Getting Started: Supporting Transition into Higher Education

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

Gillian Pye pyeg@edgehill.ac.uk

Graduate Employer Symposium

Who/What?

Employers from various Applied Health and Social Care field were invited to the Faculty of health to showcase their organisation and deliver a 20 to 30 minute presentation on their application process and the types of graduate skills and attributes they were looking for. Post graduate programme leads were also invited to talk about the application process for PGCE teaching, Masters in Social Work and MSc in Leadership and Management, MRES and PHD graduate teacher posts. AHSC Alumni were also invited to talk to students about job searching and applications. Current students on the Personal Career Development module were invited to attend.

So What?

Students found the session extremely valuable as it enabled them to network with graduate employers such as NSPCC, Frontline. Nutricia, Dannone and other Private and Voluntary organisation. Additionally they were able to meet the programme teams from Masters and PGCE programmes at Edge Hill. Talking first hand to graduates who had been through the application process proved extremely beneficial for CV development and interview techniques. Some students commented on how this had shaped their career plans and highlighted the skills required for this.

 

Developing undergraduate research skills

The focus on, and development of, students’ research skills at undergraduate Level 4 and beyond

What happens?

Students find the skills requisite for a successful dissertation difficult to develop from a standing start at L6. The aim is to introduce the relevant skills at L4 and develop them further at L5 such that they are highly developed by the time students reach L6. This ‘whole degree’ approach to dissertation success is innovative and one that could be utilised by all degree programmes.

What is the impact?

Students are almost immediately exposed to the demands of project work on starting their degree. This is delivered as part of the Cyprus field course and also requires working under pressure to tight deadlines. A similar approach is taken at L5 but with smaller group sizes and projects of longer duration. The successful addressing of these challenges engenders self-confidence alongside developing relevant skills of planning, time management, practical skills, analysis and communication of results, ultimately leading to higher dissertation scores and hence degree grades.

 

For more information please contact: Professor Paul Ashton

ashtonp@edgehill.ac.uk

[SOURCE: BSc (Hons) Food Science & BSc (Hons) Plant Science – Stage 2].

Placement support app

What happens?

This app, which will be piloted from September 2017, is proposed to provide support and useful information to 3rd year students whilst on placement. It will enable them to have instant access to and understand issues such as safeguarding and conflict resolution. Practical details such as travel information will also be included.

What is the likely impact?

Students will have valuable information at their fingertips, enabling them to feel more confident in the placement area.

The new placement support app which has been developed in collaboration with the Computer Science department.

Following this pilot a professional staff development workshop will be scheduled, please see the CLT website to book your place and for immediate further information please contact:

Hayley McKenzie,mckenzih@edgehill.ac.uk

[SOURCE: BSc (Hons) Global Public Health – Stage 2].

Supporting retention with ‘Transition Days’

Student ‘Transition Days’ at critical junctions within the programme which make effective use of contributions from Graduate Teaching Assistants

What happens?

The transition days generally evaluate well, however informal feedback from students has been extremely positive regarding the sessions delivered by the GTAs. They find the GTA role itself ‘aspirational’. They also refer to the fact that the GTAs are ‘more on their level’, and are very interested in how research can be an employment route. This has resulted in a number of our own students applying for GTA positions, one of whom was successful.

What is the likely impact?

AHSC have delivered transition days for a number of years prior to students’ return for the next academic level. For the last couple of years we have included GTAs to talk of their research interests and current roles in regard to potential employability routes that had not been considered by the undergraduate students.

 

To book to attend a Professional Staff Development Seminar on this topic please click here CLT.

For more information please contact: Peter Leadbetter, leadbetp@edgehill.ac.uk

 

[SOURCE: MSci (Hons) Nutrition – Stage 2].

Supporting students on work placement

The Department’s implementation of the academic post of Practice Education Lecturer to support the management of placements and the student experience

What happens?

This provides a physical FoHSC academic presence in the work-based learning area that facilitates open communication between placement, student and programme team. This enables effective and timely potential for problem solving/ information sharing on behalf of the student or the area itself. The quality role ensures that potential placement areas are suitable for individual students and can assist in ‘matching’ of placements to individual programmes. An auditing process ensures that we are at present providing high-quality placements focusing on the safety of our students. New placements have been identified, and more information regarding placement student capacity has been confirmed.

What is the impact?

Students have already fed back that they feel supported by the presence of the PEL. Open communication is enhanced. Expectations of the aims of the placement experience have been clearer. Academic member of staff ensures that any minor/ major academic issues impacting on students’ progression are addressed in a timely manner. This results in a better quality of work-based learning opportunities.

To book to attend a Professional Staff Development Seminar on this topic please click here CLT.

For more information please contact: 

Carol Wilson

wilsonc@edgehill.ac.uk

Gemma Holloway

Gemma.Holloway@edgehill.ac.uk

[SOURCE: BSc (Hons) Child & Adolescent Mental Health and Wellbeing; MSc Child & Adolescent Mental Health and Wellbeing – Stage 2].