Transcript Slide 1
Supporting Student Success Critical points in successful student support Professor Caroline MacDonald Deputy Vice-Chancellor (Learning and Student Experience) International Benchmarking Project – supporting student success • Established April 2008 as 1 of 2 interim year projects (other was indicators of enhancement project) • Working group established and has met regularly to scope and manage the project • Jane Denholm undertaken underpinning research • Funded by SFC and run by QAA in conjunction with SHEEC • Complementary to broader projects to support students to become autonomous learners and develop graduate attributes What does the project entail? • Benchmarking defined as identifying, considering, comparing and learning from practice internationally (outside Scotland) • Not just established practice but looking for innovation, ideas and new developments even if not well established • Not evaluating ideas – best practice is subjective and what suits one situation/institution may not suit another • Not judging performance or developing a league table What is included within the term student support services • All student facing activity • Holistic approach and role of central services/discipline based activity something we considered • Important to consider support in a positive rather than remedial way • Supporting student success Approach taken – the learner journey • • • • • • • • • • • • • • Strategies and policies for student support Support for students prior to entry Academic/campus orientation Library and information resource services Range and balance of services Engaging students: building student communities and a sense of belonging Peer support and mentoring Students associations/unions Use of technology Life and study skills Careers and employability support Service learning – voluntary and the co-curriculum Support for alumni Staff training and development Issues we considered • Who comprises the student body – When do they start/stop being a student – Diversity full time/part time Undergradute/postgraduate Campus based/distant/work Mature International • Balance between generic and subject specific • Role of academic tutors • Face to face/technological delivery • Role of Students’ Association • Impact on staff • Evaluation of success Activities and Outputs - 1 All Scottish HEIs asked to: • Provide update on activity • Describe how student support in organised • Identify up to 3 examples of developments and practice in student support Activities and Outputs - 2 2 meetings held with sector 1. June 2008 to establish a network of people interested in contributing to the project by helping identify examples of good practice within Scotland and externally 2. November 2008 to showcase some examples of good practice in Scotland and invited speakers from University of Guelph-Humber Activities and Outputs 3 1. Scottish case studies 2. Scoping international developments report 3. Benchmarking Report Scottish Case Studies • Available on QAA enhancement themes web site • To date 37 case studies submitted from 13 institutions. Live resource to be added to – not too late to submit • Presentations to November conference and some giving workshops at this event Report Scoping International Developments Will be published on the enhancement theme website • Description of the developments, practice and activities aimed at supporting student success in HE drawn from rest of UK and further afield • Desk research undertaken by Jane Denholm with over 700 emails and over 20 telephone interviews • 70 examples from 35 HEIs in 11 countries • Grouped under headings : the learner journey Approach taken – the learner journey A. B. C. D. E. F. G. H. I. J. K. L. M. N. Strategies and policies for student support Support for students prior to entry Academic/campus orientation Library and information resource services Range and balance of services Engaging students: building student communities and a sense of belonging Peer support and mentoring Students associations/unions Use of technology Life and study skills Careers and employability support Service learning – voluntary and the co-curriculum Support for alumni Staff training and development Examples from outside Scotland - 1 A. Strategies and policies for Student Support University of Leeds – “Leeds for Life” Set out values, skills and attributes with aim of developing a more consistent personal tutoring model University of Guelph-Humber – STAMP Student transition and mentoring scheme which begins before they start their course: “from cradle to grave” B. Support for students prior to entry University of Guelph, Ontario – START Online An on-line community to facilitate transition to university life and welcome and engage students C. Academic/Campus Orientation University of Sydney – SWOT programme and O-week Academic and social orientation activities run in parallel but co-ordinated Examples from outside Scotland - 2 D. Library and information resource services University of Otago, New Zealand Integrated student learning support, library, meeting and eating spaces G. Peer Support and Mentoring University of Wollongong (and others) PASS Trained students facilitate study sessions and support to lower year students University of Bournemouth – PAL Peer assisted learning scheme H. Student Associations/Unions University of Surrey – DAVE Peer led student training : Development, Accreditation, Volunteering and Employability I. Use of Technology University of Leeds – “Leeds for Life” Web resources for students in all years Examples from outside Scotland - 3 L. Service Learning – Volunteering and the co-curriculum Macquarie University, Australia All students to undertake some form of participation e.g. mentoring, work integrated learning or global futures (aid projects) N. Staff training and Development University of Sheffield – Supporting the Supporters Web site, publications and development activities – guide for staff, new training programme and redesigned staff web pages Report for SFC Benchmarking report • Record of group activities • Discuss findings • Provide conclusions and lessons learned for future benchmarking activities Membership of the Group Chair: Caroline MacDonald Deputy Vice-Chancellor (Learning and Student Experience), University of Teesside, previously PVC at Glasgow Caledonian University Officers: David Bottomley Heather Gibson Heather Norton Bill Thomson Assistant Head of Office, QAA Scotland Development Officer, QAA Scotland Administrative Assistant, QAA Scotland QAA Scotland Consultant: Jane Denholm Critical Thinking Membership of the Group continued Members: Chris Baxter Josh Capaldi David Carse Duncan Cockburn Ellie Douglas Jill Hammond Eve Lewis Gillian Mackintosh Denise McCaig Linda Savage James Shields Jordan Smith Judith Vincent Lande Walsey Jane Weir Philip Whyte Vice-President of Welfare and Education, SUSA, University of Stirling President of the RGU Union, Robert Gordon University Democratic Services Manager, Students Association, Glasgow Caledonian Uni. Development Advisor, sparqs Head of Student Support Services, University of Dundee Head of Student Counselling , Glasgow School of Art Education and Welfare Manager, Student Association, Heriot Watt University Academic Registrar, University of Aberdeen Vice-President Support and Advice , Students Assoc. Glasgow Caledonian Uni. Student Services Support Co-ordinator , UHI Millennium Institute Director of Representation, Student Association, University of St Andrews Vice-President of Representation , Students Association, University of Dundee Vice-Principal (Teaching and Learning), University of the West Scotland Head of Student Services, Queen Margaret University Director of Career Services, University of Glasgow Academic Affairs Officer, USSA, University of Strathclyde