Enhancing student progression and achievement
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ENHANCING STUDENT PROGRESSION AND ACHIEVEMENT. Tuesday, 1 st April 2008 Peter McCaffery London South Bank University. 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+

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ENHANCING STUDENT PROGRESSION AND ACHIEVEMENT

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Enhancing student progression and achievement

ENHANCING STUDENT PROGRESSION AND ACHIEVEMENT

Tuesday, 1st April 2008

Peter McCaffery

London South Bank University


Enhancing student progression and achievement

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


The student experience

THE STUDENT EXPERIENCE

Registration

and

enrolment

Sports

Learning

Residency

Assessment

The LSBU

Student

Experience

ICT

Estate

Graduation

Placements

Student

Support

Safety

Volunteering

Staff

Development

Learning Support

and Resources

Student

Union

Societies

and clubs

Careers


Enhancing student progression and achievement

“Joined-Up” Practice

  • 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?


Enhancing student progression and achievement

LSBU’s approach

  • 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


Enhancing student progression and achievement

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


Enhancing student progression and achievement

Learning from Others: Established Good Practice

  • 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”


Enhancing student progression and achievement

CHANGE ACADEMY

  • 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


Enhancing student progression and achievement

CHANGE ACADEMY SPIN-OFFS

  • 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


Enhancing student progression and achievement

LSBU PROGRAMME COMMITMENTS

  • 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


Enhancing student progression and achievement

SUPPORT SERVICES

PRO-ACTIVE MODEL

(ISSUES-FOCUSED SERVICE)

Learning Support

Adequate library /

computer facilities

Pre-entry

Graduate /

Lifelong Learner

Interface with

Teaching staff

Adapting to a

different study environment

Confident independent learner presentation skill training

Financial Advice

Childcare

Coping with

relationships

Access to

Careers information

Learning Support

Quality Cycle: Survey – Evaluate – Review – Change / Improve


Enhancing student progression and achievement

LSBU as a Learning Community Based on Reciprocal Commitments & Associated Behaviours

  • 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


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