• 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…

  • 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…

  • Getting Started student support package

    The development of the ‘Getting Started’ pre-entry support package for students What happens? The Getting Started support package is designed to offer students a seamless transition and a preview into the process of learning at Edge Hill and specifically on their chosen programmes. This is beyond simply pre-course reading, engaging students in becoming familiar with…

  • ‘Transition Days’

    The format and content of ‘Transition Days’ at Levels 4 to 5, and 5 to 6 What happens? The transition days offer students the opportunity to attend sessions, outside of semester one and two, to learn and be informed about the transition they will be making, academically and also personally, between either levels 4-5 or…

  • Personal Development Planning (PDP) ‘Steps to Success’

    The approach to Personal Development Planning (PDP) via the ‘Steps to Success’ model What happens? This model offers a theoretical representation of the PDP when aligned to the University’s employability themes, and the development of the student in relation to their research knowledge and capacity. The PDP is designed to align to the student journey…

  • Engaging students

    The integration of the students’ role both in the identification of placements and in their feedback on placement experience back into the teaching within the programme What happens? It was felt that students should be central to decision-making about placements. Where they may already be involved with placements, having them share these experiences was felt…

  • Creative assessment

    The creativity of assessment, specifically the use of imagery and visualisation in presentations What happens? Given the nature of the student cohort and their potential future careers, it was felt necessary to ensure that they were able to convey information using a range of mediums, in particular the use of imagery and visualisation. This assessment…