| Good
Practice Case Studies |
Some
examples of the use of the SPAT materials at six HEIs
The case studies have also been categorised
by Topic Area
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Background
Peer Assisted Learning (PAL) has been implemented at Bournemouth
University through FDTL (Phase 3) funding. It is a scheme
for learning support and enhancement that enables students
to work co-operatively under the guidance of students from
the year above.
Purposes
To support the first-year student experience. to increase
retention and achievement of first-year students. to provide
a further mechanism for communication and feedback between
teaching staff and students. to enhance the learning experience
of PAL leaders.
Action
taken
PAL is not intended to be remedial: PAL sessions offer discrete
support to any students experiencing difficulties. Initially
low take-up has developed into a well-attended scheme available
to 1,400 first-year students, facilitated by 83 PAL Leaders.
What
is provided
PAL sessions are timetabled. PAL Leaders are trained for their
role during an intensive, two-day initial training course
at the start of Induction Week. PAL Leaders are drawn from
the same or similar courses of study to their first-year students
and are paid £5 per hour. PAL Co-ordinators observe
PAL Leaders twice each year.
Use
of SPAT materials
PAL training materials have been developed over the same period
of time as SPAT materials. Attendance at the SPAT Conference
in January 2003 has influenced the development of the PAL
materials. Relevant materials have been C.1, C.2, C.3, C.4
and I.2.
Further development
There is potential for these materials in particular to be
directly adapted in the future for use by PAL Leaders.
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University of Coventry
Link to - WebCT, an online
second year module on Environmental Issues |
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Background
WebCT is an online second-year module on Environmental Issues.
It is a web-based teaching resource of a type that would be
useful for both FE lecturers teaching HE and HE staff. In the
context of student progression this type of resource can be
both useful but also problematic. On a positive note the ideas
embedded in such a course allow a range of students to engage
in critical debate. However, there is also a possibility that
students do not engage as well in front of a computer as they
would in a classroom.
Purpose
This online course involving a web-based teaching tool aims
to help students engage in critical discussion, while opening
a space for shy students to engage in a debate. It encourages
students to be self-disciplined and independent learners.
Becoming an autonomous learner is a skill that transfer students
need to grasp quickly, either on entering university or prior
to entry.
Action taken
The course is staff led through the design of the website,
but student driven because, ultimately, it is up to the students
to access the information on the site and make use of the
interactive facilities such as the chat room for critical
discussion. It is an example of a VLE (virtual learning environment)
where the whole of a second-year module is offered online.
What is provided
There is access to lecture notes, reading lists, seminars
and tutorials. The front page of the course has links to the
library, to other resources for research and to the actual
course. Its format is aimed at being user friendly. The versatility
of such a course would mean that top-up students could access
previous years’ lecturers to get themselves up to speed.
Use of SPAT materials
SPAT has attempted to capture areas of interest and good practice
that will help with student progression and transfer. Relevant
SPAT materials that relate to the above case study include
the pre-entry and pre-planning and culture shift.
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| University of Gloucestershire
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Background
Four information leaflets are provided for direct entry students
at induction.
Purpose
The purpose of each is as follows:
|
1) |
to help new students settle quickly into university
life. |
| |
2) |
to provide a list of frequently asked questions together
with guidance for direct entry students. |
| |
3) |
to help direct-entry students understand what key skills
they will need to complete a top-up degree. |
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4) |
to raise awareness among HE teaching staff about the
existence and the specific needs of direct entry students. |
Action taken
The easily-used format of the leaflets provides students with
readily accessible, important information. The student can
use the leaflets as a first point of contact to enable them
to identify where to go, what to do and who to ask for help.
The leaflets also help them understand the cultural nuances
of life at university and many of the practical and social
issues students encounter, as well as referring to academic
concerns they may need to address.
What is provided
The leaflets are in A4 format, folded to A5. Their content
is as follows:
|
1) |
Five bullet point headings are provided:
‘getting started’, ‘where to go for
help’, ‘paper, paper everywhere!’, ‘got
a question?’ and ‘key skills for direct entry
students’. Inside, brief answers are given to these
questions, with further guidance about where to go and
who to ask for help. |
| |
2) |
Headed ‘Practical things you need
to know about university’, there is information
about where to get help and support on personal matters,
course-related issues, social/recreational and financial
concerns. In addition, there is a section on the modular
scheme and on what to expect from modules. On the back
of the leaflet there is a checklist that identifies a
range of things new students need to do to settle into
university life quickly. |
| |
3) |
The leaflet has a number of frequently-asked
questions on key skills. It provides information to encourage
students to think about their own key skills. It tells
students where to go for help with key skills and there
is a self-assessment exercise for them to complete. It
also encourages students to reflect on their own key skills
and to think about how these might be transferable or
upgraded to an appropriate level for final-year degree
work. |
| |
4) |
This leaflet suggests simple ways in
which staff teaching these students might help in their
adjustment to university life and their final year degree
course. There are contact numbers of staff responsible
for direct entry students. There are details of the types
of qualifications these students will bring with them,
a list of ten simple tips to help these students settle
quickly to university life and information outlining the
key skills modules they have missed. |
Use of SPAT materials
The leaflets have been customised from SPAT materials and
fit with the rationale for helping transferring students settle
quickly into university life. They help students think about
what questions they should ask and what to expect from a university
education.
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University of Hull, Keith Webb , Director,
Consortium for Post-Compulsory Education and Training, k.webb@hud.ac.uk
Link to - Orange Game
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Background
This ‘orange game’ involves building a paper tower
strong enough to support an orange. The team whose tower is
highest and strongest wins.
Purpose
This activity aims to help incoming students settle quickly
into university life. It is also meant to break down barriers
and help students get to know others on their course.
Action taken
The game is organised by a member of staff responsible for settling
in new students. Students are put into groups of four. The exercise
is divided into two one-hour sessions. Part one requires each
group to draw up a building design for their intended tower
using the materials supplied. The second part is the actual
building of the tower. The tasks may be assessed, with marks
awarded for both the design and the structure.
What is provided
All teams are supplied with an orange, paper and sellotape.
Use of SPAT materials
This type of induction exercise fits well with the SPAT materials
and ideas linked to it can be found in the Induction Pack.
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University of
Plymouth
Link to - Direct Entrant
Induction Programme |
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Background
Retention issues have been brought to the fore within the Plymouth
Business School with the increasing number of progression routes
and direct entrants from Foundation degrees.
Purpose
T o meet the induction needs of direct entrant degree students
to their second and third years through a new Induction Programme.
Action taken
The former half-day induction has been extended to all direct
entrants across the University as a whole and now takes place
over two days in the week prior to enrolment.
What is provided
An information pack with customised student handbooks. student
meetings with subject tutors. orientation to the Faculty.
Use of SPAT materials
Those most relevant to the Induction Programme: C.3, I.2, I.4.
The good practice guide (I.1) was generally adhered to, and
C.1 and P.1 consulted.
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University
of Plymouth
Link to - Study
and Learning Skills: Acquisition and Enhancement |
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Background
Provide a Summer School for students who have failed an assessment.
Purpose
Developing students’ learning skills, while also giving
subject-specific information.
Action taken
‘Confidence logs’ were used to encourage participants
to reflect on the range of skills needed to pass assessments
and areas requiring development.
What is provided
Paper handouts given to first and second-year students who attended.
Use of SPAT
materials
For skills development, C.2, C.3, C.4 and 1.2 used in their
entirety or customised.
Link to - Culture
Shift - Study
and Learning Skills
Further development
Preventative use of the materials before failure. use in modified
form to facilitate the move from school to university.
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University
of Plymouth
Link to Case Study - Bridging
Module |
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Background
The need to develop a 20-credit bridging module for Foundation
Degree students progressing to the final year of an honours
degree.
Purpose
Provide materials that are both supportive and also have academic
content, to help students progress successfully from an FE partner
college.
Action taken
Module developed as four individual sections that could be used
as a whole or as stand-alone teaching packages.
What is provided
Staff guidelines and resources. lecture content. guidelines
for three student activities. a protocol for a preparatory visit
to the University. details of the assignment.
Use of SPAT materials
Used in the first of the four sections, on student progression.
A range of the materials is embedded within this.
Further development
Bridging materials have now been further adapted for use on
an interactive CD, with a range of materials about progression
through HE.
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University of Plymouth
Link to Case Study - Portal
Pilot Project |
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Background
The portal is the University’s web-based managed learning
environment (MLE).
Purpose
Enhance the provision to UPC students studying HE courses in
an FE college and ease their transition to the University by
developing appropriate content and presentation of materials.
Action taken
Important to complement and not conflict with information provided
by the colleges and to signpost clearly which services are available
from each of the two institutions.
What is provided
A series of one-click icons set around a central graphic of
a student. One of the most important for partner college students
called Moving On, dealing with progression and transition issues.
Use of SPAT materials
G.2, P.2, P.3, C.2, C.3, C.4, M.2, M.3, I.2, K.2, K.3. Mainly
used in their original format, with the addition of links to
appropriate university websites. Use provides a vehicle for
signposting relevant information, links to websites, downloadable
material for early self-reflection, and the basis of discussion
with staff and other students.
Further development
September 2003 saw the implementation of the student portal
for all students within UPC studying HE courses. With the additional
student feedback, further customisation of the SPAT materials
is envisaged.
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University
of Plymouth
Link to Case Study - Stage
tutor support system
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Background
A stage tutor support system has recently
been introduced, replacing the personal tutor system.
Purpose
The stage tutor support system is aimed
at providing a solid level of support for students at each level
of their degree.
Action taken
It is better to have stage tutors who
know and teach the students rather than a personal tutor with
whom the student might not come in contact in a teaching situation
and thus be reluctant to use..
What is provided
All students are allocated to a stage
tutor. Top-up students have immediate access to their stage
tutor following their arrival.
Use of SPAT materials
The SPAT Project identified that, in most,
instances transfer students need a greater level of support
than their counterparts at university. Transfer students need
to understand early on what support is available and where to
go to ask for it.
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University
of Plymouth
Link to Case Study - A
tailor-made one year top-up degree in Adventure Tourism |
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Background
This is a partnership activity in the
form of a tailor-made one-year top-up degree in Adventure Tourism.
This case study is of interest to FE and HE staff involved in
partnership agreements and the validation process. It ties into
a number of government initiatives relating to widening participation
but also to the need for vocational HE.
Purpose
To ensure that progression from HND to
top-up degree is smooth and that students have the required
skills to complete an honours degree.
Action taken
The top-up degree did not emerge in isolation.
It has been thought out carefully to provide a progression route
for HND students wishing to top-up to an honours degree in one
year.
What is provided
The top-up degree has been specifically
designed to link with relevant HND courses on Adventure Tourism,
which are offered at partner FE colleges. Although students
need to attain credits or distinctions to get on the course,
the links between the two qualifications have been carefully
planned. Progressing students have acquired the relevant skills
to achieve an honours degree in one year.
Use of SPAT materials
In the partnership pack suggestions are
put forward about the importance of joined-up thinking and a
holistic approach to progression. Good working partnerships
underpin good progression. See pack on partnerships.
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University
of Plymouth
Link to Case Study - Assessment
of Key Skills |
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Background
It is important to assist top-up students
to raise their awareness of the key skills that they have already
acquired, together with those that they need now to focus on.
Purpose
The aim of this self-assessment key skills
questionnaire is twofold. In the first instance it encourages
students to be reflective about what key skills they have acquired
prior to entering a degree programme. Secondly, the answers
given by the student provide a starting point for discussion
with their personal/stage tutors.
Action taken
This assessment form is given to incoming
students to help them assess their own key skills.
What is provided
An 8-part self-evaluative questionnaire
that focuses on their experience of writing, speaking and computer-use
skills. teamwork. leadership. learning style. and work experience.
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University
of Plymouth
Link to Case Study - Monopoly
game |
|
Background
A game that forms part of the induction process for new students.
Purpose
This activity is aimed at helping incoming students settle quickly
into university life. It is also meant to break down barriers
and help students get to know other students on their course.
The game is organised by a member of staff responsible for settling
in new students.
Action taken
In this activity, students are put into groups of four to play
a game of Monopoly. The activity achieves a number of objectives:
it allows students to get to know each other and it also offers
an opportunity for staff members to be introduced to students
in a more informal manner.
What is provided
It may be helpful to use the local version of the game. The
game is interspersed with fun lectures on the subject area by
members of academic staff.
Use of SPAT materials
This type of induction exercise fits well with the SPAT materials
and ideas linked to it can be found in the Induction Pack.
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University
of Plymouth
Link to Case Study - Induction
for top-up students |
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Background
Poor induction practices have been linked
to poor retention. It has been noted that the quicker a student
settles into university life and makes friends the more likely
they are to stay at college and achieve to the best of their
ability.
Purpose
Second and third-year students are invited back to university
early to join in induction activities. Their inclusion in induction
activities provides an opportunity for new students to meet
peers at an early stage.
Action taken
Incoming top-up students are provided with a separate induction
to other level two or three students.
What is provided
Incoming top-up students are invited to the general induction
along with first year students and a relevant member of staff
(in this case the stage tutor) invites them for a discussion.
This provides the opportunity to appraise students of what to
expect in the final year and where to go to ask for help.
Use of SPAT materials
The SPAT materials have a section on Induction and provide some
easily-used tools that staff can adapt to help with the induction
of top-up students. There is also a support services pack with
a flyer that can be customised to meet student needs.
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University
of Plymouth
Link to Case Study - Student
Induction |
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Background
In supporting students from the start
of their induction, it is necessary to provide opportunities
for them to engage socially within their new setting. The early
social integration of new students is an important in ensuring
good progression. This case study is of interest to student
unions or student support services working with incoming top-up
students.
Purpose
To help students become familiar with their new surroundings,
together with key social and support locations within the institution.
Action taken
This activity requires new and established students to arrive
a day early. A number of games and social activities are arranged
that help students integrate and provide them with opportunities
to make new friends.
What is provided
Established students and support services guide new students
around the key locations within the university. These include
the Students’ Union is, central student support services
like finance, accommodation, counselling, medical services and
sports facilities.
Use of SPAT materials
The SPAT materials have a section on Induction and provide some
easily used materials that staff can adapt to help students
during induction. For example, ‘the postcard’ provides
a model personal invitation.
|
University
of Plymouth
Link to Case Study - Sample
Essay Answers |
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Background
This case study involves the use of sample essay answers as
a teaching resource in a bridging module for top-up students.
It is useful for staff in FE colleges teaching at HE level 2
and for university staff teaching top-up students. The example
needs to be embedded into a module to ensure that all students
not only engage in self-reflective exercises, but also learn
to evaluate their own skills and recognise the transferability
of such skills to academic and work contexts.
Purpose
The aim of the exercise is to raise awareness in top-up students
about what will be expected from their essay writing at level
3 of a degree programme. This exercise can be viewed as a support
tool aimed at helping students to understand what is expected
of them. However, it is also a useful way of encouraging students
to reflect upon their own abilities and begin to evaluate their
skill levels.
Action taken
Top-up students are given past second-year, anonymised essays
to read and mark.
What is provided
A selection of four sample essays is provided. Each essay has
been given a mark in a different degree-class category. One
is a Third class piece of work, and the others Lower Second,
Upper Second and First class respectively.
Use of SPAT materials
This type of reflective exercise fits well with the SPAT materials
and ideas from it have been included in the packs. See for example
the staff and student flyers on Culture Shift, the pre planning
pack and the support pack.
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University
College Worcester
Link to Case Study - Cross
institutional teaching with HND students
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|
Background
Cross-institutional teaching with HND students provides an opportunity
to integrate academically, socially, through mixing with university
college students, and geographically, through living and working
at the university college. This early integration is beneficial
to students as it helps them to progress to a degree more easily
and provides a more varied HE experience whilst doing an HND.
This case study is useful to HE/FE staff involved in partnership
links. The type of activity links with policy issues about links
between FE and HE and the importance of working together.
Purpose
The objective of this activity is to integrate and introduce
HND students into university life at the beginning of their
HE experience.
Action taken
At University College Worcester (UCW) the School of Sport arranges
with their partner colleges to transport HND students on related
programmes to UCW.
What is provided
The students receive joint lectures with their equivalent year
groups and become familiar with university teaching, different
learning environments and different campuses. The transported
HND student becomes familiar with lecture theatres, larger classes,
library and computer suites and have a sense of belonging to
the HE community prior to moving there to complete a top-up
degree.
Use of SPAT materials
Top-up students arriving at university for the first time in
the final year of a degree programme can feel quite isolated
both socially and academically. They have little time to settle.
This type of activity bridges the divide and makes progression
for the student easier. See SPAT pre-planning and partnerships
pack for more information on joint activities.
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University College Worcester
Link to Case Study - Open
day for top-up students |
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Background
Open day for top-up students is provided to assist their transition
to the university college environment.
Purpose
This activity is designed to introduce potential top-up students
into university life prior to beginning a top-up degree. The
open day lets students experience the college, meet staff and
students and gain a feel and understanding of what would be
expected from them if they progressed to a top-up degree.
Action taken
The open day is held in the November prior to the following
September/October intake.
What is provided
Students are given a form to fill in that outlines all their
options for doing a top-up degree. It also tells them the levels
they will need to achieve if they wish to top up in one year
or two. Information is provided on the modular scheme and module
options. Students are also encouraged to think about a research
topic that they would like to investigate for a dissertation.
They are asked to write a research proposal for a dissertation
and are allocated a provisional supervisor.
Use of SPAT materials
This activity and the accompanying material has been informed
by the SPAT materials on pre planning, culture shift and modular
schemes. |
