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ENHANCING STUDENT PROGRESSION AND ACHIEVEMENT
Tuesday, 1st April 2008
Peter McCafferyLondon South Bank University
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• 24,000 students• 9,000 FTUG, 9,000 PTUG, 2,000 FTPG, 4,000 PTPG• 59% female, 41% male• 130 countries• 60% black and minority ethnic background• 66% 25 years+• 71% of full-time undergraduates not required to pay fees • 6.4% 1 of 9 forms of disability• only 1 in 5 have traditional qualifications on entry
LSBU STUDENT PROFILE
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THE STUDENT EXPERIENCERegistration
andenrolment
Sports
Residency
Graduation
StudentSupport
Volunteering
StudentUnion
Societiesand clubsCareers
Learning Support and Resources
Learning
Assessment
Placements
Safety
ICT Estate
StaffDevelopment
The LSBUStudent
Experience
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• Sorting Strategies - How we deal with students pre-entry?
• Connecting Strategies - How we help students integrate with one another at LSBU?
• Supporting Strategies - How we support students inside and outside LSBU?
• Transforming (student) Strategies - How we help students becomeconfident and capable independent learners?
• Transforming (staff) Strategies - How we best support staff in this process?
“Joined-Up” Practice
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• Student Progression and Achievement – The Key Strategic Priority- Board of Governors KPI
• Evidence Based : Knowing Ourselves and Learning from Others
• Integrated Approach
• Building a positive learning environment – a culture of “professional informality”
• Diversity as a core institutional value
LSBU’s approach
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Vision for Learning and Teaching
To further develop and maintain London South Bank University as a dynamic inner city University serving the needs of the Capital; one, that is, with a reputation for
• Pedagogic Innovation• Excellence in Teaching• An exemplary record in Widening Participation,
Student Retention and Graduate Employment• A range of successful partnerships with employers,
schools and colleges
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The key to student retention is:
• High Quality Induction Experience (pre-entry – 1st semester)
• Regular contact with one or more trusted individuals
• A genuinely introductory Year 1 Programme (“an intellectual map”)
• A positive learning environment based on “professional informality”
Learning from Others: Established Good Practice
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• National Change Academy 1 and 2
• Action Learning Sets:Student Induction and 1st Year ExperienceLearning through AssessmentEnhancing EmployabilityE-learning
• Engagement through Course Directors Forum : Heads of Academic Department Forum; Learning & Teaching Fellows Forum
• Developed and disseminated Codes and Examples of Good Practice on Assessment, E-Learning, Induction, PDP and Employability (via. LTEU)
• Embedded in programme teams via. QA triggers
CHANGE ACADEMY
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• Student Retention Research Project – LTEU
• Getting Progression Data Right- Programme Monitoring, Evaluation and Action Planning
• National and International E-Learning Benchmarking Initiative
• Progression Pathways and Curriculum Mapping in 6 vocational areas with FECs and Employer groups
CHANGE ACADEMY SPIN-OFFS
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All programmes of study to have:
• a high quality induction experience for all students
• a genuinely introductory Year I Programme
• “learning-to-learn” and work-related learning as accredited and integral elements at all levels of study
• the use of assessment as a primary teaching method
• the application of “E-learning” in “conversational” as well as “content” format
LSBU PROGRAMME COMMITMENTS
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SUPPORT SERVICESPRO-ACTIVE MODEL
(ISSUES-FOCUSED SERVICE)
Access to Careers information
Coping with relationships
Confident independent learner presentation skill training
Financial AdviceChildcare
Adapting to a different study environment
Teaching staffInterface with Graduate / Lifelong Learner
Pre-entry
Adequate library / computer facilities
Quality Cycle: Survey – Evaluate – Review – Change / Improve
Learning Support
Learning Support
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• University Values : Quality, Professionalism, Inclusivity, Transparency and Mutual Respect
• Codes of Professional Conduct for Students, Staff and Managers
• Staff Awards Programme – incl. Learning and Teaching Team Excellence & Professional Services Team Excellence
• Role Models for Diversity for BME Students : Equinet – BME Staff networkPassport to Employment ProgrammeEmployer Mentoring ProgrammeMorgan Staff University, Baltimore
• Wider Management Mentoring Programme for Diversity- in partnership with public and private sectors
LSBU as a Learning Community Based on Reciprocal Commitments & Associated Behaviours