Student Success: why are we being asked to ensure it and how can we support it?

Jamie Thompson and team

Support Northumbria Conference

23 April 2007

Structure of the session

Welcome and introductions Setting the scene – student success HEFCE funded research – ELLI

project Whole group exercise Small group exercise Brief summary and close

Setting the scene: student retention and success Accountability – quality measures; student

feedback (national student surveys); funding and student success

Research – importance of social integration (Yorke & Longden, 2004)

- commitment of institution to social welfare

- institutional integrity

- communal potential

The ELLI project

Dispositions to Learn and ELLIDefinitions– progression, academic achievement and

students thriving at university

The Effective Lifelong Learning Inventory –measuring ‘learning power’

The Seven Dimensions of Learning Power –Changing and Learning, Creativity, Critical Curiosity, Strategic Awareness, Meaning Making, Learning Relationships and Resilience

Research AimsYour Involvement

Whole group exercise

What do we mean when we talk of a ‘strong’ student or a ‘weak’ student?

What are the characteristics of such students?

Characteristics of a “strong” student – ideas from the session

Focused Marks profile Involved Motivated Organised Attendance Resilience / “stickability” Sense of vocation – adaptable to change Learning form mistakes Self-aware High expectations (also weakness) Supportive network Integration “Successful” rather than “strong” ?

Characteristics of a “weak” student – ideas from the session Fragile High expectations Family ties Support network or lack of ? Non attendance Non participation Too many commitments Modes of study Poor time management No knowledge of where to go for help Unaware that needs help Happy / unhappy Alcohol ?? “Unsuccessful” rather than “weak” ?

Small group exercise

How do ‘weak’ students become ‘strong’ students? (or vice versa)

What experiences, environments and processes help students to succeed?

How do our roles/departments help students to progress and succeed?

How do weak students become strong students ? What experiences, environments. Processes help students succeed / decide they belong at Northumbria ? - ideas from the session

Advice – from peers and others Support – “formal” and peer Integration – develop a sense of community Peer mentoring Group assessments / activities : can build self-

awareness with appropriate support Learning teamworking skills Good, constructive feedback on assignments (very

difficult with big student numbers) Peer review / assessment

How do our departments / our roles impact on the weak students becoming strong ? - ideas from the session

Refurbishment of Coach Lane Campus (especially Students Union) helped to engender a “sense of community”.

We need to encourage students to ask for help – should be “push” rather than “pull”. Many will never ask for help even if they need it and some will not recognise they need it in the first place.

Help with the vocational focus – identifying the skills the “experience” is giving them.

Encourage “community” involvement Make the service relevant to the student and the tutors Effective messenger of services Giving students confidence – attention – personal success. Create supportive culture / environment More student placements Looking at each other’s practice Starting career planning early (helps motivation)

Brief summary and close

So, how do we contribute to students deciding that university is the place for them? – see feedback on previous slides