IMPRESS Aiding transition into HE through highly specified on-entry skills support

1. IMPRESS Aiding transition into HE through highly specified on-entry skills support David Bowers, Head of Learning Development University Campus Suffolk David Bowers, Learning Development Centre, University Campus Suffolk

2. David Bowers, Learning Development Centre, University Campus Suffolk

3. Traditional solution 1: On-entry diagnostic testing • Not a nice start to the course • “Off the shelf” tests not relevant • Needs clear follow-up • It is something “done to” students David Bowers, Learning Development Centre, University Campus Suffolk

4. Traditional solution 2: Give “basic skills revision” lectures for first few weeks • Hardly an inspirational start • “Waste of time” for students who don’t need it • Requires specialist skills tutors David Bowers, Learning Development Centre, University Campus Suffolk

5. Ideally need something that is: • Non-threatening • Relevant • Individualised • Flexible • Encourages ownership Which leads to . . . . David Bowers, Learning Development Centre, University Campus Suffolk

6. I ndividualised M aterials for P ersonal R eflection and E valuation of S tudy S kills David Bowers, Learning Development Centre, University Campus Suffolk

7. Aims of IMPRESS • To identify explicitly some key skills that are essential on entry to course (not just “basic maths”); • To give students the opportunity to work on these skills independently and flexibly; • To reassure students that their on-entry skills set is sound; • To provide immediately accessible, relevant support if skills gaps are identified. David Bowers, Learning Development Centre, University Campus Suffolk

8. Initial self-assessment of listed skills The IMPRESS model of engagement Complete personal skills profile (red/amber/green) Reflect, prioritise topics Study materials (by topic) and seek advice where necessary Take skills test (by topic) Reflect, self-assess (by topic) Update personal skills profile

9. Initial self-assessment of listed skills The IMPRESS model of engagement This needs course teams to really think about what skills are important on entry Complete personal skills profile (red/amber/green) Reflect, prioritise topics Study materials (by topic) and seek advice where necessary Take skills test (by topic) Reflect, self-assess (by topic) Update personal skills profile

10. Initial self-assessment of listed skills The IMPRESS model of engagement Complete personal skills profile (red/amber/green) RAG spreadsheet uploaded and shared with tutor (example later) Reflect, prioritise topics Study materials (by topic) and seek advice where necessary Take skills test (by topic) Reflect, self-assess (by topic) Update personal skills profile

11. Initial self-assessment of listed skills The IMPRESS model of engagement Complete personal skills profile (red/amber/green) Reflect, prioritise topics Study materials (by topic) and seek advice where necessary VLE-based means you can link straight through to related resources. Take skills test (by topic) Reflect, self-assess (by topic) Update personal skills profile

12. Initial self-assessment of listed skills The IMPRESS model of engagement Complete personal skills profile (red/amber/green) Reflect, prioritise topics Study materials (by topic) and seek advice where necessary Take skills test (by topic) Reflect, self-assess (by topic) VLE allows online tests to be created. Students get scores straight away, saved online for tutor to see. Update personal skills profile

13. Initial self-assessment of listed skills The IMPRESS model of engagement Complete personal skills profile (red/amber/green) Reflect, prioritise topics Study materials (by topic) and seek advice where necessary Based on self-test score, student updates RAG spreadsheet . Take skills test (by topic) Reflect, self-assess (by topic) Update personal skills profile

14. Example Skills List David Bowers, Learning Development Centre, University Campus Suffolk

15. Example of Tests David Bowers, Learning Development Centre, University Campus Suffolk

16. Example of Revision Bank David Bowers, Learning Development Centre, University Campus Suffolk

17. Example of initial RAG David Bowers, Learning Development Centre, University Campus Suffolk

18. Example of second RAG David Bowers, Learning Development Centre, University Campus Suffolk

19. Example of final RAG David Bowers, Learning Development Centre, University Campus Suffolk

20. Evaluation of pilot 2009/10 David Bowers, Learning Development Centre, University Campus Suffolk

21. Analysis (BA Business Management / ETHL) Significant correlation (rs = 0.36, p<0.01) between total IMPRESS test scores and end of module grade. David Bowers, Learning Development Centre, University Campus Suffolk

22. Analysis(BA Business Management / ETHL) Students who did not engage with IMPRESS (took no self-tests) were three times more likely to be referred at end of module that those who seriously engaged (attained 50% or over in self-tests) ** Students who seriously engaged with IMPRESS (attained 50% or over in self-tests) were more than twice as likely to achieve a high module grade (first or second) than those who only partly engaged (attained 1%-49% in self tests) * Chi-squared analysis, ** p<0.01, * p<0.05 David Bowers, Learning Development Centre, University Campus Suffolk

23. Feedback from staff and students (all courses) Students found it daunting at first, but once started it was not so bad (“surprisingly good”). It “gave me motivation” to get to grips with the skills. The linked revision resources were “helpful” (although only minority of students used them). Tutors noticed improved confidence of students when working online after IMPRESS (FD Health). RAG used in tutorials to discuss progress (FD Health) David Bowers, Learning Development Centre, University Campus Suffolk

24. Feedback from staff and students (all courses) Needed more detailed introduction (rushed). Introduced too early, before students confident with the VLE and also where to go for support. (Modifying and uploading RAG was tricky.) Tests “boring, trivial” versus “too hard, offputting” Purpose of IMPRESS not made clear – some students thought it was a teaching package, and wanted more examples, exercises, etc. David Bowers, Learning Development Centre, University Campus Suffolk

25. Conclusions • IMPRESS offers a framework for consolidating on-entry study skills relevant to the course. • The purpose of IMPRESS, and the technical features, need to be more clearly explained. • Engagement with IMPRESS has been shown to be a significant indicator of subsequent academic achievement. • Propose to continue pilot in 2010/11. David Bowers, Learning Development Centre, University Campus Suffolk

26. Evaluation of second trial, 2010/11 David Bowers, Learning Development Centre, University Campus Suffolk

27. Analysis (BA Business Management / ETHL) Correlation among those who passed the module, but an unexpected number of referrals this year. David Bowers, Learning Development Centre, University Campus Suffolk

28. Ongoing third trial, 2011/12 David Bowers, Learning Development Centre, University Campus Suffolk

29. Questions? Comments? d.bowers@ucs.ac.uk David Bowers, Learning Development Centre, University Campus Suffolk

30. End David Bowers, Learning Development Centre, University Campus Suffolk