IMPRESS

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

David Bowers, Head of Learning DevelopmentUniversity Campus Suffolk

David Bowers, Learning Development Centre, University Campus Suffolk

David Bowers, Learning Development Centre, University Campus Suffolk

Traditional solution 1:

On-entry diagnostic testing

Not a nice start to the course“Off the shelf” tests not relevantNeeds clear follow-upIt is something “done to” students

David Bowers, Learning Development Centre, University Campus Suffolk

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 itRequires specialist skills tutors

David Bowers, Learning Development Centre, University Campus Suffolk

Ideally need something that is:

Non-threatening Relevant Individualised Flexible Encourages ownership

Which leads to . . . .

David Bowers, Learning Development Centre, University Campus Suffolk

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

Aims of IMPRESS

1. To identify explicitly some key skills that are essential on entry to course (not just “basic maths”);

2. To give students the opportunity to work on these skills independently and flexibly;

3. To reassure students that their on-entry skills set is sound;

4. To provide immediately accessible, relevant support if skills gaps are identified.

David Bowers, Learning Development Centre, University Campus Suffolk

The IMPRESS model of engagement

Initial self-assessment of listed skills

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

Complete personal skills profile (red/amber/green)

The IMPRESS model of engagement

Initial self-assessment of listed skills

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

Complete personal skills profile (red/amber/green)This needs course teams to really think about what skills are important on entry

The IMPRESS model of engagement

Initial self-assessment of listed skills

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

Complete personal skills profile (red/amber/green)

RAG spreadsheet uploaded and shared with tutor (example later)

The IMPRESS model of engagement

Initial self-assessment of listed skills

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

Complete personal skills profile (red/amber/green)

VLE-based means you can link straight through to related resources.

The IMPRESS model of engagement

Initial self-assessment of listed skills

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

Complete personal skills profile (red/amber/green)

VLE allows online tests to be created. Students get scores straight away, saved online for tutor to see.

The IMPRESS model of engagement

Initial self-assessment of listed skills

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

Complete personal skills profile (red/amber/green)

Based on self-test score, student updates RAG spreadsheet .

Example Skills List

David Bowers, Learning Development Centre, University Campus Suffolk

Example of Tests

David Bowers, Learning Development Centre, University Campus Suffolk

Example of Revision Bank

David Bowers, Learning Development Centre, University Campus Suffolk

Example of initial RAG

David Bowers, Learning Development Centre, University Campus Suffolk

Example of second RAG

David Bowers, Learning Development Centre, University Campus Suffolk

Example of final RAG

David Bowers, Learning Development Centre, University Campus Suffolk

Evaluation of pilot 2009/10

David Bowers, Learning Development Centre, University Campus Suffolk

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

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

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

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

Conclusions

1) IMPRESS offers a framework for consolidating on-entry study skills relevant to the course.

2) The purpose of IMPRESS, and the technical features, need to be more clearly explained.

3) Engagement with IMPRESS has been shown to be a significant indicator of subsequent academic achievement.

4) Propose to continue pilot in 2010/11.

David Bowers, Learning Development Centre, University Campus Suffolk

Evaluation of second trial, 2010/11

David Bowers, Learning Development Centre, University Campus Suffolk

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

Ongoing third trial, 2011/12

David Bowers, Learning Development Centre, University Campus Suffolk

Questions? Comments?

David Bowers, Learning Development Centre, University Campus Suffolk

d.bowers@ucs.ac.uk

End

David Bowers, Learning Development Centre, University Campus Suffolk