The University of Worcester is committed to improving student retention and supporting students to achieve their full potential and a working group has been formed to develop a strategy and plan to deliver on these goals. Many of the strategies and approaches addressing this issue are at a University or course level however, there are some simple ways in which everyday use of the VLE can help. Blackboard’s built in Retention Centre can identify students who may be struggling and enable tutors to apply interventions to encourage engagement and address any issues at an early stage. The HEA’s What Works? Strategies for Student Retention and Success Programme (2017) reported “Monitoring individual participation, engagement and performance and following up students emerged as essential ways to improve retention… Read moreHow Blackboard can help with student retention and success

Most disciplines strive to ensure that their graduates have the requisite knowledge and skills to engage effectively in cross-cultural and transnational contexts.  However, many colleagues and students may struggle to find the time and resources to embed these concepts meaningfully into the curriculum. Associate professors Dr Helen Mongan-Rallis and Dr. David Syring from the University of Minnesota Duluth have joined a growing cadre of colleagues from across the globe aiming to overcome the challenge of connecting students and academics through collaborative online international learning (COIL). Typically, COIL projects involve the co-development of a course, module or series of lessons by two or more lecturers from different countries who recognise that an innovative and valuable kind of learning occurs when students from different parts of the… Read moreUMD Workshop – Linking and Learning Globally through Online Collaboration: Engaging with the University of Minnesota Duluth (UMD) and Beyond…

The SDG teach-in is being promoted by the NUS and asks educators across UK universities and colleges to pledge to include the UN Sustainable Development Goals in their teaching, learning, and assessment in one or more of their courses during the week.  This may be done through case studies, debate, discussion, group work, or simulations relating to topics included within the SDGs. Ideally, students will learn about the SDGs and their relevance to the course. The SDG teach-in will give lecturers and teaching staff the chance to start the conversation, help raise awareness of why the SDGs should be at the heart of further and higher education, and stimulate the change needed to make this happen.  Find out more at https://sustainability.unioncloud.org/responsible-futures/esd-teach-in/pledge

Do you need a quick and accessible guide to the support services available to students? Do you want to know what support is available to students with mental health difficulties?  Do you know how to refer students to professional support services?  And what about advising a student who is considering withdrawing from the University? All this and much more can be found in the Guide for University staff on Signposting Student Support which can be accessed on the University Web Staff Page (at the top of the list of General Information on the right hand side). Or click here.

Understanding Inclusion Core Concepts, Policy and Practice Edited by Richard Woolley Colleagues in the Centre for Education and Inclusion had reason to celebrate recently the publication of a new book on inclusion Although broadly used in education, the term inclusion is not always fully understood.  The book explores inclusion through a wide range of themes and issues using examples of practice and learning drawn from research to provide specific examples and case studies with key areas for discussion Underpinned by the latest research, discussion is brought to life through vignettes of real experiences and examples of practice from a range of settings and across continents. Chapters consider crucial aspects of inclusion: Social inclusion and social class Global perspectives on culture and identity Aspirations and social… Read moreUnderstanding Inclusion: Core Concepts, Policy and Practice

Education for Sustainable Development in HE The QAA define Education for Sustainable Development (ESD) as ‘the process of equipping students with the knowledge and understanding, skills and attributes needed to work and live in a way that safeguards environmental, social and economic wellbeing, both in present and future generations.’ (QAA ESD Guidance 2014) ESD means working with students to encourage them to: consider what the concept of global citizenship means in the context of their own discipline and in their future professional and personal lives consider what the concept of environmental stewardship means in the context of their own discipline and in their future professional and personal lives think about issues of social justice, ethics and wellbeing, and how these relate to ecological and economic… Read moreEducation for Sustainable Development in HE

There is a rich body of evidence supporting the inclusion of Learning Outside the Classroom (LOtC) experiences in education. From tackling social mobility, to addressing inequality, as well as developing resilience, team working and self-awareness, which in turn contribute to improved attainment. Members of the (Institute of Education) Centre for Secondary and Post Compulsory Education team have been taking action to promote and develop LOtC in their PGCE (teacher training) courses. The Geography, History and RE lecturers have collaborated on a number of LOtC opportunities from a Cathedral visit (with subject specific workshops to include stone masonry and archive visit), a tour of The Hive to explore the fantastic teaching library resources, a visit to the local mosque to learn about Islam and have their… Read moreRealising Teaching Excellence in Learning Outside the Classroom

QAA has published this week guidance setting out best practice around promoting academic integrity in higher education, through tackling students’ use of third parties’ services in order to cheat. It covers the use of essay mills and other forms of contract cheating. It describes the issues, and sets out the steps providers can take to deal with these. The new guidance recommends: clear information for students on the risks of cheating, including academic misconduct being reported to relevant professional bodies support for students to develop independent study skills, including academic writing using a range of assessment methods to limit opportunities for cheating blocking essay mill sites and taking action against essay mill advertising on campus smarter detection, including new software and greater familiarity with students’ personal styles… Read moreEssay mills and contract cheating

In July the government published the specification for the first year of TEF subject pilots.  Subject level pilots will be run in 2017/18 and 2018/119 before subject level TEF runs fully in 2019/20 (TEF Year 5).  This also announced the use of a new teaching intensity measure. On 7 September Jo Johnson announced a number of ‘refinements’ to the TEF methodology, arising from the TEF Lessons learned: summary report, and intended to make HE providers more accountable for teaching excellence.  These changes come into effect for TEF Year 3 (ie immediately). A summary of the arrangements for the subject pilots and the changes to the TEF methodology is outlined below.