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FoC Away Day 18.6.10

FoC Away Day 18.6.10. HEFCE non-completion presentation of data What can be done in the classroom? consequences for module L&T&A strategies modification requirements (eg tariff) University-wide ‘Road to success’ student contract Questions for discussion. Part 1.

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FoC Away Day 18.6.10

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  1. FoC Away Day 18.6.10 • HEFCE non-completion • presentation of data • What can be done in the classroom? • consequences for module L&T&A strategies • modification requirements (eg tariff) • University-wide • ‘Road to success’ student contract • Questions for discussion

  2. Part 1 FoC compared to rest of London Met UG HEFCE Non-completion (students and modules) & Modules of Concern (MoCs)

  3. UG Mods non-complete 0809 (7 of worst 22)

  4. UG Mods of Concern 0809 (3 of worst 23 pass rates)

  5. 0809 UG pass rate – FoC better at C level & PG)

  6. Standards Boards where Intermediate Level Pass Rates fall below the University average • Health and Social Care - (Community Nursing) • UBSFS - Finance & Financial Services (UG) • Electronics and Comms Engineering (UG/PG) • UBSEC - Economics (UG) • UBSHD - HND Programmes in Business • Law (UG) • UBSBT - Business Analysis, Info Sys, Transport & Logistics (UG) • Applied Social Sciences (UG) - (City Campus) • UBSAB - Accounting & Business Law (UG) • Information Systems (UG/PG) • Multimedia (UG/PG) • Psychology (UG) • Computer Science Databases and Distrib Sys (UG/PG) • Applied Social Sciences (UG) - (North Campus) • Biological and Applied Sciences

  7. Part 2 - FoC indicators • Compare of modules in academic groups • Comparison of courses, UG & PG • Initial figures for Autumn 2009/10 show an improvement for module non-completion in FoC, from 13% to 9% (see spreadsheet) • Note this is module, not student non-completion (which was 43% in 0809)

  8. Engagement data – classroom attendance figures are 67%, just 50% for FDSc...

  9. What can be done in the classroom? • consequences for module action plans: • lab-based teaching or seminar groups • classroom-based assessment, lab book • attendance/ behaviour policy • modification requirements (eg tariff policy) • amend course work spec • level 1 exam preparation • learn from what works • peer observation, show’n tells

  10. Uni-wide initiatives • Student Success Partnership (2009) • PAA+CA+CL • Plus key role of module leader? (& FoC admin?) • Attendance, engagement, encouragement • ‘The Road to Success’ (2010) • First Draft to ADC 12.5.10 • Student - uni ‘contract’ – draft form:

  11. “StudentsIf you do the following, you will succeed. All our evidence shows that if you do, you have a good chance of success:  Attend all classes Submit all assessments on time Be proactive and independent learners Tell staff what you think of your student experience Participate in extra-curricular activities Get involved with the Students’ Union as a volunteer or StAR (Course Rep) Be a Student Ambassador Show respect – Be respectful to all staff Re-Enrol on time Use Web Learn Read your University emails Start thinking about your career“

  12. “University staff are committed to your support, and they will endeavour to • Deliver all classes • Turn up on time • Give you timely and constructive feedback on your performance • Respond honestly to students’ feedback • Show respect to all students • Communicate students’ results on time • Offer support and advice • Update Web Learn regularly • Support the Students’ Union and extra-curricular activities”

  13. Group activity • In groups of 4, discuss how to improve: • completion & student engagement • student attendance • course/ cluster learning, teaching & assessment • tariff policy, attendance policy, lab-book marking? • peer observation/ support • sharing good practice, • module action plans (project managed) • eg lab book, interactivity in weblearn • course cohesion (& social cohesion) • FTF contact, ‘knowing name’

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