Promoting students’ understanding of assessment (marking and feedback) at key transition points within the programme
At the transition points within the programme (induction; L4 to L5; L5 to L6) students will be led through a session which supports them in understanding the increased academic expectations and the Department’s approach to providing them with feedback and feedforward. This is also an opportunity to ‘manage’ students’ expectations and understanding of what constitutes ‘fair’ marking and ‘useful’ comments (NSS questions).
What is the likely impact?
Students are supported in preparing for or anticipating the changes in expectations between levels. Their academic outcomes should then be improved.
For more information about the impact of this strategy please contact: Nichola Callander (Assistant Head of Department) [email protected]
The provision of funded additional qualifications, e.g. first aid and coaching qualifications, to enhance students’ employability
Students on the Working with Children 5-11 programme will be offered funded opportunities to enhance their employability and to widen their knowledge of potential career pathways.
What is the likely impact?
This programme has recruited a group of approximately 25 full time and 5 part time students for the first cohort staring September 2017. We anticipate this strategy having an impact on students’ perception of the quality of their programme and on their employment outcomes.
For more information relating to the impact of this strategy please contact: Polly Thorpe, [email protected]
As part of the Department’s Careers and Employability Week for all Level 5 and 6 students, the Department engages with alumni, particularly their involvement in the Careers and Employability Week and fieldtrips
A number of alumni deliver short presentations on their career path since graduation and how they have applied the knowledge and skills gained during their degree. The alumni also attend an informal networking event with the students immediately after the presentations. The Department has also begun to develop links with alumni for field visits to sites where ‘real world’ examples of environmental management practice can be observed.
What was the impact?
Site visits enhance students’ learning by actually seeing approaches and techniques that they are aware of from class teaching being used in practice.
This approach increases the students’ awareness of the importance of the skills (and knowledge and understanding) that they are developing and practising during their degree for future employment. A key message is also the need to record evidence of skills development in a portfolio or equivalent.
To support transitions, student retention and develop graduate attributes the department of Computer Science offer an innovate peer mentoring system that involves mentoring throughout the student’s life from pre-entry into employment.
Many students coming to university will go through a transitional period. They have to adapt to new ways of learning and teaching, as well as living away from home, often for the first time. The Department’s Mentor Scheme helps new students with this transition.
How it works
First year students (mentees) are matched to current undergraduate students; usually second years. They meet on a regular basis to discuss a wide range of issues such as:
new ways of studying
settling into accommodation
assignments, essays and exams
finding housing for second year.
First year students can ask questions which they may not feel comfortable asking tutors, are not covered in the course handbook or are of a personal nature, and will get reliable and relevant advice from their peers. They also get to know other people on their course a lot better.
What are the benefits?
Students who choose to become a mentor in their second year develop important employability skills. In a competitive job market graduates need to be able to demonstrate transferable skills. This is a wonderful opportunity to develop, enhance and evidence those skills, such as:
The implementation of the Roll of Honour which recognises and rewards students’ outstanding academic and personal achievements and inspires other students to achieve their full potential [SOURCE: Periodic Review of Business School].
How is it innovative or distinctive and transferable to other settings?
Outside of Edge Hill, this is actually quite common in other Business Schools. The true benefits start to appear after a couple of years because you are able to discuss each year with incoming level 4 and 5 students and make a link between their current behaviour and future performance. The transferability is high because each subject area could adjust categories to suit own areas. It then becomes about communication.
What impact has it had/will it have on students (directly or indirectly)?
“We expect the true benefits to start to emerge this year with incoming l4, l5 students but even this year some of the graduates had achieved higher on their final year thesis projects because they were aware (via our conversations) that the Honour Roll exists. There is also an opportunity to extend employability links for both departments and graduates because we have professional bodies involved in prize-giving for certain programmes, for example the Chartered Management Institute. Next year, we will be looking further for professional bodies to provide prizes as a way of making links between attainment and professional success clear”.