September Staff Conference

1. September Staff Conference Monday 09 September Tuesday 10 September Wednesday 11 September 2013

2. September Staff Conference 10.00 – 11.45 Academic Review Tutors – session and workshop 11.45 – 12.45 Updates to: Academic Regulations for Taught Provision Assessment procedures Student Evaluation Student Representation 13.30 – 14.45 Reflection on Academic and Professional Practice (RAPP) – session and workshop 15.00 – 16.15 Preparations for the Extended Academic Year

3. Academic Review Tutor Scheme Recommendations arising out of the Internal Quality Audit 2013

4. IQA Terms of Reference • The Audit embraced the following topics: • The role of the ART and the articulation with the role of the Senior Tutor • The institutional context within which ARTs operate • Resourcing • International Students, including UKBA compliance issues • The University committee structures and ARTs • Professional and career development frameworks • Staff development and the provision of online guidance to ARTs and students • Monitoring and record keeping • Collaborative Partners and the ART Scheme

5. Those who contributed • Student Ambassadors / Student Representatives; • Academic Review Tutors • Helpzone Managers • The Head of Student Advice and Guidance • Heads of School (who were also the faculty student experience leads) • Senior Tutors; the UKBA Compliance Officer • Director of Collaborative Partnerships.

6. Summary of recommendations For further detail please refer to Appendix A Internal Quality Audit: Action Plan for the Academic Review Tutor (ART) Scheme. 1) To develop a policy for the ART Scheme 2) To identify the key tasks involved in the ART role and to develop accessible online guidance pertaining to these activities for staff and students 3) To review operational procedures, including monitoring and recordkeeping, in relation to the work of ARTs; and in particular to identify ways in which this could be supported more effectively by ICT

7. Summary of recommendations cont. 4) To raise the status of the ART role by establishing the equivalence of the ARTs role in supporting student learning and the role of the module tutor in subject and module-specific learning and teaching; this change may require reconsideration of relevant University policies and strategies to ensure this is consistently reflected within the way these activities are resourced. 5) To use the opportunity provided by the extended academic year to resource ARTs to add value to the student experience in relation to academic study and co-curricular learning 6) To require collaborative partners to provide a support system for student learning and engagement that is equivalent to the ART scheme for those students undertaking UoG awards

8. WAIF UGT • 3 hours per student for level 4 • 2 hour per student for level 5 • 1 hour student for level 6 • Normally a member of staff will have one ART group per Level with 15 students per group, additional students attract hours as per the allocation above. • ARTS of international students should receive an allocation of 1 additional hour per student on top of the hours above • Top up and credit transfer students are classed as level 4 students.

9. WAIF Induction • Level 4 induction - 20 hours per member of staff involved including ARTS • Split 10 hours contact and 10 hours prep. • Level 5 induction – 7 hours (spilt between contact and preparation) • Level 6 induction - 7 hours (spilt between contact and preparation) • Undergraduate student induction for franchised courses 14 hours: • Split 7 hours contact, and 7 hours preparation time (unless teaching materials already available) plus travelling time.

10. WAIF ARTs PGT • 3 hours per student for FT students • 1 .5 hours per student for PT students • ARTS of international students should receive an allocation of 1 additional hour per student on top of the hours above.

11. Supporting Students during Induction 1) Assisting in acclimatization to HE / UoG environment 2) Ensuring course information has been received 3) Checking the accuracy of timetables 4) Making sure module choices are correct (should be more straightforward at Level 4 post CFR) 5) Introducing students to online guidance available on University website 6) Instructing students in the use of their student accounts 7) Explaining the ART role and establishing expectations re engagement with their ART, attendance at meetings and responses to email communication 8) Assessment submission and procedures for logging mitigating circumstances explained 9) Introducing the wider university support network – Helpzones, Student Services, SU 10) Ensure students are aware of the Student Representation Scheme

12. Supporting Students at Level 4 An initial review of progress (Early to Mid-October) • Check how students are settling in and their engagement with wider university life • Discuss and agree any action required from assessment feedback received so far • Explore any difficulties experienced so far • Discuss non-academic issues that impact upon academic work- where appropriate consider referral to other university services

13. Level 4 cont… 2) A second review of progress (January to February) • Discuss students engagement with wider university life • Review assessment feedback from Semester I and agree any action required to retrieve marks or generally improve performance. • Check module registrations for Semester II • Discuss any issues that may affect progression • Discuss non-academic issues that impact upon academic work- where appropriate consider referral to other university services

14. Level 4 Cont… 3) A third review of academic progress (Prior to the end of the academic year) • Review student’s engagement with University life • Consideration of all available assessment feedback • Identification of strengths, areas of difficulty and barriers to learning and anything they have found particularly helpful • Allow time for the student to think and talk about their experience of learning during the year • Help them to identify any action they need to take to develop or any additional support they should access • Check Level 5 module choices • Encourage the student to review their first year on their course and at University, helping them to identify anything they wish to do differently in the future • Ensure the student records co-curricular activity and achievements (HEAR)

15. Supporting Students at Level 5 1) An initial review of progress (By the end of October) • Check how students are settling in and their engagement with wider university life • Review the agreed actions from the previous meeting and ensure that plans are in place to pursue these • Review student’s timetable and discuss any progression issues e.g. any modules failed at Level 4 that will need to be retaken • Discuss non-academic issues that impact upon academic work - where appropriate consider referral to other university services

16. Level 5 Cont… 2) A second review of academic progress (Prior to the end of the academic year) • Allow at least half an hour for this one-to-one meeting • Require the student to bring all available assessment feedback from modules taken in both semesters of level 5 • Identification of strengths, areas of difficulty and barriers to learning and anything they have found particularly helpful • Allow time for the student to think and talk about their experience of learning during the year • Help them to identify any action they need to take to develop or any additional support they should access • Check Level 6 module choices (or alternatively placement arrangements) • Encourage the student to review their second year on their course and at University, helping them to identify anything they wish to do differently in the future • Ensure the student records co-curricular activity and achievements (HEAR)

17. Supporting Students at Level 6 1) An initial review of progress (By the end of October) • Check how students are settling in and their engagement with wider university life • Review the agreed actions from the previous meeting and ensure that plans are in place to pursue these • Review student’s timetable and discuss any progression issues e.g. any modules failed at Level 5 that will need to be retaken • Discuss non-academic issues that impact upon academic work - where appropriate consider referral to other university services

18. Level 6 Cont… 2) A second review of academic progress (January / February) • Review progress and identify any completion issues • Discuss the student’s post-graduation plans and help them to identify other sources of support e.g. regarding careers, writing CVs, interview skills or postgraduate study • Encourage the student to check that a complete record is available (HEAR) of her / his co-curricular activity and achievements

19. Specifically the Academic Review Tutor should aim to: Be involved during Induction Week helping students settle into University and into their studies. Provide opportunities for tutees to review their progress three times per academic year at Level 4 and twice at level 5 and 6. The first such opportunity must be within the first six weeks of the start of the year. These opportunities should be provided on an individual basis with the student and a record of each meeting should be kept. Offer advice or assistance regarding timetable issues, programme requirements, progression and other academic matters. Recognise when the assistance required is beyond the tutor’s competence and refer to another appropriate person or agency or seek advice from Helpzone staff, Senior Tutors or other appropriate staff.

20. Be available to tutees on a drop-in basis for at least one half day per week (office hours) at times when students do not normally have timetabled classes. Ensure that tutees know how to contact the University at short notice in situations that are urgent, e.g. illness, domestic crisis. Act as a point of referral to other student support services. Act as a student advocate where appropriate (for example at assessment boards or as a referee to provide written references).

21. Help foster the view that the University regards students as individuals and actively supports the academic progress of all students.   Follow up any students whose work is a cause for concern, e.g. if a student does not attend the progress review meetings ensure that procedures for follow up action are implemented. Follow up any students whose behaviour is a cause for concern. Ensure that the correct procedures are followed. If unsure contact Student Services. Reminder: Keep a record of all progress review meetings. All documentation should comply with Data Protection legislation and tutors should bear in mind that students have the right to see any information, including any hand written notes that are kept about them.

22. Keep confidential any matters discussed with a tutee unless the tutee has given his/her permission for information to be passed on, or, in exceptional circumstances the tutor judges it appropriate for the information to be shared, e.g. the student is deemed likely to harm himself/herself or another person. Remain informed about Academic Regulations for Taught Provision. Participate in appropriate staff development opportunities.