‘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 5-6 in their student journey.

All undergraduate students will face these transitions, which include the jump in academic expectation, personal demands, the need for resilience and their destination planning; as such, it is felt that the transition days could be an integral part of all programmes across the University.

What is the likely impact?

Students are able to see their own journey, to assess their current skills base, and to consider where they might need help and support in moving to the next stage of their academic journey. The sessions are very practical and are designed to offer students the ability to start planning ahead for the next academic year.

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

For more information please contact Hazel Flight, flighth@edgehill.ac.uk  or Peter Leadbetter

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

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 and has been embedded across levels 4, 5 and 6.  Given the embedded nature of this model, there is therefore potential for other settings to transfer this same model into their own curriculum.

 

What is the likely impact?

Students have been able to visualise the PDP and recognise its value in their development. The students have been completing the PDP as a natural part of their student journey and as such, the PDP has become integral to their development.

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

For more information please contact:

Hayley McKenzie, mckenzih@edgehill.ac.uk

Laura Ashton, ashtonl@edgehill.ac.uk

Shelly Haslam, haslamsh@edgehill.ac.uk

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

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 to be beneficial to the programme.

Using their placement experiences will add a depth and richness to the class discussions and is anticipated to deepen the value of learning on placements. Having students engaged in approaching placement providers adds ownership to that placement and develops their own networking skills, which is transferable to all settings.

What is the likely impact?

Directly, this will support improving placement opportunities by widening the resource base; it may indirectly also lead to enhancing learning from placement. Giving students choice and capacity to approach placement providers is expected to provide opportunity for reflection and personal development.

For more information please contact:

Shelly Haslam, haslamsh@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 1].

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 method is designed to support students in enhancing their effective communication, creativity and presentation skills. Other settings could equally apply this approach in an attempt to broaden their students’ ability to transmit information in alternative formats.

What is the likely impact?

Directly, this assessment method will develop students’ skills and abilities in communicating information using various mediums, developing and enhancing presentation skills and mastering the use of imagery to convey meaning.

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

For more information please contact Shelly Haslam, haslamsh@edgehill.ac.uk

[SOURCE: BSc (Hons) Child & Adolescent Mental Health and Wellbeing; MSc Child & Adolescent Mental Health and Wellbeing – Stage 1].

Supporting mentor-assessors

Comprehensive support for mentor-assessors (Supervisors) in practice including a training workshop and Supervisor Handbook

What happens?

Partnership working is not a new concept. However, with a new programme it is essential to support colleagues in practice to understand the demands of the programme for the workforce and how the students would be assessed in practice and the supervisors’ responsibility in their learning. Bespoke workshops have allowed for a good working relationship to be built and prepared supervisors for their role within this new programme. Written support with the supervisor handbook provides a guide to the programme and its assessment in practice that Supervisors can refer to at any time. The appointment of the Partnership Clinical Facilitators (PCF) at the HEI bridges the gap of support between University and Practice while the employment of the Practice Education Facilitator (PEF) by the partners supports the Supervisors and students in practice.

Any programme with a practice/ partnership element can easily adopt this model of preparation with prior planning.

What’s the impact?

This has a positive impact on students as it demonstrates a cohesive partnership between HEI and employer. Students are in a transition period and the knowledge of the Practice Supervisor of the programme and practice requirements indirectly assists in a smooth transition. Students are away from the HEI for 80% of the programme and the support in the practice area is vital. The introduction of a bespoke Practice Education Facilitator (PEF) for the students on this programme later in 2017 will also support both Supervisor and student whilst away from the HEI. The supportive roles of both PEF and PCF will have a positive direct impact on student support and learning. The role of the PCF acts as a learning advocate for the students in University and practice acting, as a link where required.

For more information please contact Elaine Hughes, hughese@edgehill.ac.uk

[SOURCE: FdSc Nursing Associate with level 6 BSc (Hons) Health and Social Care Conversion degree].

TEL support for staff

The support provided for staff in the development of Technology Enhanced Learning including a dedicated Digital Productivity Lab

What happens?

Having a dedicated Digital Productivity Lab (DPL) where support for Faculty staff is provided by both LTD and the Faculty SOLSTICE fellows allows the development of creative learning materials that can be used in the virtual learning environment. Supporting the development of staff is key to this innovation as the pedagogy that is associated with face-to-face learning can be adapted to the virtual world promoting mixed methods of learning and teaching. This can have a positive impact on resources if supported and designed well and can be easily transferred to other settings with the support of Faculty Learning and Teaching Associate Deans, LTD and SOLSTICE fellows.

What is the impact?

The DPL has had a positive impact for students across programmes, in particular the use of lecture capture for key concepts in learning and meeting the needs of students with a recognised SpLD. The development of virtual learning encourages not only the development of the students’ digital literacy as a key transferrable skill for employability, but also the development of independent lifelong learning through the use of learning theories.

For more information about this innovation please contact                                      Laura Taylor, taylorl@edgehill.ac.uk

SOURCE: [FdSc Nursing Associate with level 6 BSc (Hons) Health and Social Care Conversion degree].

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].