What Works? Student Retention and Success Change Programme 2013-2016 Institutions involved • • • • • • • • • • • • • • Birmingham City University Bournemouth University University of Chester University of Glasgow Glasgow Caledonian University University of Gloucestershire Newham College of Further Education Newman University College University of Salford St Mary's University College, Twickenham Staffordshire University University of Ulster University of Wolverhampton York St John University funded by the HEA and Paul Hamlyn Foundation Ulster team • CORE TEAM – Professor Ian Montgomery (Dean, ADBE) – Roisín Curran (Project Manager) – Grainne Dooher (Quality Assurance Manager) – Dr Aine McKillop (Faculty T&L Coordinator) – Catherine Rosborough (student) • Plus seven discipline teams representing all faculties and campuses (see hand-out) funded by the HEA and Paul Hamlyn Foundation Ulster Business School Discipline Team Accounting (p/t @ J) Accounting (f/t @ J) Dean Coulter, Greg McGrath, Helen Fee, Helen Foster, Heather Keanie, Justin Magee, Stephen McNamee, Ronnie Patton, Michael Pogue and Judith Wylie Student Partners: Sarah Tans, Brian McArdle, James Irwin, Amanda Potsworth and Andrew Ellis School T&L Coordinator Claire McCann Social Sciences Discipline Teams Law (M) Alice Diver Law (J) Amanda Zacharopoulou Arts Discipline Team Creative Technologies (M) Paul Moore, Greg O'Hanlon, Paul McKevitt, Brian Bridges ,Mark Cullen and Terry Quigley Faculty Rep.: Lisa Fitzpatrick Student Partners: Year-1: Brandon McCann, Aislinn Mullin Year-2: Conor Hanna, Marana McLoughlin Year-3: Tiernan McAlister, James Programme Sponsor McSparron PVC (Teaching & Learning) /Chair RIWG Denise McAlister Core Team Programme Director Ian Montgomery Project Manager Roisín Curran Student Catherine Rossborough Data Analyst Manager Grainne Dooher Senior Lecturer Aine McKillop Programme Administrator Elaine Fairweather Life & Health Sciences Discipline Team Mental Health Nursing (M) Iain McGowan, Deirdre McNamee Oonagh Carson, Ursula Chaney Brian funded by theMcGowan HEA and Paul Student Partners : Gary Foundation Rutherford and Elaine Cooke Art, Design & the Built Environment Discipline Teams Building Engineering Materials (J) Mark Hamill Student Partners : Karl Lines, Abdulsalam Darwish and Siofra McAleer Construction Engineering Management (J) Karen McPhillips & Clare McKeown Building Surveying (J) Ken Boston Student Partners : Grant Bartley and James Haveron SCOBE T&L Coordinator Michaela Keenan Textile, Art Design & Fashion (B) Alison Gault & Hazel Bruce, Barbara Dass, Janet Coulter and Stephen King Student Partners : Kirsty Riddle, Sophie Rathfield, Daryl Jones, Tara Marzuki, Alice Blackstock and Helen Murray Computing & Engineering Discipline Team Computing (C) Michaela Black, Adrian Moore & Janet Allison Hamlyn Aim • The aim is to improve student engagement, belonging, retention and success during the first year through to completion in your institution building on the learning from the What works? Programme through the HEA Change process, and to evaluate the process and impact of change. funded by the HEA and Paul Hamlyn Foundation Objectives 1. 2. 3. 4. Use the learning from the What works? programme, institutional data and institutional review to identify strengths and challenges and priorities for change at the strategic and course/programme level . Improve the strategic approach to improving the engagement, belonging, retention and success of students. Implement or enhance specific interventions in the areas of induction, active learning, co-curricular activities in three selected discipline areas. Evaluate the impact of the changes in both formative and summative ways, drawing on naturally occurring institutional data, bespoke student surveys and qualitative methods such as telephone or face-to-face interviews with staff and students. funded by the HEA and Paul Hamlyn Foundation Key Principles 1. 2. 3. 4. Change must be informed by the What works findings, notably interventions in years 2 and 3 should be in the academic domain (induction, active learning and cocurricular engagement). Senior managers must be actively engaged for institutional change to be effective. Students must be actively involved in the process of change. A commitment to the collection and analysis of data and evaluation are central to the wider success of the programme, for which funding is provided. Teams should design their interventions to ensure that impact can be analysed both qualitatively and quantitatively. funded by the HEA and Paul Hamlyn Foundation What Works? Key findings 1. 2. 3. 4. At the heart of student retention and success is a strong sense of belonging in HE for students. This is most effectively nurtured through mainstream activities that all students participate in. The academic sphere is the most important site for nurturing belonging. Specific interventions cannot be recommended over and above each other. Rather the institution, department and programme should all nurture a culture of belonging. Student belonging is an outcome of: supportive peer relations; meaningful interaction between staff and students; developing knowledge, confidence and identity as successful HE learners; and an HE experience which is relevant to interests and future goals. funded by the HEA and Paul Hamlyn Foundation Change Programme details • 3 + years (3 years implementation; additional year to measure impact). • 16 institutional teams, with a core team and 3 discipline-level teams. funded by the HEA and Paul Hamlyn Foundation Overview of each year • Year 1 (2012-13): identify strategic issues and discipline courses/programmes; implement changes at the strategic level; plan pilots at discipline level. Activities: start-up meeting, institutional visits, thematic workshops, residential, action plan. • Year 2 (2013-14): implement strategic level changes and introduce discipline-level changes, and contribute to the formative and impact evaluation processes. • Year 3 (2014-15): continue to implement strategic and discipline level changes, and contribute to the formative and impact evaluation processes. • Year 4 (2015-16): contribute to the formative and evaluation processes and the dissemination of outputs. funded by the HEA and Paul Hamlyn Foundation Built Environment funded by the HEA and Paul Hamlyn Foundation Built Environment • Historically been significant amount of large shared modules within Built Environment – some decoupling over recent years; however, examples remain. • Programmes were selected on basis of significant number of modules that can & are shared between programmes & significantly within semester 1 , year 1 - resulting in:– Larger student cohorts – Arguably - loss of programme/student group identity? – Less opportunities for students from individual programmes to form friendships – consequences for belonging? – Less opportunities to be taught directly by dedicated core team members infunded some by the cases HEA and Paul Hamlyn Foundation Context 3 Programmes involved:1. BSc (Hons) Building Surveying 2. BSc (Hons) Building Engineering & Materials 3. BSc (Hons) Construction Engineering & Management • Focus – INDUCTION – Programmes developing specific activities focussing upon tailored induction and embedding extended transition. funded by the HEA and Paul Hamlyn Foundation Our Aims for INDUCTION: Driven By What Works:Effective Inductions • • • • • Provide information Inform expectations Develop academic skills Build social capital Nurture sense of belonging What Students Want? • Have opportunities to make friends • See course induction timetable in advance • Understand nature of teaching and learning & be reassured that they will cope • Understand how the course will benefit them in the future • Have a timetable that fits around other commitments funded by the HEA and Paul Hamlyn Foundation Built Environment Strategic Approach • All programmes moving to induction of year 1 undergraduates to week 0 • Provides the underpinning for the implementation of Built Environment Discipline Team Plans as:– Staff can concentrate efforts solely on effective and tailored induction – All core staff can be involved – More focussed group activities, trips etc – Stripped back in order to place emphasis upon and promote ‘Just in Time Teaching’ funded by the HEA and Paul Hamlyn Foundation BEM & CEM Tailored Induction & Enhanced Transition • Programmes interrelate & module change within 1 programme directly affected other • CEM - Particular problem – semester 1, year 1 no modules taught by core team members & where student group were on own as programme cohort 1. Week 0 Tailored Induction 2. Introduction of Transition & Study Skills Module in Semester 1 on both programmes – led by Course Director – BEM – semester 1 – CEM – across semesters 1 & 2 • promote on-going induction & transition • Include changes course team practices – also library intros; careers etc funded by the HEA and Paul Hamlyn Foundation Building Surveying Year 1 Tailored Induction & Embedding Transition - Week 0 Tailored Induction - Extended Induction activities within existing modules/programme Year 2 Active & On-Going Embedded Transition Large numbers direct entry students into year 2 • 1 day intensive welcome/welcome back induction –group based • On-going induction activities focussing on belonging & managing expectations • Embedded 2 modules with significant amounts group work & modules interrelate • Groups selected to ensure integration of existing & new students – Aid effective peer learning & to help manage expectations of income funded by the HEA and Paul Hamlyn students Foundation Challenges • Timetabling – the move to week 0 induction • Student recruitment/participation – Critical to the development of the programme and to build ethos of students as partners – Timing may have been a factor? • Driven by Course Directors but as its induction success will rely on active involvement of core team funded by the HEA and Paul Hamlyn Foundation Computing funded by the HEA and Paul Hamlyn Foundation Computing Martin McKinney Michaela Black Adrian Moore Janet Allison New for Computing 2012-13 • Group Mentors Influencing and Embedding the Curriculum • Group mentors (final years) became part of teaching team - join the community of practice • Interviewed applicants • Induction training session – Including curriculum design workshop • Periodic review sessions – Feedback students experience and progress – Continue curriculum design workshops to enhance sessions • Review student feedback via quiz (77 respondents) Proposals from Group Mentors • Split up large group assignment – Smaller practice group assignments which are linked – Smaller groups • Leaders design range of group assignments – Real world problems – Teaching group review and approve • White boards in all tutorials – Improve problem solving and sharing good practice • Student groups design and create quiz questions for tutorial Did you find the Group Structure a helpful support resource for starting University? 0 5.33 Strongly Agree 49.33 Agree Disagree 45.33 Strongly Disagree What aspects did you find the Mentors most useful with? (You can select more than one option) 100 86.67 90 80 70 60 50 40 44.00 38.67 37.33 30 20 14.67 10 2.67 0 Studying at University in general Studying General Skills for team concepts in problems with work Java year 1 transition to University Team work issues None Which aspects of the Group Support Model did you find the most useful? (You can choose more than one) 80 70 73.33 68.00 65.33 68.00 60 50 40 30 20 10 4.00 0 Peer Support Making New Friends Developing Team Skills Travel Together Having a mentor Did you find the first practice mini-group assignment useful for starting the second larger version? 1.33 0.00 Strongly Agree 48.00 50.67 Agree Disagree Strongly Disagree Did you find the smaller Group Size model beneficial for the group assignment? 0.00 1.33 17.33 33.33 Strongly Agree Agree Disagree Strongly Disagree Unanswered 48.00 2013-14 and Beyond • Incorporate a more sense of BELONGING for the students leaders and the students in year 1 • Embed work from Peer to Peer Support Project and Transition +model • Pedagogic Methodology: [Jane Andrews & Robin Clark (Aston University)] – Using Communities of Practice or focus of improvements – Implementing iterative cycle of curriculum design workshops and reflective sessions using feedback and focus groups Recruit Student Members Student Induction August 2013 September 2013 Shortlist of members; 4 students selected for the Curriculum Project Interview questions and scores Student Project Induction Students project induction Students will be provided Session with 2012-13 and training complete with feedback from the Feedback various HEA workshops highlighting what works. We aim to introduce the students leaders to Peer to Peer Support Project and Transition + model presented by Jane Andrews & Robin Clark (Aston University) September 2013 September 2013 First Curriculum Reflection & Design Workshop Phase 1 - September 2013 September 2013 Students Phase 1 of 2013-2014 Recommendations for curriculum design for Curriculum Design - Phase action within module 1 Embed phase 1 curriculum designs into module September 2013 December 2013 New curriculum design; Phase 1 Reflection & Review Workshop 1 October 2013 October 2013 Reflection on success of Amendments to curriculum new curriculum design and design review any necessary changes that must be incorporated. Phase 1 Reflection & Review Workshop 2 October 2013 October 2013 Reflection on success of Amendments to curriculum new curriculum design and design review any necessary changes that must be incorporated. with some inclusion of student BELONGING using the Transition +model Enhanced student engagement with new design Certain priorities for the School and Faculty will be used to prioritize the generated recommendations if too many new designs or adjustments Engagement will be assessed in a number of ways: lecture contribution, resource engagement online, attendance, Second Curriculum Reflection & Design Workshop Phase 2 October 2013 October 2013 Phase 2 Reflection & Review Workshop 1 November 2013 November 2013 Phase 2 Reflection & Review Workshop 2 December 2013 December 2013 End of semester review at student/staff/mento r level December 2013 January 2014 Prepare a paper of of the two phases highlighting the focus of change, the reviews and the overall enhancement of the adaptions January 2014 February 2014 Following reviews of Phase Phase 2 of 2013-2014 1 - Students curriculum design for action Recommendations for within module Curriculum Design - Phase 2 Reflection on success of new curriculum design and review any necessary changes that must be incorporated. Reflection on success of new curriculum design and review any necessary changes that must be incorporated. Feedback from all active parties: students/staff/mentors Certain priorities for the School and Faculty will be used to prioritize the generated recommendations if too many new designs or adjustments Amendments to curriculum design Amendments to curriculum design Review of Phases 1 and 2 of This review process will use 2013-14 curriculum design a combination of online questionnaires and focus groups with staff/students/mentors We would hope that some of student cohort will have that sense of belonging and can actively engage with leaders prior to curriculum design phase 3 Research paper highlighting This paper will reflect on the This paper will highlight the the practices introduced to process to date and present process of incorporating address certain cohort current findings in relation students into curriculum issues concluded with initiatives embedded. It can design, staged reviews and overall reflections and final then act as a indicator for amendments needed and review data from all parties phase 3 in semester 2. the final data collection from all parties involved including engagement data and sense of belonging Law funded by the HEA and Paul Hamlyn Foundation Law-Rationale for involvement in the programme • The LLB degree runs on two campuses (Magee and Jordanstown). Incoming students must achieve high level entry tariff points but fail rates in some year 1 modules are high. Variation in NSS scores (student satisfaction) existed between the two programmes (2012-13) but was generally high. our plans for change - area of focus • Focus is on induction (embedding ‘belongingness’) with the addition of a pre-arrival, pre-induction activity for freshers, tied to overall induction programmes. • Students will be sent out a case to download from an open access legal database (bailii.org) and be required to read it carefully, make notes (500 word summary/analysis) and prepare for Q & A and discussion, in small groups, with their Studies Advisor • This will serve as both ‘ice-breaker’ and tie in with the ‘Amazing Brains’ and ‘PASS’ induction activities as useful preparation for studying/reading law and doing legal research at degree level including e.g. court visit in semester 1 and required reading of case law across all other law modules • Any students who are unsure of whether the LLB is their best degree choice, should also be able to gauge fairly quickly whether they have made the correct choice. Our vision for the next three years • PASS leaders will engage with incoming law students in supporting them through week zero induction activities and extended induction throughout the year • Social networking/online support to continue e.g. ‘UUM Facebook’ page which currently exists – new students are encouraged to log on to this to meet their fellow law students and avail of pre-induction and semester-time opportunities e.g. to socialize, join study groups, buy 2nd hand books, vote for student reps, volunteer for law-related activities (e.g. CAB, Law Centre, charitable fund-raising events) • Frontloading of skills development at Jordanstown across all Law programmes with dedicated workshops on learning legal skills in weeks one and two (pilot 2013 intake) Nursing (Mental Health) funded by the HEA and Paul Hamlyn Foundation Enhancing Belonging and Identity in Mental Health Nursing Iain W. McGowan Why Mental Health Nursing? High attrition rate (13.6%) in comparison to faculty (7.4) Attrition 30 25 20 15 10 5 0 Annual cost- £99 million High student satisfaction rates (90%+, NSS) Attrition Why people leave Personal Finance Childcare Academic Module failure Lack of identification or belonging Content not obviously related to area of study Professional Practice learning experiences BSc (Hons) Nursing (Mental Health) Total cohort circa 250 (200 adult & 50 mental health) 5 groups of 50 (40 adult & 10 mh) Year 1 Generic Modules Care, compassion and Communication Introduction to Professional Nursing Biology, Psychology, sociology Shared Modules Evidence based Care Fostering Safe and Holistic Care Person Centred Adult Nursing Person Centred Mental Health Nursing Enhancing belonging and identity Pre-induction Induction Mental Health Nursing specific activities Semester long induction Outcomes Increased successful completion of year 1. Increased student reported sense of belonging and identity. References • Building student engagement and belonging in Higher Education at a time of change: final report from the What Works? Student Retention & Success programme http://www.heacademy.ac.uk/assets/documents/retention/What_wor ks_final_report.pdf • HEA Retention and Success Resources http://www.heacademy.ac.uk/retention-and-success • Student retention and success change programme: Implementing and evaluating the impact of the ‘What works?’ programme http://www.heacademy.ac.uk/resources/detail/change/SRS_1213/SRS_info funded by the HEA and Paul Hamlyn Foundation