcohol which, although amusing, we felt was notpractically applicable.

1.1 Responses to First Question

Describe one thing that you currently do that you feel makes the difference to thestudents learning experience and/or development of their attributes, skills orqualities.

1 Talk students through the process of representing their point of the view, to the

university, being frank and positive about their right to do so and giving assurancethat their point of view is reasonable and well worth sharing - I hope this givesconfidence to students who might not be clear that the university will or should listento them, or who have less confidence in making their voice heard more generally.This is old hat to a lot of students I deal with (who simply want to know who to speakto and how procedures work), but for some individuals with less confidence orcultural barriers in tackling problems head on, I hope this 'can-do' 'self-sufficient'approach might carry over into other aspects of their life (in their future approach toprofessional or personal problems and they way they interact with 'bigorganisations'). We encourage students to sort out problems themselves and this isan important transferable skill.

2 The thing that I do that makes a difference to the students learning experience isbeing in a role where I have an overview of the whole student journey. I cantherefore advise them on their study options depending on the circumstances that arehindering their progress. As students are often unaware of their options, knowing thefull picture can make the difference to them successfully completing the course.

3 Building confidence and comfort when they first arrive in the university, throughfamiliarisation induction activities

4 We have found that peer-led sessions (campus tours, Q&A sessions etc.) are veryeffective at the pre-entry stage in encouraging early engagement and identification

with the university. This is also a good mechanism for myth busting and providinggeneral reassurance for prospective students about what university is like. The big


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difference in having peer-led sessions (as opposed to talks from staff ) is thatstudents listen to staff, but they will believe students this is a very effective way ofgetting messages across! It also encourages prospective students to ask importantquestions they might not ask staff because they think it is a stupid question (i.e. howdo I take a book out of the library?). The key to making these sessions successfulis recruiting the right students and making sure they are well trained and supported.

5 Based on student survey results, personal feedback and module results analysis,modules with no structure, apparent or otherwise, create elevated levels of stress. Asingle un-structured module where students are uncertain as to what is expected ofthemcan significantly impact student confidence and performance and can have aknock-on effect on their performance in other modules. Structure is the bedrock thatsupports higher levels of learning and teaching and lack of it increases uncertaintyleading to loss of confidence and reduced performance. Therefore, I ensure structureto any module I am involved in delivering. This includes: having, and meeting, anaccurate weekly schedule with aims and objectives; clear indications of theassessment criteria and deadlines to be used for the module; creation of appropriate,

relevant, coaching and learning materials; application of attendance managementwith follow up; upload of all materials onto VLE at the scheduled/published times;weekly email communication summarising current and projected progress (utilisingmotivational language). I build rapport with the students and strive to create anenvironment where students are comfortable asking questions and raising concerns.

6 We offer an impartial and confidential guidance service to any student who may beconsidering leaving or changing their course. The focus of this service is a positiveoutcome for the student, even if this means facilitating their withdrawal

7 We accept that will not see all of our students face-to-face, and have to look at otherways of supporting them. Most of our Level 1 courses have study skills in-built that

helps students develop studentship skills as they learn their subject. In addition,each student has access to their own Student Home web page which has a plethoraof learning skills resources (such as materials and toolkits on time management,writing essays, avoiding plagiarism, revising for exams, etc). And for students whostill have problems with generic study skills, we can offer them a one-to-one sessionwith a study skills tutor (usually 2 hours by telephone). Students may referthemselves, or their tutor can suggest this as an option for them. By helpingstudents develop good study skills, we aim to retain them and help them becomemore successful.

8 Answering student emails as near to immediately as I can. I tell students from theoutset that, in the electronically delineated campus in which we now operate where

they have limited access to staff, I will react to their emails thus and that I will makemyself available to them on an individual-consultancy basis as a matter of top priority.

9 I invite students in my department who aren't doing as well as they would like (or asthe department would hope they could) to informal discussions about how to maketheir study efforts more effective for them. This may involve basic suggestions forbetter practice or directing students to the university unit that provides good supportfor learning, but consists chiefly of encouraging them to reflect themselves on howthey work, and how they can more usefully apply themselves. Often they reachsensible conclusions after this reflection alone. Not all the students I approach acceptthe invitation, and not all respond positively, but more than one has commented thatit makes them feel at least that as a department, we care how they get on.


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10 We have a "Placement Base" offering opportunities for placements, internships andvolunteering.

11 We identify students at-risk of withdrawing and ensure support is put in place tominimise preventable withdrawals.

12 We offer academic (study skills) support in a one-to-one format. This means we cantreat the students as individuals and find out if there are any underlying issues behindacademic problems. We become people the students can talk to.

13 We try to promote lifelong learning by enabling students to understand how theirqualifications relate to one another and by providing a pathway to future learning incollege/university and/or the workplace.

14 I spend a lot of time hanging around and talking to students. By that I mean thatI make myself consistently always available and accessible to the students I workwith. This is in high-profile, visible areas across different campuses. By reaching out

in this way - and ensuring they have clear and unobstructed access to a key memberof staff who can help, support or signpost as appropriate - students' learningexperience is enhanced through the promotion of an element of personalisation, anda sense of being valued as an individual, in this mass HE environment.

15 I encourage them to communicate with each other and ideally to form small self helpgroups (these are distance learning students).

16 In Student Services we are currently building up a text alert services so that studentscan elect to have information relevant to them, texted directly to them.

17 To help develop students in terms of them being able to critique their own work - we

get them firstly to produce a critique of a previously written essay, in light of all the"learning strategies" covered in our module. Secondly, they are asked to rewrite theessay, bearing their critique in mind and putting into practice the newly learned"strategies" covered in the course.

18 Email students who miss a tutorial so they know they were missed. I attach copies ofthe work covered and give them an opportunity to get in touch if there is somethingamiss. I need to learn every student's name and use it frequently and accurately. Iask for photographs and names of the students in my tutorials but sometimes feellike I am making inappropriate requests on office staff time. Maybe WebCT systemscould automatically provide this information to tutors? Or maybe they already do andI need to learn how to find it?

19 I feel that some of the greatest benefits are gained from the very nature of ourprogramme and of the institution. Specifically, that means a fixed teachingenvironment within studios where staff and students are in contact with one another9-5, 5 days/week. The students can tangibly feel that they will receive input andsupport from staff - the shared studios (of up to 30 students) encourage community,peer-discourse/learning. The college environment offers a tangible sense ofpermanence and belonging as well as practical access to facilities, services andsupport. These factors, I feel, make a great difference even before one considers themore managed networks of teaching and support.

20 In the Business School we are planning to expand on a pilot and run a moreembedded and extended induction-transition process for students in their first year.


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students get stressed prior to assessment. This is an attempt to demystify theassessment process and share with the student what we actually do. It is alsointended to demonstrate that assessment is not simply about a lecturer likingsomething (a common misconception amongst students). As an example, I maypersonally like a piece of work but grade it poorly when considered in relation to theassessment criteria. Equally, I may personally dislike a piece but arrive at grade A.

30 My main teaching remit is facilitation of problem based learning sessions with 1st and2nd year medical students. The year is divided into blocks (6 in 1st year and 5 in 2ndyear). The students are together in a group of 8 and they change groups andfacilitators after every 2 blocks. One activity I do with the students at the end of eachblock is a quiz. The question are based on the theme of the block e.g. immunology,anatomy, etc. The students have been very positive in their feedback of this activityand say they really enjoyed it and it actually helped with revision. I feel it enhancestheir team work skills and creates a more pleasurable learning environment. Theylearn and have fun at the same time.

31 I have a page on ecas VLE Moodle which appears in all students course lists asAcademic Writing Extras. This is divided into sections and allows students todownload resources and access useful Web links under topics such as research,organising and structuring and presentations. This means students can accessrelevant support materials when they need them.

32 Provision of a balanced examination timetable for all students and specialarrangements for examinations for students with agreed Individual Learning Plans.

1.2 Responses to Second Question

One thing that you would like to have happened when you were at university,which would have kept you going or helped you through your university yearsmore effectively?

1 More chances to link up with fellow students (and academics?) socially andacademically, more chance for interesting communities to form on campus!Universities overlook more organised efforts and the richness that these can bring toyour experience of university life. Chances to chat with students from differentcultures, chances to make contact with PhD students as an undergraduate, the valueof peer support etc, have all been overlooked I think. People quickly get establishedin fixed groups of friends - often with similar backgrounds - and at a time in their life

when they are surrounded by one of the most diverse, interesting, and intelligentcommunities they'll ever live and work in, there are often few opportunities to connectwith that. I think maybe universities and student associations are scared that'organised fun' won't work but I think that a huge amount of students would love a bitmore semi-organised fun and events where they know that just by going along andtaking part they'll get a chance to have interesting and random conversations withstudents they have never met before. Recent events we held were - postgraduatespeed dating, and an ongoing 'tandem' scheme to match students with differentlanguages up for informal socialising/language learning.

2 Both straight out of school and again as a mature student, having access to goodstudy skills advice would have made all the difference to my student experience. It

would have helped if this had been available in a variety of forms and had been


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integral to the course. Building confidence and comfort when students first arrive inthe university, through familiarisation induction activities

3 A buddy/peer support system.

4 Discussion about how to study a personal tutor who addressed these things, ratherthan waited for you to bring it up study skills was not a concept in my days, so Iwould not have raised any of these difficulties anyway. I eventually worked out whatworked for me, but it would have been good to do this in year 1 instead of year 3.

5 An earlier understanding and appreciation of the importance of study techniques andtime management would have been helpful. It was not until I was in my final year thatI understood the value of skills such as good exam technique, effective note taking,group study etc. I stumbled across these as my studies progressed. A number ofdepartments in my own institution now run workshops in these areas during the earlyweeks of first year and the feedback from students suggests that they really valuethis early insight into study in HE.

6 Having a one stop friendly and informed subject-based student support service thatfacilitated the well-being, academic success and personal development of studentswould have been useful. We now have this and students benefit from it.

7 I am very envious on the availability of study skills and employability support andadvice to current students.

8 It has been so long - I can remember that you were pretty much left to get on with it,and the assumption was made that you somehow knew how to be a universitystudent. So, I think that an induction programme would have helped.

9 More structure to the very beginning, in terms of finding out how things worked in theuniversity and what was expected of me. I am still in the same institution now andknow that a lot of this sort of induction activity does take place, which makes mewonder if it was available when I started and I just ignored it! I always felt part of thedepartment in which I studied, but not necessarily part of the university.

10 A buddy scheme/ counselling service to offer support at the beginning of my course.

11 I would have liked my personal tutor to drag me into his office each time the examresults came out and make me explain why I did so badly.

12 Some more guidance on what was expected in assignments. As a student I feel that

sometimes I did not get as good a mark as I would have liked because I didnt knowexactly what I was being asked to do.

13 I didnt feel that my Director of Studies or indeed the staff in the department knew mepersonally or were particularly interested in getting to know me, and I think a morepersonal touch would have helped me enormously.

14 Make the breadth of study clearer. I studied different modules every term, with littlesense of a larger picture whereby they came together as any sort of greater whole.They were more occasional hurdles set down that just needed to be cleared whileworking towards some further away goal, with no effort made to encourage seeingthe study undertaken as contributing to something more than just the sum of theconsistent parts.


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15 If I'd been offered flexibility in study plans (e.g. converting to part time study), I wouldnot have had to drop out of my first university.

16 A lot of things which would have been very useful to me are now in place: copies oflecture notes available online, VLEs with relevant course details, submission datesetc.

17 I wish that I had been given more help with learning how to use the library andsearch techniques. Also, I wish that induction had been carried out in small groupsrather than massive anonymous lecture theatres full of hundreds of new students.

18 An approachable staff mentor - some of mine were dragons!

19 In some cases, conduct and poor standards of teaching professionalismundermined my sense of confidence in the college I attended. It was, perhaps, aharsh lesson in fallibility and realism from which I certainly learnt - but it did not

necessarily come in a comfortable, appropriate or intentional form. Therefore, mywish would have been for staff in whose professionalism one could trust andassessment/feedback that was not so amateurishly conducted. However, any insightor induction that articulated the evolution of my studies and my responsibilities fromearly stages through to graduation might also have benefited me.

20 I was motivated to get a degree, I lived near the university, I settled and made somefriends, I did not have to work during term time, I had no real financial issues, I hadno major health or learning issues, when I needed support I was confident enough toask for it and I made full use of the friendly and approachable staff.

21 More discussion initially as to what was expected of me at university. The first year

was a struggle and some timely and appropriate guidance with study skills couldhave been useful.

22 I didnt attend university, however, I attended college. One thing that would havehelped during my time would be to have had better access to support by lecturers.

23 I would have liked the opportunity to study over a longer period within the library. Wecurrently provide 24hr opening during exams, and to have been able to access amore social and group working environment

24 As an undergraduate student, I felt extremely frustrated if lecturers did not reply tomy emails, or who very easily disengaged as soon as they had the opportunity to do

so. .

25 I would have enjoyed Facebook as a means of communication. As a part-timePostgraduate student with a full time job it was difficult on all levels.

26 I wish there had been more counselling services available generally and specificallymore services aimed at supporting 1st year students feeling isolated and depressed.

27 De-brief meetings following field experience in schools to discuss issues arising,targets for next placement, action plans, academic requirements, etc

28 Coaching on how to be a strategic thinker and planner.


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29 My experience was so different to today (no modules, no explicit learning outcomes,no grading scheme, no PDP, no enhancement), yet we all learned, we all developed,we all achieved. This was possibly due to the benefits of studying in a studioenvironment where personal and social interaction, collaboration, and the notion ofco-learning involving participatory and problem-oriented methods were an everydayoccurrence. Perhaps the key difference today is of course the internet and availabilityof information (and the responsibility that goes with it). So, Ill say the internet.

30 Having a mentor or advisor in the form of a staff member or senior year studentwould have been so useful. Much of my early years were spent trying to find my wayaround, both the campus and the curriculum, I often felt I wasn t entirely sure whatwas expected of me and probably missed out on a lot of useful opportunities becauseof my lack of awareness. Some of our students have a buddy type of system with1st years and 3rd years. This has received excellent feedback from students. Bothparties can gain from this; the more experienced feel mature and responsible and thenew feel much more secure in their transition period. Often strong friendships are

established.

31 The whole e-revolution has made a big difference to the way we find information andas a postgraduate student it would have been a great benefit to have had access toonline catalogues and e-journals. However, as a new undergraduate I think anacademically-focused buddy system or a form of peer mentoring would have been agood way of unlocking the basic mysteries of being a student.

32 Mandatory library inductions as part of Freshers week.


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Part 2 Information from the Seminar

What are the little things that you do that make/have the potential to make the

difference between a student being successful during their time in HE or not?

There were four areas being looked at:

1 Transition and Induction

2 Personalisation and the Curriculum

3 Support

4 Assessment and Feedback

2.1 Transition and Induction

The issues arising from this topic area split nicely into 4 areas of good practice:

Pre-entry

Transition

Induction on Arrival

First Year elements

1. Pre-entry examp les

There were many examples of activity ongoing within the universities to encourage

participation from students, and staff and parents, such as parent and student

sessions or special information sessions for parents only, to demonstrate a we

care attitude and the part that parents playin the success of the students, your part

in their success. There were also many examples of technology playing a part in

providing information for students, e.g. a pre-course wiki (including meeting mentors)

and a coming to the university website. Additionally, there were suggestions for pre-

entry residential courses, special sessions for direct entry students, early bird

sessions with a prize draw as a motivator, mock lectures and seminars and peer-led

discussions. Many of the examples given, it was suggested, have proven successful

2. Transit ion examples

The examples given in this category were just as impressive as the first. Initiatives

such as, between year social events and support, an internal Facebook induction site

with accumulating FAQs, and training for students in facilitation of group orientations.

In addition the buddy and mentor systems appeared to be popular in a number of

institutions combined with social events. Transition was examined from differing

angles; school-HE, FE- HE, workplace-HE.

3. On entry examples

In this area there were discussions on the expectations that students had of HE and

the need to provide significant and appropriate information to students, such as the


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student handbook. There was a suggestion of providing this on a memory stick,

complementary to, a hard copy. The issue of coordination of inputs from the various

sectors and departments was seen as an important issue and of initial meetings to

introduce various staff members, including support staff. A major contention was that

there should be ongoing activities for students, including a range of group work

activities. Suggestions included, a student general knowledge quiz, a pub quiz and ascavenger hunt.

4. First year examp les

The first year was seen as particularly important and it was clear that theexpectations that staff had for students had to be made explicitly clear from thebeginning and that contact and support between modules was important. One otherissue that was raised was the issue of joint staff assessment briefings wherenecessary (academic and support staff) and attendance monitoring and follow-up.There were various ways that universities did this, from using bar-code scanners totracking via signing sheets. The importance of longitudinal induction was stressed

and of the skills and availability of the academic tutor who should run tutorials withoutdeficit connotations.

2.2 Personalisation and the Curriculum

There are four main themes that can pulled-out from this workshop with respect to the issueof personalisation and the curriculum:1. Know ing the Student

This was repeated across each of the groups in terms of knowing the students to talk

to in terms of their name and something of their background and motivation. Not easy

to achieve in a mass higher education system but a key point in terms of talking to

students at a human level (e.g. before lectures begin, at the end of class, time

permitting, in open spaces/coffee areas). The key point was that education

necessarily involves a relationship between staff (teaching/non-teaching) and

students.

2. A Degree of Choice of Content and Ass essmentThis was also expressed by a number of participants. The ideas that the student is to

some degree in control of their own learning and that theirlearning outcomes can be

a driver rather pre-packaged for them. This also carried over into the issue of

assessment in terms of linking up with learning styles. The contentious issue here is

how far this extends who decides what is learned and how it is assessed?

3. Structural IssuesThis collection of issues coalesced around such matters as timetabling and entry

points into a programme. The current structure for degree programmes makes any

changes to such issues problematic, e.g. entry points and modes of study are related

to how students are funded. However, there was a sense in which some little tweaks

could allow for greater personalisation and flexibility, e.g. negotiations on when

classes are timetabled and exemptions for prior learning. Another issue is in how

departments work together to examine issues that affect delivery of a programme.

4. Learning How to b e a StudentThis final issue was one that again was repeatedly raised, although, in different

guises. For example, with regard to assessment it was suggested that students need


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to learn (e.g. via tutorials) how to interpret feedback on coursework. Of course this

also has an implication for staff in learning how to write useful and constructive

feedback. Another issue raised under this theme was that of helping students to

reflect on their learning styles. It was suggested that PDP, would be useful here,

although not exclusively via e-portfolios which some students may not engage with.

Finally, there was considerable support for the idea of helping students to understandthat they can learn from each other and that learning is a collaborative enterprise.

Various ideas were discussed in relation to this issue in terms of peer support and

collaborative assessment practices.

2.3 Support

There were a number of themes that ran through the four groups and essentially, as one

delegate suggested, there has to be a multi-platform approach taken if we are to effectively

deal with student support. Despite this being about the little things that we could do to make

things better, there were larger issues that continued to raise their heads.

1. The organisat ion itsel f

The culture of the organization and the attitude of the academics, which persisted

because of the culture, were understood to be important in examining the support for

students and what we could do to make a difference. The services that were funded

by the university and the technology provided all had an impact on what the staff

could do and how the services could operate.

2. The Staff

The attitude of academics as those who should be responding to students from both

an academic and indeed a social and personal perspective was considered crucial.Discussion on training for staff ensued and it was considered necessary and

important that all staff members that come into contact with students (from cleaners

to academics) get trained, including a requirement for staff to have basic counselling

skills. Communication involving staff and students, was also seen as crucial,

particularly at times of high stress or absences, e.g. between courses, after exams or

before resits. Methods dealing with this aspect, ranged from using new technology to

older methods, such as one-to-one sessions, sending postcards and phoning.

The issue of socialisation with, and access to, academic/tutors and student supportstaff was raised, with many delegates bemoaning the fact that there is a move toalmost exclude students from academics overall. The issue of feedback, includingthe speed of feedback was raised, as was the language used by staff (written andverbal)speak to students so that they understand.

3. The Services Provi ded.There was a feeling that enabling students to help themselves would be a positive

step forward. One example provided was of a student advice place run by students

themselves but supported by, and with, professional staff where and when required.

It was also suggested that students set up own their own societies and buddy

systems. Peer support, for all students and all ages, was considered appropriate and

this could be used both in an academic and social contexts. Other issues relating to


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services were that they had to be timely, appropriate, focused and accessible, with

early intervention strategies being adopted rather than a deficit model.

4 Technology.

The use of technology, including innovations such as social networking sites, wikis,

mobile phones, for all types of support (academic, social, personal, emotional,financial) would also seem a relevant and indeed crucial move if we are to respond to

young students, distance learning student and the more mobile/flexible students.

2.4 Assessment and Feedback

Areas of most interest in this topic were issues around the following.

1. Staff Issues

Providing students with exemplars of previous work to indicate the standard of work

required, the use of electronic feedback for providing quick response to the wholecohort then individualised feedback at a later point and feedback on exam scriptswere seen as important. In addition, the ability to build relevant formative assignmentinto courses, the experimentation with MP3/Audio files for individualised feedback,and the use of electronic versus personal feedback were explored.

Issues on feedback also examined the provision of generic feedback for differentlevels of students, i.e. what was it that students who achieved Grade A did that wasdifferent from those who received other grades? The use of a feed -forward policywas also questioned with a number of participants stating that this was normalpractice for them.

2. Student IssuesThere appears to be a need to educate students in not fixating on the grade/markalone, so that they get the full benefit from feedback. In addition, peer assessment offormative assignments was seen as a positive way forward. There was alsodiscussion on avoiding the apparent disconnect between what students perceive tobe feedback and what staff see as feedback and that there was probably aneducative process required here too. It was also recognised that access andavailability of the staff to students for discussion of assignment grades and feedbackvaries considerably across the sector.

3. Modu le issues

Important discussion centred on the need to link assessment with the module/course

learning outcomes in the minds of the students, and the help that students need tobecome the marker so that they can apply marking criteria to their own work.Interestingly, the requirements of professional bodies added another layer ofrestraint/complexity/restriction on what is considered to be appropriate feedback andthe response of organisations to the National Student Survey and the rating offeedback processes achieved in that were highlighted.


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Part 3 Practical Suggestions

Some of the issues listed in this section are also listed in the suggestions made bydelegates in their replies prior to the conference, so see also Part 1 where ideas maybe explained in more detail or greater depth. Remember, we do not expect you toadopt all of these but some may prove useful for you to use in developing yourown practice.

3.1 Suggestions for Transition and Induction that will make the difference

Pro-actively contact new students who are vulnerable to welcome them to theUniversity dispel fears, help them think about preparing etc. Produce a Preparingfor University booklet and issue to all acceptances before induction

Have pre-entry visits and pre-entry discussions about support. Pre-entry course fordirect entry students and pre-entry workshops for all. Introduce support staff from firstopen day visit & contact should be encouraged pre-application. Orientation visit priorto start of academic session. Give them an information booklet. Multipleopportunities for students to find out about student services.

Have an internal Facebook site which all students are members of from midAugust. New students can ask any questions of staff or of other students and canform groups (e.g. halls of residence).

Have mock lectures and mock seminars which prospective students can attend.

Go out to schools and colleges prior to application/acceptance/post application.Bringing student groups (FE) into Uni. to experience lectures/tutorials. Conduct visitsto colleges/schools to introduce key staff and answer key questions. Get involvedwith the On Track programme.

Work with school guidance staff & careers advisors as they have a huge impact onthe expectations of school leavers and HR Transition. It can be a lottery for school-leavers moving into HE in terms of their preparedness.

Encourage good communication between applicant and School/Department fromapplication stage through to induction regarding programme/module choice, purpose/prospects of programme, so students can get the most out of it. Have one-to-oneinterviews during application process.

Get students to do more pre-entry work (e.g. reading, writing). Use bridgingprogrammes for FE to HE and work to HE.


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Meet with pre-entry students to explain services, discuss their expectations, discoverwhat support/technologies they have already used, e.g. one day with a 2 hour pre-entry course for targeted groups and focus on what to expect.

Have a special session for parents/new students and parents/and families.

Transition/induction lectures on HE/FE.

Use WebPages collating all important information in one place.

Have a facilitated group event for all new students socialisation. Have socialwelcome meetings to introduce support staff including orientation of their new city ifappropriate. Develop a sense of community.

Use Ice breakers and team building activities in first year. Group workshops help tobuild a community. Keep groups together.

Introduce a Buddy system. Manage fears and expectations - myth busting. Get

students to help deliver sessions.

Have a 3 day mature student induction.

Have an induction BBQ, a student quiz and have another induction session before 3rdyearentry. Have a Big Breakfast with the Principal to mix with students outside oftheir own area. Provide current students to take new entrants on a tour of theuniversity.

Have a support worker, accompanied by students from the peer support network,visit all students in residences.

Have self-service matriculation process to allow students to complete process at theirconvenience.

Have a structured, focused induction programme and good quality online informationto complement traditional induction week (which overloads students with info.)

Run academic orientation workshops both university-wide and in departments. Havecourse related mini-sessions, e.g. business games, open lectures, course specificelements to make students feel they belong to their programme

Do things in small groups as well as in larger groups. Try to get to know the new

student a little -ask them where they are coming from to get an idea of the practicethey know.

Record all induction session and post them in a WebCT induction site.

Survival pack issued as welcome pack - put some goodies in it.

Make induction week active. Make them do tasks during induction week with others!Have sessions on Basic IT skills workshops and one-to-one support.

Provide information updates through first trimester (year), not all at the beginning.


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Provide letters from the previous year group, e.g. 2nd yrs write to 1styrs Things Iwish Id known last year.

Have transition projects between L1 to L2, L2 to L3, L3 to L4. Have parties L3 towelcome L2 etc.

Peer support buddy groups available to all students no matter which year, or age orwhere they are coming from. Continue to use group work throughout.

Extend induction, impart skills where and when they need them. Ad hoc or built independing on how essential. Formal induction sessions scheduled for 6 weeks. Makeinduction linear and interactive.

Set up early and timely meetings with personal academic /pastoral support tutor fromday -one or get them to do it themselves.

Ensure there is individual and personal contact in between modules (from tutor or

student support).

Provide them with opportunity to reflect on their aims & objectives from small tolarge. Allows clarity of their purpose and of the lecturers purpose for being there.Continue with group work to maximize the opportunity for socialization.

Make your expectations clear, be explicit, e.g. attendance, monitoring.

Continue with buddy system. Match 1st years with 3rd years this was driven by thestudents and is very successful. Facilitate contact with those who have gone beforewe came through, so can you. Use a mentoring programme.

Conduct a field trip for all year 1 students for 1 week during week 3 of term.Residential field trip with various visits which are relevant to all.

Communicate with your students; face-to-face, not hiding behind doors. Troubleshoot. Provide individual personal contact; emails & phone calls.

3.2 Suggestions for Personalisation and the Curriculum that will make the

difference

Get to knowing students names and something of their backgrounds and use them inclass and in one-to-one tutorial sessions and drop-in sessions

Set an action plan for the First Year perhaps a learning contract or individuallearning plan and revisit at the end of the year with the student

Identify at risk students at the beginning and during sessions by monitoring andunderstanding at risk attributes and then proactively work with them to overcometheir problems

Allow multi-level entry to programmes and customization of routes through

programmes. Offer the students choice in assessment, study modes, topics.


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Bring departments together to discuss and improve learning and teachingapproaches across programmes.

Build in reflection as part of module delivery to allow students to reflect on where theyhave been, where they are and where they are going. This allows them to make the

learning their own.

Help students learn how to use feedback effectively.

Use greater flexibility in meeting different learning styles and timetable modules sothat students can attend them.

Create a sense of community outside of the classroom by holding events thatstudents are invited to through a personal e mail, or other appropriate form ofcommunication.

Provide students with personal packs timetables, course choices, no set curriculum

- online too.

Use UCAS personal statements as a starter for first tutorials; shows them you atleast know something about them. Relate activities/learning to what students cantalk/think about in their everyday experience.

Create opportunities to speak to students, e.g. in the coffee shop, refectory. Thereshould be an ongoing relationship between personal tutor and student throughouttheir course

Allocate all students to an advisor of studies and advisor of studies should contactstudent personally. Use enquiry-led projects in small groups supported by anacademic mentor. Use of mentors and buddies

Use technology to support collaborative learning which will then be able to include allstudents. Have programme/course websites.

Dont curriculumise the student but help them personalise the curriculum to meettheir needs. Provide choice in method of assessment

Provide academic guidance on module choices to meet goals and aspirations andindividual pathways. Provide strong tutor support, especially early on in the semester.

Use personal development work within class, not as an add-on. Embed supportwithin the programme via a module. Have one-to-one PDP sessions from induction toexit.

Allow roll-on/roll-off part time programmes to allow students to start throughout theyear. Flexible curriculum design and assorted modes of assessment.

Have a Your best year at university yet workshop. Provide tea and biscuits inmentor meetings. Try to understanding differences between students and theirneeds, e.g. travel expenses might be important for some but not for others

Relate learning/modules to employability and use assessments that allow students toapply concepts to their own organisations.


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3.3 Suggestions for Support that will make the difference

Dont use inappropriate language .Dont ask about learning styles when you do youhave lost the students. Speak to them in language that they will understand.Comprehensive user friendly handbook. Talk to them in a relaxed manner and

explain processes simply.

Ensure students are aware of the provision and availability of support. Use clearsignposting and promotion to easily identifiable and accessible support, and make ittimely and at key times in student cycle.

Use early intervention strategies and try to identify struggling students and theirbarriers. Contact them. Know at risk attributes and target support. Offer a resitsupport programme to encourage students whether they are at the point of giving upor not. Use attendance management to engage in personal follow up; phonestudents. Make an effort to make the student feel wanted/valued/important.

Monitor the appropriateness of the services you offer whether academic or supportand then use your findings to improve what you do. Ask students and self-reflect - behonest.

Use peers in academic work and support. Set up peer-led information sessions at thebeginning of student university careers (or even before) as although students listen tostaff, they believe other students. Use Student mentors, peer support/peer educationin personal areas.

Make your support personal. Use one-to-one interviews during applications, havepersonal development tutorials each term, offer face-to-face feedback anddiscussion. Have resit diet follow up and provide/arrange module specific dropinsessions. Have one-to-one conversations with students about how they learn.Frequent contact, e.g. 4 times in semester 1. Timetable guidance (not solely of thedeficit variety). One-to- one chats each term. These can take place anywhere.

Be accessible as unconditionally as possible, reasonably, respectably. Be accessibleby the means best for students, use Facebook/texts. Have an open door policydespite university practices. Respond to any query on any topic (personal oracademic) within 24 hours. Let students know where you will be, when you will not beavailable. Allow hour before class starts for students to come early to askquestions or just chatI am available at the end/start of the day.

Take a collegiate, collaborative approach to your students. Be a first point of contactfor any issue affecting the students performance. Allow student access viatechnology; Facebook/studio contact/mobile phones. Make time/invest in getting toknow the student at an individual level, allowing time to create rapport before doingprocedures processes.

Enable students to do things for themselves. Make self-service opportunities forstudents e.g. online matriculation, results on student portal.

Be encouraging and promote the asking of questions, daft or otherwise its theirjob as students! Be an ear and/or a helping hand - listen and ask the right questions.Ensure that students recognise that their success is your success. Show empathy at

all times when supporting students/ensuring that they are being listened to andvalidating their feelings.


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Provide specific study skills; numeracy and guidance on academic writing. Providestudents with online sources and for those who need it, individual study skillssessions. Provide specific International student survival information/packs.

Provide good feedback. Respond to queries. Communicate information. Recordfeedback in MP3 format and send it in an email so students can listen to it when theywant. Do what you promise.

Try to ensure your course is timetabled to suit the type of student. Perhaps over 3days of the week so students can have part-time jobs and perhaps in blocks, to allowtime off work, perhaps in the evening or at weekends to enable full-time workers toattend.

Use technology to ensure courses are available at any time. Put materials, lectures,discussions Etc. online. Use a variety of formats. Record your lectures. Useanonymous student chat rooms.

Communicate with your students. Use text reminders of appointments/tutorials etc.using a text tools system (good for students with organisational difficulties). Thereneeds to be clarity of communication methods with personal tutor.

Provide a one-stop-shop so that students know where to go; registry, studentservices and finance all co-located. Allow students to phone learner support foradvice, with referral to Educational Advisors thereafter, as appropriate. 24/7access/Facebook contact/studio contact/mobile phones, drop in facility. One-to-onetutorials with student services should be available. Youthwire, chat, access to allsystems in one area. Ensure you provide help to students not just information.

Get first years in small mentoring groups with an academic, perhaps in a ratio of 1:4,linked with developing graduate attributes, i.e. getting both academic and peerpersonalisation as an antidote to impersonal first year classes.

Make your provision able to be personalised. Use Individual learning plans withreasonable adjustments/assessment arrangements.

Be approachable, inclusive and welcoming. Be a friendly face to students looking forhelp. Recognise that it is part of your job. Your attitude can affect the student.

Make sure students have an identified personal tutor who will make themselves

available to students when the student needs it with regular meetings to monitorprogress and importantly to talk. Give them opportunity to reflect on career path look at their studies in the wider context. Log the meetings, noting concerns andgood points, so that there is a paper trail not simply for regulatory purposes but tohave information to pass up-the-line or to the appropriate services to help thestudent. Perhaps even for references for the future.

Provide events and facilitate these for groups of students to get them mixing andsupporting each other. Remember the international, the lonely, and the distancelearning students. Remember the motivated student too. Vary the type of event.Have the events throughout the academic year not just at the beginning.

Be proactive. Its not all about fixing problems also about encouraging them moregenerally. Offer mock classes to FE students who hope to articulate to HE. Offer


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choice in your classes- assessment, study mode, topic? Remember every student isan individual and does not fit the same box as everyone else, so dont try to put themin the same one. Offer specialist advice/support within your School, rather thanrelying on the central services.

Work with each other, support with academic, academics with support and guidance.Liaise with each other. Recognise that you are part of the whole. Ensure you, as anacademic, know what is available and you have links with student services.

Keep in touch prior to student coming to university over the summer with postcards.Follow up when they have been at the university for 6 weeks with a Hope you areOk' postcard.

Get trained - if its not available ask for it. Train with other staff, not simply academicor support mix! The main support is generally central but still have some activeDirector of Study (DOS) system in Departments. It is hard to keep constantstandards, so introduce better DOS training/back up.

3.4 Suggestions for Assessment and Feedback that will make the difference

Use a variety of assessment types to address diversity of learning styles and needs,e.g. portfolio assessment, oral assessment, presentations/assignments/group.

In projects use innovative types of assessment allowing students to develop differentskills, e.g. developing online materials, designing assessment that allows students tocontextualise to their own organisation.

Dont bunch assessment and assignment dates and deadlines spread theworkload. Make effective and reasonable adjustments and assessmentarrangements for disabled students and appropriate others

Provide written feedback (typed preferably) with oral element (best).Make it tangible,discursive, personal, comprehensive and frequent. It must be explained, useful andhonest.

Provide support, perhaps formative feedback with open discussion, post-assessmentwhen results are received, ensuring feedback explicitly shows how students canimprove performance. Collect common errors and use as feed-forward for followingyear. Try to give students an open door.

Get students to mark each others work in class to gain familiarity with theassessment criteria. Build into module the assessment by students of an essay givenout by the tutor. Allows them to critique, reflect and discuss with peers.

Feedback should be timely - fast response - within four weeks.

Make it personal and value each learning journey. Do one-to-one tutor/studentfeedback on assessment (talking beyond the score) making it meaningful to theindividual student. Give feedback on their strengths and highlighting areas to work on works well when teaching small group sessions. When giving feedback remember the emotional investment students have in their work.

Make grades anonymous (use numbers) when publishing them.


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Attempt to avoid students in grade fixation by using alternative assessment contexts,e.g. continuous assessment, percentage of the mark for taking part? Make more useof formative feedback. Try to get them to understand what feedback is; not just aboutgetting marks back.

UseElluminate sessions to

cover feedback on assessments generally or specifically.Have tutor/student meeting re-explanation of feedback post-assignment

Use online discussion forums based on raising confidence and participation initiallyrather than basing it on content.

Provide exemplars of good work from other disciplines if they can be useful.

In group work, get students to meet the tutor prior to final submission for formativefeedback (also helps force the group to set goals if done early).

Clear guidelines/explanation of/rationale for, and preparation techniques for,

assessment. Explain grading scale and its context. Demystify assessment processby using plain language. Face-to-face tutorial sessions to discuss the assessment fora particular assignment. Clarity of when feedback occurs.

Communicating via website submissions method, dates and when they are likely tohear about grades and where. Briefly explain process, e.g. Assessment Boards andresits use a reassuring tone.

Let students help in the design of the assessment and marking schemes.

Trial audio feedback. Recorded feedback students access via pod casts. Usingvoicemail freeware to provide formative feedback (MP3) for students to listen to when they want. Also to provide additional summative feedback.

Encouragement, especially after formative assessment that has been challenging explain that they are there to learn not to know already.

Use encouraging academic staff to double mark the first assignment in semesterone. Ensure early feedback and an immediate debrief following a placement visit.

Send students good luck message before exam. Ensure students are prepared forassessment by working with them.

Take feedback from your students to inform your own practice. Give me feedback onyour feedback and Ill give you feedback on your feedback.Tutors feedback toand from students should be monitored for quality as part of an ongoing process.

Get yourself some CPD in how to deliver effective feedback.

Typed feedback rather than handwritten.

Have one central place for picking up coursework and feedback

Criteria should be clear, and feedback should address the criteria. Clarify therequired outcome/submissions clear deadlines support if required.


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Use a variety of feedback mechanisms as appropriate for students individually. An

expression bank of one-size fits all is not favoured. Consider doing written

feedback, marked scripts and personal, one-to-one feedback.


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Part 4 Feedback and Whats Next

Delegates were asked to leave feedback before departure. The feedbackreceived is shown below.

4.1 Feedback From Participants

1 Enjoyable and stimulating sharing ideas was good as was making comparisons

between institutions. All too brief.

2 Good to get chance to discuss issues. Liked format a lot. Loads of good examples of

practice to think about. Excellent chances to network Thanks.

3 Nice to meet lots of interested right-thinking people but little things often a way of

dealing with problems at strategy/institution level. Some little things actually very

big.

4 Enjoyed meeting new people and I have taken away a lot of ideas that I will put into

practice.

5 Liked the format.

6 Some useful & practical suggestions to implement. Some thought provoking ideas to

take away and consider, perhaps to adopt and use in FE/HE institutions.

7 Picked up lots of good tips and advice very well delivered excellent.

8 Got some very useful ideas for future developments reassurance that we are doing

a lot of good work already.

9 Short, sharp and to the point. Loved it well done.

10 Interesting and useful, could have done this for a whole day. The language in some

of the pre-course material was not as accessible as it could be.

11 Not enough time to discuss topics.

12 Deserved another 2 hours. Personal preferences- only no more than 6 in a group.

13 Very useful and enjoyable. I would use a lot of the smaller details if I ran a seminar.

14 Excellent range of people and not the usual suspects

15 Enjoyable. Well facilitated. Potentially useful.


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16 Great opportunity to discuss, fantastic, we need more.

17 Good to have so much time for discussion rather than lectures

18 Excellent timing 10am start. Great directions to QMU.

19 Good use of morning + lunchtime for networking.

20 Good opportunity to share ideas. Would have liked a little more time in each group.

4.2 What next?

We have been very encouraged by the interest shown and the participation in this

seminar. The information and ideas gained from it have been inspirational and the

positive feedback gained extremely welcomed. We believe that there are three main

conclusions that arise from this. Firstly, it would appear that there is a real need for

and a great benefit in bringing a diverse range of staff together to discuss and share

ideas on issues that could make a difference, large or small, but very practical, to our

working environments that couldmake a difference, major or minor, to the student

experience, These ideas, if implemented, are very likely to also have a great effect

on our student morale, our staff morale and indeed our access, retention and pass

rates. This is demonstrated well in the comments made by participants.

Secondly, it demonstrates that many staff members in our HE institutions are

committed to what they do, and although small changes to our practice can have apractical affect, we need time to share these ideas and hopefully to take them back

to our respective organisations for discussion.

Thirdly, we need management to involve themselves in this, listen to what is being

proposed, consider the value of each idea to each particular institution, and then to

provide the appropriate resources for particular implementation. This is not

necessarily a short term strategy, but equally many of the changes would involve

very little real financial cost.

We hope to have another seminar, similar to this, but probably over a slightly longer

time period, as suggested in the feedback. This would allow more time for discussion

and detail and hopefully we can attract others, indeed perhaps also some senior

colleagues, in an attempt to also influence strategic thinking. In addition, as a

practical resource for the sector, we will design and produce a short pamphlet that

will contain some of these ideas in brief, to generate interest and be a practical user

tool. As an example, you might want to use a checklist such as the example shown

in Appendix 1, to asses where you are or are not meeting the suggestions in the

report and how you might do so. Its up to you but once again thanks to all who

participated - this is your document. Use it as you will.

Dr Margaret Harris


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Appendix 1

Thing that makes a

difference

We currently do this We could do this Who, when, how?

Pre-entry Facebook

Timely response to

feedback

Exemplars of good

work

Assignments dates

spread out

Training in feedback

techniques

Liaison with support

services

Monitoring of teaching

MP3 Feedback

Feedback taken from

students

PDP incorporated into

modules

Students assist in

design of curriculum

Students have choice

in assessment

Using students names

in class

Allocation of Directors

of Studies immediately

little things that make the difference report

Documents