Mind the Gap – supporting effective transition for
direct entry students
by Dr Susanna Prankel, Senior Lecturer in Biology,
Institute of Science and the Environment
This case study involves a Research Excellence Framework (Education) submission from within the Institute of Science and the Environment (ISE) on access to Higher Education (HE) teaching following a number of successes. These have included grant applications, research, course development, successful course delivery, evaluation of impact and dissemination of resources, along with publication. It is linked to the QAA Enhancement Theme ‘Student Transition’.
Students face challenges when embarking on HE studies at university, particularly on direct entry to level six. This investigation acknowledges the wider context in which HE operates recognising the implications for professional practice.
Having obtained grant funding I headed the project, working with a fellow colleague in ISE, Lorraine Weaver. We developed a bridging course (‘enhanced induction’) which aimed to help overcome barriers and ease transition (promoting participation in HE and equality of opportunity for learners). It also aimed to celebrate diverse learning communities, which can actually help individual learners to take ownership of their subject by supporting each other utilising their strengths. The course and all related resources were evolved further and made publicly accessible to other lecturers via websites and a CD-ROM. The latter were distributed in Education and Widening Participation events regionally and nationally and received good feedback.
My main aim was to raise the awareness of barriers to successful transition to HE in lecturers and to develop teaching resources to overcome such obstacles. These aims draw heavily on the concepts of constructive alignment and transactional analysis, emphasising the use of student-centred activities for learners, and encourages the use of different learning and teaching styles. It also highlights the importance of making students aware of their learning and their role in the process. One of the most successful exercises of the course is the sharing of academic expectations, critical thinking exercises and collaboration on grading criteria.
Impact:
The resulting publication (Prankel and Weaver, 2012) was selected for the REF 2014 as ‘of national importance’. Since its online publication in 2016 it has been accessed 53 times on one site alone (using evidence-informed approaches and the outcomes from research, scholarship and CPD). An external examiner commented that: ‘The course is demonstratively providing an excellent opportunity for students with a non-traditional or weak academic background to find a route to success. Success parameters are student academic performance (module results, final awards and withdrawal rates) compared with that of previous cohorts. Materials from the project are still used to enhance teaching and induction. Currency is evidenced by a recent initiative at the University of Worcester which covers the same issues (see https://rteworcester.wordpress.com/category/teaching-excellence/), headed by Dr Sue Cuthbert.
Reflection:
The project allowed me to share my commitment to inspire lecturers and students alike to achieve their potential, making this pivotal process successful and enjoyable using innovative techniques. Co-ordinating teaching development involved reappraising my own practice. Most of all I wish to inspire others by sharing my enthusiasm of subject matter and the teaching process itself. Awareness augments learning and teaching.
References
Prankel, S., and Weaver, L. (2012). Enhanced Induction into a Science Top-up Degree – Easing Transition from Further Education Institutions. Bioscience Education Vol. 20, Iss. 1,2012. Available at: http://www.tandfonline.com/doi/abs/10.11120/beej.2012.20000092 (Accessed: 18/1/18).