Challenging learners at Part 1: Development of an enquiry based module

1. Challenging learners at Part 1: Development of an enquiry based module Cathy Hughes Real Estate & Planning

2. REP U/G Programme review – existing structure 1 Economics (20) Planning (20) Law (10) Real estate study skills (20) Building (10) Investment Appraisal (20) Prop. Law (10) Management (10) Property law (20) Planning implementation (20) Economics (20) Info mgt and analysis(10) Accounting and tax (10) Valuation (20) 2 Project(10) Forecasting and marketing(10) I&F (120) D&P (120) UPMV (120) Rural (120) 3 +1

3. Plenty of reasons to celebrate • 40 years of success • High academic entry requirements (now AAB) • Academic rigour and near market application of knowledge noted by external examiners • Highly sought-after graduates (normally over 90% employment levels)

4. But on reflection… • Demands of employers are changing • We need to review what we teach and how we teach it • Skills and expectations of incoming students are changing Added to which… • The experience of our students suggests change is needed • RREF employer survey (2007) • Perception of complacency in Department and students • Department Away Day (Jan 2007) • Awareness that structure, content and teaching methods need addressing • Reading Student Survey (Autumn 2008) • Low level of academic challenge at Part 1 • Low scores for active and collaborative learning at Part 1 • Low level of interaction with staff at part 1 • Low level of engagement with e-learning

5. REP U/G Programme review – Revised Structure ‘Sun and Moons’ Model PART 1 Law (10+10) Planning and Building (20) Projects in Real Estate & Planning (1) (40) Investment Appraisal (20) Economics (20) PART 2 Valuation (20) Economics & Investment (20) Projects in Real Estate & Planning (2) (30) Property Law (10) Planning Law & Practice 20 Management (20)

6. Sun (1) Aims to: • Develop skills • Promote active learning • Apply and develop knowledge from ‘moons’ Must be: • Enjoyable • Engaging • Challenging

7. Your Reading • Project 1: Create Reading Fact File • Resources and data collection • Group submission • Project 2: Find me a property • Local property markets and occupational requirements • Group presentation and exam-style essay • Project 3: How did it happen? • The development process • Individual essay • Project 4: Add value to my property • Market analysis and investors’ strategies • Group report • Individual multiple choice test

8. Encouraging and supporting and active learning General points • Each project gradually requires more interpretation by students • Clear and detailed assessment criteria • Blackboard discussion board • Surgeries • Group progress reports/intermediate milestones • Prompt feedback at each stage • Evaluation at each stage

9. Evaluation – so far Student evaluation: Challenging & stimulating: • A lot – 61%/62% A little – 35%/38% Enjoyment: • A lot – 66%/69% • A little – 31%/28% Comments largely positive or encouragingly negative (e.g. didn’t like it because I had to work hard to find the information) Staff evaluation: (ie my perceptions!) • It is a more satisfying way to ‘teach’ • Scaffolding is important (its a question of balance) • Let the technology help – but recognise your (my) limitations • It doesn’t have to be complicated • Don’t expect it to be less work (at least not at first) • Student expectations change – continuity important