The University of Sheffield and Sheffield Students’ Union

Formative Use of the HEAR at Sheffield: Collaboration between the University

and Students’ Union

27 November 2014

Edward Smith: HEAR & Projects Officer, Taught Programmes

Office

Megan Rigby: HEAR Development Coordinator, Students’ Union Activities

Department

Session Outline1. HEAR Development at Sheffield

2. Implementation through Collaboration− HEAR Co-ordination− Communications− Development of Section 6.1

3. How the HEAR works

4. The HEAR as a Formative Tool− Academic and Personal Tutors− Extra-curricular Verification− Careers Support

Group Discussion

Questions

1.HEAR Development at Sheffield

HEAR Development at Sheffield 1/3• Joined Second Wave of Trial Institutions in 2010• Complemented Learning and Teaching Strategy

(including Employability Strategy) and other ‘student experience’ initiatives

• Strong Senior Management support from outset• 6.1 focus of project development– Pro-Vice Chancellor for Learning & Teaching: Desire to

verify as many extra-curricular achievements as possible, to give as many students as possible opportunity to gain recognition

– Tool for engaging students

HEAR Development at Sheffield 2/3• Students’ Union did not have robust procedures to verify

achievements of student leaders esp. committee members.• University funded HEAR Project Assistant in January 2012– Research & student consultation – Which achievements could we verify?– What information could we/would we need to collect? – How could we benefit students’ employability in the

process?– Students wanted: • 6.1 recognition “to be earned”• To retain their independence and autonomy• To recognise progression within the same committee

HEAR Development at Sheffield 3/3• Post developed to oversee implementation in Students’ Union

– Student Communications– Staff support (20 members of staff verifying activities)– Evaluation & Feedback – staff and students– Review of SU 6.1 activities and processes– New 6.1 Activities– Maintenance of administrative systems (esp. google forms)– Verification and data maintenance for society committee

members– SU HEAR Management Group: appeals & new 6.1 activities

• University and SU collaboration (inc. SU Officer representation) through HEAR Advisory Board and Technical Working Group

Project Milestones• September 2012: Launch of HEAR at Sheffield– New 1st year undergraduates only

• July 2013: Launch of internal, preview HEAR– Unofficial version of HEAR, accessible to student

from day one through to graduation– Accessed via students’ university online account

• July 2014: Exit HEARs issued to 201 students• September 2014: Interim HEARs issued to all

continuing undergraduates

2. Implementation Through Collaboration

Co-ordination of HEAR

Communications

Development of Section 6.1

HEAR Co-ordination 1/2• Administration of the HEAR Advisory Board

− Oversees new HEAR procedures and determines policy− Provides HEAR with institutional steer− Considers new 6.1 activity proposals

• Draft and implement processes

• Institutional guidance for staff (e.g. for prizes and scholarships)

HEAR Co-ordination 2/2• Institutional Protocol for Section 6.1 – Defines criteria which need to be satisfied for an

activity/award/prize to be HEAR-verifiable– Outlines institutional aims for Section 6.1

• Coordination of new activity approval process − Ensures that procedures are standardised, consistent, and

fair• Annual reports for senior University Executive

Committees– Unpacks HEAR’s contribution to University’s Learning and

Teaching Strategy

Communications 1/3

Comms Planning & Strategy•Annual Comms Campaigns – Major student & staff announcements− Copy for key University and SU documents

•HEAR Comms Plan − Central support for local activity comms− Annual timeline of activities: what requires promotion

and when

Communications 2/3Student Engagement•Web Presence– Social media– Newsletters– Student website

•Events− SU fairs (Activities, Sports, Volunteering) − Training events− Information sessions

•Literature– Activity guides – Departments, Careers Service, and SU

Communications 3/3Staff Support & Guidance•Web Presence– Guidance documents (e.g. HEAR Factsheet for

departments)– Key documentation (e.g. ‘New Activity Starter Pack’)– Promotional resources (e.g. posters, slides, logos)

•Training & Support– ‘Supporting the Supporters’ programme– Systems training− Routine reminders − Annual 6.1 activity review

Development of Section 6.1 1/2Productive partnership•University has focussed on:

− Development of a preview, ‘Internal’ HEAR− Systems developments to issue official Interim and Exit

HEARs to students− Data capture for programme information (Section 4)− Co-ordination of University and departmental prizes for

Section 6.1

Development of Section 6.1 2/2• SU has focussed on shape and future direction of

Section 6.1:− More efficient, shared, online systems for recording

student data e.g. committee details forms, training records

− Led on the creation of appeals process − Comprehensive mapping exercise has enabled a review

of framework for 6.1 implementation, including proposal process and institution-wide criteria

− Completion form model implemented in several departments to ensure task consistency

3. How the HEAR Works

How the HEAR WorksInternal HEAR•Rolled out in July 2013•Students access via web portal (MUSE)•Staff access via Corporate Info. Enquiry System (CIES)•Live preview of what is in students’ HEAR•Students can take ownership:

– Designate which activities are visible/not visible in Section 6.1 – Report an issue with their HEAR (e.g. re-sit grade not displaying)– Button activates log-in page for ShARe

How the HEAR WorksInternal HEAR: Section 4.3

How the HEAR WorksInternal HEAR: Section 6.1

How the HEAR WorksInterim HEAR•First issued in September 2014•Official ‘snapshot’ of students’ achievements so far•Issued three times per session via Digitary, locally re-labelled ShARe (Sheffield Authorised Records):– March (captures Semester 1 results and 6.1

activities)– July (captures Semester 2 results and 6.1 activities)– September (captures Re-Sit results and summer 6.1

activities)•Completing students will be issued with a summative Exit HEAR in July of final year

How the HEAR WorksShARe System: Section 4.2•Individual Programme Descriptions highlight skills developed on degree

How the HEAR WorksShARe System: Student ‘Wallet’

Students take ownership of

sharing their HEAR

4. The HEAR as a Formative Tool

Academic and Personal TutorsExtra-curricular Verification

Careers Support

Academic and Personal Tutors 1/3Tutor Resources•Personal Tutors’ Guide to the HEAR

– Defines tutor’s role in supporting HEAR– Signposts tutors to additional resources

•Personal Tutors’ Roadmap – Covers Levels 1-3– Structures tutorial engagement – Prompts discussions about the HEAR

•Database of 6.1 Activities

Academic and Personal Tutors 2/3Internal HEAR•Supports Progress Review

– “What is currently in my HEAR?”– “How will my progress to date help me?”

•Personal Development Planning (PDF) – “What do I want to do next?” – Topic of Sheffield’s 2013 CRA presentation

•No current recognition for students’ engagement in PDP on their HEAR

Academic and Personal Tutors 3/3Challenges•Some Academic/Personal Tutors feel under-qualified to advise on non-academic development and employability•Tutors and students struggle to allocate sufficient time for review and planning sessions•Student engagement can suffer through lack of understanding/awareness of PDP•However: Consultation and student placement project have identified areas for improvement. This area is a work in progress.

Extra-curricular Verification 1/3• The HEAR has been a useful focus for/ driver of a culture of

self-awareness, reflection and improved self-presentation– Complements existing tools used by activity organisers,

which include: 1:1 mentoring, training, exit interviews, references

• Reflective tasks integrated into HEAR verification processes– Completion form used in six depts.– Skills reflection– Encourage students to realise the value of their

achievements/ how they’ve developed– Encourage students to consider what to highlight in CV/

application form/ interview

Extra-curricular Verification 2/3Beyond 6.1 Verification•HEAR verification only goes so far: students have to complete the picture themselves, by demonstrating their commitment, enthusiasm and by providing specific examples of their achievements/ personal development

•Empowering students to evidence & present achievements in their own way: ‘bank’ of examples, record as they go, portfolio

Extra-curricular Verification 3/3Challenges•Protecting the value of Section 6.1•Supporting mature, part-time, distance-learning students: does Section 6.1 penalise them?•Promoting 6.1 activities

– Changing student behaviour: recognition culture•Quality assurance/framework of integrated tasks?

– Application of reflection/ learning – Not feedback forms

•Myth-busting– Not a CV– Won’t land students a job on its own

Impact: Student ReflectionsCommittee Member Completion Form:

– 86% can effectively manage time to prioritise & meet deadlines (48% ‘always’)

– 88% can adapt plans, priorities or views in light of new or changed information (47%)

– 88% able to identify key goals & constraints (38%)– 89% equally comfortable as a leader of a group delegating tasks OR being

part of a team under the leadership of others (52%)– 89% can choose workable solutions to problems (42%)– 93% can question & listen to others & check others’ understanding (62%)– 93% aware & tolerant of the diverse needs, feelings and views of others

(59%)– 94% can communicate clearly & succinctly (58%)– 95% willing to support, help and share information with others (68%)– 95% appreciate & respect personal & cultural differences (75%)

Impact: Student ReflectionsCommittee Member Completion Form

“Being a part of the committee has taught me how to act in, and achieve goals as, a team”.

“My personal greatest achievement has been being able to talk to any member of the society - when I first took the position I decided to because I wanted to learn how to approach strangers better, and being Inclusion Officer put me in a position where I would have to do so. I wasn't very confident at the start of the year, but now I can speak to any member with ease in conversation”.

“One of my greatest achievements with being a committee member was that I was able to grow as a person. Being involved in decision making and planning helped me apply it to my everyday/university life; and I have become a more organised individual. I was able to boost my communication and negotiation skills as I had to negotiate with external groups, e.g. artists, comedians, that we brought in for our events”.

Careers Support 1/3Student Employability•Use Internal HEAR with Careers Advisor to inform planning•Share HEAR (via ShARe) with third parties

– Includes employers , recruitment agencies, and graduate admissions tutors

– Interim HEAR allows students to set up shares before graduation (e.g. for summer internships)

•Standard activity statements in Section 6.1 can enhance job applications

– Provide examples for supporting statements– Improve students’ self-presentation and -awareness

Careers Support 2/3Challenges•Inconsistent employer engagement– Not clear which employers will/will not use the HEAR– Not clear how employers will use the HEAR

•Managing student expectations– Raise awareness that employers may not read individual

HEARs– Advise that benefits may be indirect, e.g. prompting

students to reflect on personal/professional development to better articulate their skills to employers

Careers Support 3/3Employer Responses: Gaining Traction… “Candidates are often not very good at linking their experiences to the questions they are asked and the HEAR should be able to help with this – both as a ‘highly valuable’ aide memoire for what they’ve done and also because it highlights cognitive skills, which is something the interviewers will be asking about”. Large employer

“The HEAR, by providing details not just of academic achievement in exams and projects, but by giving a verifiable indication of ‘soft skills’, developed outside the lecture hall, library or seminar room, can help identify the high-flyers.”Terence Perrin, Chairman of the Association of Graduate Recruiters, Feb. 2013

“(The extra-curricular section of the HEAR) is key because it says something about the person, which might help to see the fit with the cultural values of the organisation”. Small/Medium-Sized Enterprise

We hope you found this presentation useful.

Small groups discussion: How could you support your students in planning for, and

reflecting on, their development?

You may find the questions on the hand-out useful as prompts.