Dr Tom Rogers and Annie Blair MA University Centre Peterborough

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Study Skills programmes: what difference do they make to student retention, success and achievement?. Dr Tom Rogers and Annie Blair MA University Centre Peterborough. Purpose of the Workshop. Consider the methods and tools currently being used to support learning and academic development - PowerPoint PPT Presentation


An overview of the Higher Education Academys Academic Integrity Service

Study Skills programmes: what difference do they make to student retention, success and achievement?Dr Tom Rogers and Annie Blair MAUniversity Centre Peterborough1Purpose of the WorkshopConsider the methods and tools currently being used to support learning and academic developmentHelp to identify how best to motivate and engage students with study skills programmes, particularly in relation to your own experiences with different types of learners. Question the value of different programmes, whether bespoke or genericDisseminate our LTA project award findingsIntroduction and OverviewLTP award to assess effectiveness of study skills provision for Anglia students at Peterborough (UCP / Guild House)to identify most effective methods of helping students develop academic skills for success at all levelsto take into account different student backgrounds and learning needsto support effective / collaborative working practices between UCP / Guild House, deploy resources between Anglia partners and campuses productively and efficiently.to set-up on-going quality assurance processesto engage students and colleagues in process of further development

3What do others offer?A random search of the web sites of 10 pre-1992 and 10 post -1992 universities in the UK revealed that all but two offer bolt-on study skills courses, either through student services, the student union, or through special skills centres. The skills most commonly addressed in these courses are time management, essay writing, presentation, note taking and revising for exams. (Wingate, 2006: 458)Profiling your studentsGROUP EXERCISEDivide your students up into 4 categories Type 1, Type 2, Type 3 and Type 4Representative profile of students range of backgrounds and prior study experience?What kinds of challenges do you think these types of students might have? And what kind of extra support do you think they may need, which may not be able to be provided for by their subject tutors?

UCP Student ProfileTraditionalClassic fresher former A-level student 18+Non-traditionalInternational or English as 2nd Language LearnersMature students returners, eg. women with care commitmentsAdditional support students

UCP - Cohort ExampleAGE RANGE

18 - 2121 - 3030+Nos.22189English, Media and Journalism Students Year 1 - 2010/11Source: UCP Data Student Profile UCP student profileIn 2011-12 academic year, 15% (62 out of 418) students learners declared a disability on their enrolment forms15 (3.5% of FTEs) have dyslexia 10 (2% of FTEs) have dyspraxia or ADHDMature students, incl. those with vocational qualifications, extensive industry experience, but few formal academic qualifications Specialist degree programmes such as Social Work and Archaeology attract particularly high numbers of these types of students Profile of Level 4 Archaeology students(2011-12) Cohort of 115 classed as mature students (25 and over) - differing lengths of time between leaving formal education and entering HE. 3 students hold a level 3 CAVA Access certificate. 3 students hold Btec National Diplomas in a range of subjects.4 students completed A-Levels, but only 2 of these achieved predicted grade One student with disability that impacts their learning. Identified needs of Level 4 Archeology students (from Semester 1 tutor feedback)Critical reading, Note taking, Assignment writing, Harvard referencing, Research skillsTime management Only the 3 students with CAVA Access certificate were sufficiently competent and confident in skills needed for successful degree level study UCP Study Skills Matrix 2012/13 Your views?

Our Matrix how would you see this meeting needs of the types of learners?

Dissemination of Findings

UCP Study Skills questionnaire distributed with module evaluation survey Semester 1 and Semester 2 2012/13UCP Courses and student numbers 2012-13Year 1 = 214Year 2 = 151Year 3 = 185

Semester 2Student Responses (n=104)

Student Responses

Respondents that made comment on timing of session:

80% Did not like times of sessions18% Did not like location

Example of student responsesTiming:Due to times and work commitments unable to attendLunch is precious few minutes in midst of day of long lectures and a well deserved break so extra study is not appealingDo them during time we are at Uni daysMore flexible times that do not clash with lectures Allocated in timetable like tutorialFamily and work friendly Example of student responses LocationAt MJC where we are based as it is hard to get to UCP on extra days and timeDuring daytime need to be at UCP Hold at UCP not at Guild House

Student responses: content/topics/resourcesThe session was not specifically for the degree I am taking so the tutor couldn't focus on one particular subject, leaving myself being there for no reasonEssay tips, consultations and how to structure report Help on academic learning for mature students Information that relates to modulesAcademic reading, writing and note takingMore on VLE More electronic resourcesWould be better to have a webpage dedicated to this whole subject of SS in case people can't make them And finally

General drop-in sessions with lecturers, therefore freedom to drop by

Guild House, PeterboroughStudy Skills Support run by ARU Student ServicesDrop-in SessionsDrop-in sessions are held covering typical problems such as: time management, structuring assignments and grammar and punctuation difficulties.

The room used has individual student computer access and staff white board facilities

DayRoomTimeWednesday107b12pm 1pmFriday107b12pm 1pmIn SummaryThe ARU adviser for Peterborough Guild House students occasionally presents Skills@Uni sessions

Essay writing Reading for academic purposes Oral presentations Exams and revision

Recommendations for 2013/14 Study Skills - UCPUse of VLETiming of sessionsDifferent campus deliveryMore open drop-in sessions, e.g., essay writingLiaise with tutors to provide tailored booked sessionsEmbed in curriculum deliveryWork with student representatives and UCP embassadors

BibliographyARU Student Services (Online) Available at: [Accessed on 14 June 2013]ARU Study Skills (Online) Available at [Accessed on 14 June 2013]Department for Business Innovation and Skills (BIS 2011) Higher education: Students at the heart of the system. Available from: http://www.bis.gov.uk/.../he-white-paper-students-at-the-heart-of-the-system [Accessed on 3 August 2012]Oxford Brookes University 2005 Enhancing Graduate Employability (Online) Available at http://www.enhancingemployability.org.uk/index.php [Accessed on 4th January 2013)Thomas, L. 2012, What works? Student Retention and success (Online)Available at http://www.heacademy.ac.uk/assets/documents/retention/what_works_final_report.pdf [Accessed on 10 June 2013]Wingate, U., 2006, Doing away with study skills Teaching in Higher Education, 11 (4) pp 457-469


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