Responding to Student Needs

Responding to Student Needs Professor David Lines Centre for the Enhancement of Learning and Teaching The Robert Gordon University Aberdeen

Responding to Student Needs • Induction • Personal Tutor System • Models for First Year Learning • Improving Communication • Student Evaluation and Feedback www.enhancementthemes.ac.uk

Sources • Canada: Toronto; Ryerson • USA: Syracuse; Utah; North Carolina; Boulder; Hartford • Australia: Melbourne; Auckland; Tasmania, Deakin; Sydney; Monash; La Trobe • NZ: Bay of Plenty Polytechnic • UK: Ulster; Bath; Bristol; Reading; London Met; Anglia Polytechnic; Manchester; Strathclyde; Salford; Middlesex; Teeside etc.

A changing environment • Greatly increased numbers of variably qualified students entering straight from school; • Others who are returning to education after life - and/or work – experience; • Groups that previously would not have considered, or possibly not even been allowed access to HE.

A changing university context • At one level - explicit quality measures, rigorously pursued, despite a diminishing per capita unit of resource; • At another – the very form and function of a ‘university’ e.g. teaching only; private sector etc.

The nature of study has changed. • So-called ‘full-time’ students are in reality ‘part-time’, as the imperatives to fund university education become stronger; • the growth of information and communication technology has transformed learning - ‘on-campus distance learners’!

Students as ‘customer’ • explicit costs demand up-front returns; • increasing numbers see the acquisition of a degree as, above all, vocational

The International Context • Australia, New Zealand, Canada, USA some way ahead (research on T & L?) • Top-down and / or bottom-up

A Strategic approach 1 • Planned from ‘first contact’ to start of second year; • Involves academic & support staff, managers and students in planning and executing – champions!; • Involves all these plus other stakeholders in making it effective (e.g. funding agencies, parents, partners etc.)

A Strategic approach 2 • Likely to involve an explicit ‘mission statement’ as part of a clearly defined Teaching and Learning Strategy • Will seek to develop a ‘sense of belonging’ (learning communities) through e.g. web sites ‘drip-feeding’ information; ‘buddy schemes’ and/or SI; first year seminars

The curriculum • The definition of ‘curriculum is all-embracing: official and ‘unofficial’; explicit and implicit; academic and social etc. • A strategic approach to the first year recognises the centrality of a well planned an executed curriculum.

Prior to entry • Closer school/university links; • University marketing done ‘carefully and thoughtfully’; • ‘Summer’ schools • Recognise a variety of entry points.

At entry and through the year • Information given on a ‘need to know basis’ • An ‘active welcome’ from staff • Development of study skills/academic literacy; • Recognition by students of Tinto’s Separation, Transition, Incorporation model

The curriculum - setting the tone • ‘Core modules’ • Emphasis on formative assessment; • Integrated personal tutor support; • Emphasis on ‘employability’;

Setting the tone • Personal Development Planning; • Transition from supported to independent learning; • E-enabled learning; • Commitment to Equal opportunities legislation and implementation.

London Metropolitan • The quality of teaching is the single most important factor in determining students’ overall experiences – ‘good teaching’ = a ‘good course’; • If teaching rooms and buildings are clean the overall quality of facilities is rated positively; • The ‘efficiency’ of the university was determined by the efficiency of dealing with queries and problems.

Bottom-up • Many individuals / departments / schools / faculties have introduced radical change • Some examples: progressive phasing in of extended writing; gradual lengthening of lectures; using different formats within the lecture process e.g. PRS. Group work etc. • Extended use of formative assessment

And crucially • Adequate resources and the • Promotion of ‘excellent’ teaching.

Responding to Student Needs