Supporting Transition through our bespoke Introduction to HE Study Skills Sessions:

What happens?

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,  pyeg@edgehill.ac.uk

 

 

Supporting Transition via our Getting Started Pages:

What happens?

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.  During First Week we revisit some of the ideas and get them used to working together.

What is the likely impact?

Students feel more prepared for what they will be engaging with.  They cite feeling able to mix well and make friends in the First Week through these activities.  They cite feeling more settled from the start in the approach to their academic study.

For more information please contact: Gillian Pye,  pyeg@edgehill.ac.uk

Working Lunch!

What happens?

At this time of year with placements looming and assessment deadlines on the horizon, not to mention 1st Teaching Posts to apply for, time is of the essence.

So to support students during this potentially difficult period of time, over in Design and Technology teaching spaces are booked over the lunch period, which provides not only a few hours per week of additional contact time, but helps to create and maintain a collegiate, industrious working atmosphere.

Staff stay around after the formal contact time and are on hand to offer additional support, which also at this frantic period in the students journey is very much appreciated by the students.

What are the benefits? 

This approach has proven to contribute positively to the students attendance, engagement, attainment, and also has had a positive impact on the students general feelings of well-being.

Working lunches have proven to be so popular where possible students have also been coming in early for ‘breakfast club’!

For more information about the benefits of this initiative on students well-being, engagement and attainment please contact:

David Wooff, Wooffd@edgehill.ac.uk

 

Using Blackboard Collaborate for personal tutorials

The use of Blackboard Collaborate for personal tutorials including those students who are studying remotely

What happens?

The use of the full range of tools in Collaborate has enabled us in the MaST team to devote personal time to students, focusing on their specific needs, and at times that suit them.  It provides an opportunity for formative feedback on work-in-progress in a way that is as close as possible to the experience of having a face-to-face tutorial. This practice has been used by tutors in the MaST team to very good avail. It has also been used by some tutors on the outgoing MA Education, and its use will be continued in the newly-validated MA Educational Enquiry and Professional Learning.

What is the impact?

At each module evaluation students have mentioned the way in which they have valued this provision, particularly given the work and personal commitments many have. Further, it helps elaborate and provide clarification on written feedback, which students may sometimes need.

 

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

For further information abut the impact of this strategy please contact:

Victoria Grinyer, grinyerv@edgehill.ac.uk

Andrea Taylor, tayloraa@edgehill.ac.uk

Sue Bailey, baileys@edgehill.ac.uk

Dr Mary McAteer, mcateerm@edgehill.ac.uk

 

[SOURCE: MA Educational Enquiry and Professional Learning – Stage 2].

Supporting transitions

Activities to support transitions between levels 4-6, and into employment and further study

What happens?

Discrete sessions dedicated to student transitions that are personalised to reflect the cohort’s and individual students’ previous experiences and achievements as well as feeding forward towards the next level of studies.

This feature is fully transferable to any full-time undergraduate programme of studies.

What is the impact?

Positive impact on student academic achievement and personal well-being; positive impact on student retention; high levels of student satisfaction.

For more information please contact Tim Lucas, Lucast@edgehill.ac.uk

[SOURCE: BA (Hons) Working and Teaching in the Early Years – Stage 2].

The concept and execution of an ‘induction year’

The concept and execution of an ‘induction year’

What happens?

In comparison to other settings, the concept of an ‘induction year’ has been made explicit within the programme as the one of the key components of the programme’s delivery and student support strategy. This feature is fully transferable to any full-time undergraduate programme of studies.

What is the likely impact?

Positive impact on student academic achievement and personal well-being; positive impact on student retention; high levels of student satisfaction.

 

For more information please contact Liana Beattie, Beattiel@edgehill.ac.uk

[SOURCE: BA (Hons) Working and Teaching in the Early Years – Stage 2].

Compulsory Paediatric First Aid for all students

Research indicates that there is a statistically-significant relationship between average grades and students’ participation in enrichment activities. This is also supported by the current students’ positive feedback. Enrichment activities can be incorporated into any relevant full-time undergraduate programme of studies, and therefore are fully transferable.

What happens?

The inclusion of compulsory Paediatric First Aid for all students. Early Years Education is the only Department on campus to deliver this training through Millie’s Trust. Other programmes where students are likely to work with children in this age group may benefit from this practice.

What is the likely impact?

Increased employability opportunities; high levels of student satisfaction. Enhances student employability by ensuring that they enter the workplace with the first aid skills required to work safely with children in the 0-7 age group.

 

For more information about the impact of this strategy please contact                            Karen Boardman, boardmac@edgehill.ac.uk

[SOURCE: BA (Hons) Working and Teaching in the Early Years – Stage 2].

[SOURCE: BA (Hons) Working and Teaching in the Early Years – Stage 1].