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

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 potential sources that will underpin their learning in level 4 and beyond.

What is the likely impact?

Students who have chosen EHU as their Higher Education provider are brought into the learning community before they have even enrolled on campus. The student is embraced and supported to recognise potential key sources, to be exposed to potential learning materials, and to feel they have made inroads into their learning by the time they arrive on campus for their induction week.

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

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

‘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].

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].