retention: an holistic approach ba (hons) early childhood studies university of derby ba (hons)...
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Retention: an holistic approachRetention: an holistic approach
BA (Hons) Early Childhood Studies
University of Derby
BA (Hons) Early Childhood Studies
University of Derby
“..to be the learner’s first choice university for quality & opportunity”
Model of Student JourneyModel of Student Journey
Retention figuresRetention figures
University of DerbyBA(Hons) Early Childhood Studies; student retention
0
10
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40
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Academic Year
% of studentsCompleted YearRetained Post Enrolment
Completed Year 94.7 91.4 95.7
Retained PostEnrolment
89 87.6 87.9
2006/07 2007/08 2008/09
University of DerbyBA(Hons) Early Childhood Studies; student retention
0
10
20
30
40
50
60
70
80
90
100
Academic Year
% of studentsCompleted YearRetained Post Enrolment
Completed Year 94.7 91.4 95.7
Retained PostEnrolment
89 87.6 87.9
2006/07 2007/08 2008/09
Open days, induction & socialisation
Open days, induction & socialisation
Programme strategiesProgramme strategies
Attendance monitoring
Themes & Threads
Stage Tutors & Personal Tutors
Pastoral support (SLO, PAS, Counselling, ECFs)
Attendance monitoring
Themes & Threads
Stage Tutors & Personal Tutors
Pastoral support (SLO, PAS, Counselling, ECFs)
Curriculum: Common threadsCurriculum: Common threads
PRACTICE ACADEMIC
Emerging Children’s Holistic Development
Developing Relational Pedagogy
Critically Reflective Contesting Childhood
•VLE
•Student Email links integrated into University
systems
•Open door policy
•Students know tutors are approachable
•Collective warmth & responsibility
COMMUNICATIONCOMMUNICATION
•Ongoing professional development
•Can see the relevance of theory
•Exploration of theory is mutually affirming
Work placementWork placement
•Belief in smaller teaching groups
•Modular approach
•Classroom based, not lecture theatre
•Student involvement and shared learning
experiences
•Variety of delivery styles
Teaching and learningTeaching and learning
•Student centred, within institution expectations
•Designated tutor maintains Stage overview
•Attendance monitoring & follow up
•VLE usage monitoring
MonitoringMonitoring
•Enthusiastic
•Multidisciplinary
•Teaching background
•Student Centred
•Open door policy
•Intra-team communication
Teaching teamTeaching team
•Skill based
•Threads of progression through 3 stages
•Variety of methods cover different learning
styles
•Clear assessment guidelines
•Formative assessment
•1 to 1 and group tutorial support in all modules
AssessmentAssessment
BibliographyBibliography Brown R (2009) Information Overload Times Higher Education Issue No 1.926 10 – 16
Dec Green, M. Weaver, M. Voegeli, D. Fitzsimmons, D. Knowles, J. Harrison, M. &
Shephard, K. (2006) The development and evaluation of the use of a virtual learning environment (Blackboard 5) to support the learning of pre-qualifying nursing students undertakinga human anatomy and physiology module. Nurse Education Today (2006) 26, 388-395
Bullock K & Wikeley F (2004) Whose learning? Berkshire Open University Press Heaton-Shrestha, C. Edirisingha, P. Burke, L. & Linsey, T. (2005) Introducing a VLE
into campus based undergraduate teaching: Staff perspectives on its impact on teaching. International Journal of Educational Research 43 370-386
Longden B (2006) An Institutional Response to Changing Student Expectations & Their Impact on Retention Rates Routledge Journal of Higher Education Policy & Management Vol 28 July 06
Race P (2005) Making Learning Happen. A Guide for Post-Compulsory Education London Sage Rogers J (2007) Adults Learning Maidenhead Open University Press Trotter E & Roberts C.A (2006) Enhancing the early student experience Routledge
Journal of Higher Education Research & Development Vol 25 Nov 06 Yorke M ( 2003) Enhancing Retention & Student Success Accessed Higher Education Academy www.ukcle.ac.uk 18/11/06
Brown R (2009) Information Overload Times Higher Education Issue No 1.926 10 – 16 Dec
Green, M. Weaver, M. Voegeli, D. Fitzsimmons, D. Knowles, J. Harrison, M. & Shephard, K. (2006) The development and evaluation of the use of a virtual learning environment (Blackboard 5) to support the learning of pre-qualifying nursing students undertakinga human anatomy and physiology module. Nurse Education Today (2006) 26, 388-395
Bullock K & Wikeley F (2004) Whose learning? Berkshire Open University Press Heaton-Shrestha, C. Edirisingha, P. Burke, L. & Linsey, T. (2005) Introducing a VLE
into campus based undergraduate teaching: Staff perspectives on its impact on teaching. International Journal of Educational Research 43 370-386
Longden B (2006) An Institutional Response to Changing Student Expectations & Their Impact on Retention Rates Routledge Journal of Higher Education Policy & Management Vol 28 July 06
Race P (2005) Making Learning Happen. A Guide for Post-Compulsory Education London Sage Rogers J (2007) Adults Learning Maidenhead Open University Press Trotter E & Roberts C.A (2006) Enhancing the early student experience Routledge
Journal of Higher Education Research & Development Vol 25 Nov 06 Yorke M ( 2003) Enhancing Retention & Student Success Accessed Higher Education Academy www.ukcle.ac.uk 18/11/06