Supporting Transitions: Festive Friday!

Festive Friday

What happened?

Staff host a festive gathering for all of the 1st Year BA Hons Dance Students, providing an opportunity to evaluate and reflect on the students first semester and the journey they have been on since leaving FE.

What is the likely impact?

Feedback indicates that this activity brings the cohort together, helps to build confidence and team work, supports cohort identity and increases motivation with students eager to come back for semester 2.

For more information please contact:

Debbie Deborah Norris, Lecturer in Dance

Norrisdb@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

 

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].

Students become research assistants!

Providing opportunities to encourage students to become research assistants

What happens?

It is more typical for students to be taught the theory of research, rather than taking part in the actual live research process. Students are given the opportunity and encouraged to take part in actual research activities led by lecturers on the programme. This will enable them to transfer skills such as team work, time management, research data collection skills and communication skills.

What is the impact?

This directly impacts on students by developing their ability to acknowledge the relevance of the taught theory elements within the programme. It will also highlight the importance of current research alongside developing and enhancing their understanding of the research process and their practical primary research data collection skills.

For more information please contact: Claire Blennerhassett, Claire.blennerhassett@edgehill.ac.uk

[SOURCE: MSci (Hons) Nutrition – Stage 1].

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].