New Student As Partners Project – Digital Citizenship

Our new Learning and Teaching Strategy is introducing five new graduate attributes alongside our learning and teaching strategy goals. These attributes are: Social Responsibility Reflective and resilient lifelong learning Problem Solving Teamwork and effective communication Digital citizenship We describe Digital Citizenship in terms of graduates who have high degrees of digital capability to actively and responsibly create, communicate and collaborate online. Digital Capabilities and Digital Citizenship Our learning and teaching strategy recognises the importance of developing digital capabilities in both our staff and students and this past year has highlighted the significance of developing those digital skills and capabilities that will support us all, as we continue to reflect on the changes in learning and work brought about through the pandemic. Digital Citizenship can be… Read moreNew Student As Partners Project – Digital Citizenship

Vignette of Practice: Building Confidence to Present

Building Confidence to Present: Innovative Assessment Preparation for an Inspiring Poster Conference within the Foundation Degree Programme. By Lisa Mauro-Bracken, Dawn Goodall, Lisa Porter and Rebecca Weston, School of Allied Health and Community     This case study focuses upon innovative and inspiring practice within the Level 5 Work-based Learning (WBL) module that consolidates learning across both years. It engages students through the planning, implementation and evaluation of a setting- based project (K1-3) assessed at a poster conference. Using the framework of an academic conference, this assessment fostered peer engagement and appreciation of a diverse range of projects. Poster sessions, keynote speakers and networking lunch formed the structure of the day with all students leaving with provisional grades and feedback as “being able to get… Read moreVignette of Practice: Building Confidence to Present

Personal Academic Tutoring (PAT)

The Personal Academic Tutoring system at the University of Worcester sits at the heart of the student experience and impacts directly on student retention and attainment. We have been developing a model of PAT referred to as ‘working in partnership’ that we know is founded on best practice. As a result a number of useful resources and case studies have been produced. We have also updated the guidance on the University PAT web pages. There is also a Personal Academic Tutoring Guide with more information. The web pages include: * A link to the policy * Guidance – the role of the PAT; the role of the student; guiding principles; working in partnership; theoretical underpinning of working in partnership model *Examples of practice, including three… Read morePersonal Academic Tutoring (PAT)

Vignette of Practice – Graduate Employment: Increasing Student Employability Through Applied Lifelong Learning

Graduate Employment: Increasing Student Employability Through Applied Lifelong Learning by David Mycock;  School of Sport and Exercise Science   This case study demonstrates the innovative and inspiring work I have done as the SSES Course Leader for the BSc. Sports Coaching Science with Disability Sport. It summarises my attempts to increase practical teaching, learning and employment opportunities for students on this study pathway. Graduate employment is one of the key Teaching Excellence Framework drivers for universities and this driver motivated me to more closely align my teaching activities and learning priorities with developing employability skills and opportunities. Additionally, I wanted to clearly articulate to inquiring students the answer to a question frequently asked; “What job will this course allow me to do”? The University of… Read moreVignette of Practice – Graduate Employment: Increasing Student Employability Through Applied Lifelong Learning

Student Transitions Project Report

Developing Institutional Good Practice in Transitions’ Support through Pre-entry, Induction and Learning Support Activities The first phase of the project was completed in May 2019 and a report presented at the July LTSEC. We would like to draw to your attention in particular to two sections of the report, which course teams might find particularly useful when planning Level 4 Transition activities. To see the full report please click here

Supporting Transition for Direct Entry Students – Report now available

The Project ‘Supporting Transition for Direct Entry Students’ has published its findings and examples of effective practice in a Guide for Staff ‘Improving Direct Entry Student Experience of Transition to Top-Up/Honours Degree’ (July 2019).  The Project set out to identify the key challenges and factors that may impede successful transition and establish ways to improve experiences of ‘Direct Entry/Top-Up’ students entering an Honours Degree. Based on research, students’ views of their transition experience and the personal experiences of staff working with Direct Entry students, the Guide aims to provide practical advice for course leaders and staff who deliver Top-Up degrees or encounter students who enter Honours Degrees at Level 5 or Level 6 (Direct Entry students) with a view to improving students’ experiences of transition… Read moreSupporting Transition for Direct Entry Students – Report now available

University of Worcester Shortlisted for Three National Sustainability Awards

The University of Worcester has been shortlisted by the Green Gown Awards for three national sustainability awards, including Sustainability Institution of the Year, Campus of the Future and Reporting Categories. Please click on the link below for the full article: 

Student information and study skills; a learner journey from pre-entry to level 6 – what can we expect and how do we support students in completing the journey to independence?

This is a report of a project undertaken by Dr Sarah Pittaway from Library Services.  She explores: What is reasonable to expect of level 4 students in terms of study skills when they arrive at University?  The project found that there are wide variations in expectations of the study skills of students before they come to University:  ‘students lack basic academic writing skills’ vs ‘students are expected to have a basic understanding of academic writing’; ‘student lack research skills, including searching for material’ and ‘students are expected to be reasonably internet savvy and able to search’. What study skills are students expected to develop through level 4 and what are the most effective ways of developing this? Some courses focus on textbooks, others on Resource… Read moreStudent information and study skills; a learner journey from pre-entry to level 6 – what can we expect and how do we support students in completing the journey to independence?