What works? Student Retention and Success Team Summit meeting 20 January 2010
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Transcript of What works? Student Retention and Success Team Summit meeting 20 January 2010
What works? Student Retention and Success
Team Summit meeting 20 January 2010
Objectives of the session To meet with other participating institutions to share
emergent findings and research tools. To situate your project in the broader context of the
research literature and initial programme findings. To further promote peer support and the
development of relationships between projects. To identify mechanisms to engage others within the
institution to widen impact. To discuss and shape the outcomes of the
programme to maximise impact.
Robert Dufton, PHF Jean Arnold, HEFCE
Session 1: Programme Reflections
Feedback Groups
•
Table Project lead institution Other representatives
1 AstonNorthumbriaAnglia Ruskin
Jean Arnold
2 ReadingNottingham Trent
Andrew Rawson
3 Leicester Sunderland
Robert Dufton
Meta-analysis Update
Session 2:
Key issues addressed Two key approaches discernable:
1.Evaluation of the impact and/or effectiveness of particular interventions (peer mentoring, personal tutoring, ELLI, study advisers, integrating interventions into the curriculum).► Focus on evidencing their impact and identifying
particular characteristics that make them effective. ► Compares differences in implementation & context
2.Evaluation of the relative importance of a students’ sense of integration (Sunderland/Leicester). ► Focus on evidencing impact of integration.► Investigating factors that contribute to integration.
Target groupsN A AR NT S L R
Total
Ethnicity X X X X 4Disability X X 2Mature (age) X X X X X 5Gender X 1Non-traditional X X 2Social class X 1Those ‘at risk’ X X X X 4Those who stay X X 2Those who leave X 1First year X X X X X 4Second year X X 2Part time X X X 3Local X 1International X 1Subject area X X 2
Subject N A AR NT S L R
Total
Business studies X X 2Computing X 1Psychology X 1Journalism X 1Education X 1Information science
X 1
Life science X 1Bioscience X X 2Science X X 2Technology X 1Engineering X X X 3Mathematics X 1Nursing X 1Social science X 1
Student engagement Who do students engage with? (Peers, mentors, teaching
staff, personal tutors, student services, others) When do they engage? (Pre or post entry, in the classroom, in
own time, one-off/ongoing opportunities) Where do they engage? (Locally or centrally, in the classroom
or in additional offerings, university or students’ union) What do they engage with and why? How do they engage and what facilitates or hampers this? Why do they engage / what do they gain from it / impacts?
Preparation and transitionIAG, realistic expectations and academic skills and capacity.
• Pre-entry decision making (IAG?): HERE
• Student expectations: Anglia
• Preparation for study: Anglia, Aston, Sunderland
• Staff knowledge about students: Northumbria
• Student capacity/skills: Aston, Northumbria
• Induction processes: Leicester, Reading
• Pre- and post-entry peer mentoring: Aston
• Impact of student background: Leicester
Capacity Building Common to 6 of 7 projects Includes development of skill, knowledge or resilience. Evaluating impact across different stages of lifecycle:
Pre-entry – perceptions of preparedness (AR, S, A) Post-entry – Induction (L, R); Diagnosis (N); interventions (AR,
R, A) Contribution of evidence around promoting early/ongoing
engagement; building effective relationships; effect of enhancing knowledge of students; effect of capacity building on sense of belonging.
Overlaps with pre-entry preparation/transition, academic and social experience.
Academic Experience Central aspect in all 7 projects Includes L & T practices; assessment/feedback; curriculum
content, development and organisation. Projects focus on 3 aspects of academic experience:
Integration of particular student groups (N, S, L). Contribution of specific interventions (A, AR, R, N). Effective academic practices (NT).
Contributing of evidence around effective L&T practices; building relationships as part of the learning process; impact of personalised learning approaches.
Overlaps with capacity building and social experience.
Social Experience Common to 5 of 7 projects (A, S, AR, L, NT). Includes provision of formal and informal activities, outside of the
curriculum. Projects focus on 3 aspects of social experience:
Role of social integration in retention (S, AR, L) Role of institution in promoting social integration (NT) Impact of intervention on social integration (A)
Contribution of evidence around importance of the provision of social activity; effective practice; impact of building peer relationships and of specific interventions.
Overlaps with academic experience & capacity building
Professional service provision
Student services, library and learning services, WP, disability, careers, admissions etc.
• Local or central provision: Reading
• Integrated, targeted or open access: Reading
• Student use of academic and non-academic services: Anglia
Organisation and management
National system and institutional management, systems and cultures.
• Comparing notions of student retention and student success: Northumbria
• Understanding where and from whom students want to access support from: Anglia and Reading
• Staff knowledge, development and engagement: Leicester and Northumbria
• Use of institutional data: Leicester and Reading
In summary Projects are looking across lifecycle Addressing different perspectives Addressing multiple aspects of student
experience Centrality of student engagement
CRITICAL FRIENDSHIP GROUPS
Feedback Groups
•
Table Project lead institution Other representatives
1 AstonNorthumbriaAnglia Ruskin
Jean Arnold
2 ReadingNottingham Trent
Andrew Rawson
3 Leicester Sunderland
Robert Dufton
Cross team group discussionReflection questions What particularly engaged you about this
project? What further information or clarification would
you like? What similarities are there with your project and
are there any opportunities for collaboration?
LUNCHTIME Swap Shop Select one person to stand by your project poster to answer questions/network.Rest of the team: Identify any links with others or any research tools, expertise, project outputs, venues etc. that may be useful for your own project.
Key Evaluation OutcomesSession 3:
Key Evaluation Outcomes Read the outcomes provided. Select all of those relevant to your project. Use 2 to indicate those which are central and 1 to
indicate marginal or peripheral outcomes. Use the other box to add additional outcomes if
necessary. Use the comment box to provide an explanation as to
its relevance and any evidence available to date.
Outputs and ImplicationsSession 4:
Outputs and implications
Table 1: Yellow
Table 2: Green
Table 3: Blue
Table 4: Red
Table 5: Orange
Table 6: Purple
Outputs and implications of the programme Drawing on your preparation, consider how
can we ensure that institutions across the sector engage with the practical learning that emerges from our projects and the programme as whole?• What types of ‘information’ do we want to
share?• What formats will be most effective for
engaging policy makers, different institutions and staff groups?
Any other business….
Retention convention Named project representatives Booking filling up fast Posters
Support needs? Presentations? Briefing
Events
Questions and issues?