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Linda Johnson and Helen Pokorny London Metropolitan University

Linda Johnson and Helen Pokorny London Metropolitan University. Engaging students and developing skills through curricular, co-curricular and extra-curricular activities. CURRICULAR EMPHASIS.

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Linda Johnson and Helen Pokorny London Metropolitan University

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  1. Linda Johnson and Helen Pokorny London Metropolitan University Engaging students and developing skills through curricular, co-curricular and extra-curricular activities.

  2. CURRICULAR EMPHASIS Encourage participation and attendance through peer working and active engagement in seminars with ongoing feedback. Vary delivery methods – minimising lectures. Mapping of a subset of 15 skills to be introduced, practised and assessed through the curriculum. Including the less visible skills of reading and note-making as a part of the skill of writing. Mapping a variety of assessments, no exams in first semester, no more than two summative components,limited group assessment A course team approach to the student experience was developed – including module leader meetings

  3. Self reported attendance Average Number of sessions missed across all modules by BABM students is 1.36 sessions per student. The average number of session missed by non-BABM students across all modules is 3.96 sessions per student.

  4. Week 10 Questionnaire I have a good sense of what is expected. (92% BABM) (93% Non BABM)‏ My experience has been a positive one. (89% BABM) (85% Non BABM)‏ Feedback opportunities are available. (89% BABM) (72% Non BABM)‏ Support is available. (92% BABM) (70% Non BABM)‏

  5. How confident do you feel about your studies right now? BABM % Non BABM% Very confident 1 6% 7% 2 36% 25% 3 39% 43% 4 18% 14% Not at all confident 5 1% 11%

  6. Week 10 Questionnaire Worst- Group work assessment, deadline/assessment pressure, Travel/ Work/ Commuting & 9am starts, timetable changes, unhelpful tutors Best- Making new friends, increased confidence/independence, acquiring new skills [writing etc.], subject content, supportive tutors/ feedback, success in assessment, group work assessment, extra curricular activities especially week 7

  7. CO- CURRICULAR ‘Week 7 activities’ http://uk.youtube.com/watch?v=aVO8yayBy6o

  8. EXTRA CURRICULAR • Student Leadership project (training, coach and Community project)‏ • Peer support • Student Newsletter • Competitions e.g. IBM Business Challenge,SIFE

  9. EXTRA CURRICULAR STUDENT LEADERSHIP PROJECT • This training made me review myself and the way I go about things – feel more confident • Gave me self belief • Learnt about commitment • Learning more about myself • Training very inspiring

  10. References Hand, L. and Bryson, C. (2008) Student Engagement, SEDA Special 22. Kember, D., Lee, K. and Li, N. (2001) ‘Cultivating a sense of belonging in part-time students’, International Journal of Lifelong Education, 20, 4, 326-341. QAA (2009) Quality enhancement themes: The first Year Experience. Transforming assessment and feedback: enhancing integration and empowerment in the first year. (www.enhancementthemes.ac.uk)‏ QAA (2008) Quality enhancement themes: The first Year Experience. Transition to and during the first year.(www.enhancementthemes.ac.uk)‏ Re-engineering Assessment Practices Project (REAP) report (www.reap.ac.uk)‏

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