Between first week and reading week the students engage with work which extends that which they started pre-course and during First Week. These sessions include input from Learning Services on accessing information and Assistive Technologies. The course team (Programme Leader & Course Leader) deliver these sessions covering active reading techniques, how to get the most out of your lectures, Harvard referencing, and the assessment protocols and practices on the programme.
What is the likely impact?
Students comment that these sessions really help give them a grounding in some of the key skills they need to develop and as these sessions run simultaneously with their first module they utilise the skills in between taught sessions to get a feel for what works best for them. The programme team is looking to build on this and develop a HE Study Skills module across both semesters in Year 1.
For more information please contact: Gillian Pye, firstname.lastname@example.org
If you haven’t started already its time to get planning for September 2019 …
For a number of years now we have run this initiative with brilliant results. Students have access to our Getting Started in HE booklet which introduces them to the likely ways of studying at university. They complete this before they arrive at First Week and then during the First Week we revisit some of the ideas and get them used to working together.
What our students say (impact):
Students say they feel more prepared as a result of the activities. They say they feel more confident to mix and make new friends. They say they feel more settled and more able to cope with the demands of academic study right from the start of their journey into Higher Education.
We run regular sessions to share this strategy through the Professional Staff Development Series and are also able to offer bespoke support to departments if you prefer that as an approach.
So for more information, help or support please contact
The Department proposes to collaborate with the Department of Computer Science to explore the potential use of the CAVE resource for developing virtual field trips to 3D landscapes, simulating natural and environmental hazard scenarios etc., to support and enhance students’ experience of fieldwork and hazard management.
What is the likely impact?
Such virtual fieldtrips would allow students to begin to explore a field setting in preparation for residential fieldwork, and to develop research questions for project work in advance of the fieldwork. This would provide an experience of field locations which may be inaccessible for some disabled students. For hazard management, it may allow for different hazard scenarios to be simulated and for students to interact directly with the situation as part of their learning of risk and hazard/ disaster management. Such an approach would enhance interactive learning between students.
The Team’s collaboration with the Computer Science Department to utilise the C.A.V.E resource, particularly in relation to alternative assessment arrangements for disabled students