Transcript No Slide Title

ENHANCING STUDENT PROGRESSION AND
ACHIEVEMENT
Tuesday, 1st April 2008
Peter McCaffery
London South Bank University
LSBU STUDENT PROFILE
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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
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THE STUDENT EXPERIENCE
Registration
and
enrolment
Sports
Learning
Residency
Assessment
ICT
Estate
Graduation
The LSBU
Student
Experience
Placements
Student
Support
Safety
Volunteering
Learning Support
and Resources
Staff
Development
Careers
Student
Union
Societies
and clubs
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“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 become
confident and capable independent
learners?
• Transforming (staff) Strategies
- How we best support staff in
this process?
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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
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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
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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
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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”
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CHANGE ACADEMY
• National Change Academy 1 and 2
• Action Learning Sets: Student Induction and 1st Year Experience
Learning through Assessment
Enhancing Employability
E-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
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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
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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
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SUPPORT SERVICES
PRO-ACTIVE MODEL
(ISSUES-FOCUSED SERVICE)
Learning Support
Adequate library /
computer facilities
Pre-entry
Financial
Advice
Childcare
Interface with Teaching staff
Adapting to a
different study
environment
Coping with
relationships
Graduate /
Lifelong
Learner
Confident independent
learner presentation skill
training
Access to
Careers information
Learning Support
Quality Cycle: Survey – Evaluate – Review – Change / Improve
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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 network
Passport to Employment Programme
Employer Mentoring Programme
Morgan Staff University, Baltimore
• Wider Management Mentoring Programme for Diversity
- in partnership with public and private sectors
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