Presiding Officer Training module 2024 lok sabha elections
International First Year Experience Conference
1. Support Me! Develop Me! Retain Me! Can a reflective skills activity increase student engagement, motivation and success? Becka Currant, Head of Learner Development and Student Engagement Neil Currant, Lecturer in PDP and ePortfolio
12. High numbers of technical, vocational and professional courses
13.
14. First Year Experience questionnaire www.bradford.ac.uk/developme www.braduni.mobi Meet and chat online
15. A Brief History of Develop Me! Extended student model HEA Pathfinder, NTFS Outduction Pre-entry to post graduation E-induction HEA e-learning Research Observatory Seamless transition into University Integrated online support HEFCE 24/7 support available Responding to diverse students ELESIG/HEA/JISC/HEFCE Digital typology LLiDA work, development of SaPRA
16. E-induction Primary objective: enable students to manage process of transition in social and academic terms Academic: Early engagement with academic materials and development of academic skills (ning) Completion of SaPRA to identify levels of confidence and develop action plan to reflect on with personal tutor and evidence in PDP (online resources) Social: Start process of making links with peers on courses and other students in University (ning) Share hopes, fears and concerns about starting course (ning) Identify challenges and find answers to burning questions (expectations questionnaire) Feel ‘at home’ (mobile guides)
60. Library skills & academic reading ranked in bottom three for all courses.
61. Health & Nursing significantly more confident at participation in class discussions.
62.
63.
64. “the statements are really good, because when you are applying for a job […] the questions they ask you in interviews are based around communication skills and writing skills, or essays”
68. “having the cohort overview has helped to contextualise study skills sessions”
69.
70. Institutional Impact Develop Me! strategy has led to a transformation of how we deal with issues of: Transition, initial engagement and ‘belonging’ within the University community Retention of students, especially on STEM courses Engagement of students living at home
71. Discussion How do you deal with student expectations and varying levels of skills? What input do personal tutors have in helping to manage the process of transition? How difficult is it to move forward curriculum change at your institution?
Notas do Editor
Develop Me! has grown out of a number of differentprojects (highlighted in pink) which have all focused on increasing student engagement and providing the support learners need, at the time they want it and in a format they can access effectively.
Our e-induction plans have responded to literature in student retention/engagement which shows that students need to engage with either the academic or social spheres of University in order to be retained (Longden and Yorke, Tinto, Currant and Blaney, Currant and Keenan, Cook et al). This is achieved at Bradford by the following areas. Areas highlighted in pink are key develop me strands.
(figures in brackets are average rank across all cohorts)
H&S more mature students with a weaker academic background and possibly lower socio-economics.