No Student Left Behind: Enhancing student learning opportunities through a whole institution approach to retention and success …using impersonal tools to build personal stories What works? Debra Mann & Lucy Walker

UCEM – An "Alternative Provider" within HE. 1919 The College of Estate Management (CEM) is founded. 2013 CEM is granted Taught Degree Awarding Powers (TDAP) One of only 8 alternative providers with this. 2015 Achieved University College status and became the University College of Estate Management (UCEM). Delivering supported on-line learning programmes. 2017 successful first HE review published

No Student Left Behind: 4 key principles Mainstreaming student belonging, retention & success: An institution-wide initiative No Student Left Behind: 4 key principles Accountability What can I do to ensure the student has a successful outcome? Flexibility How could the existing process be more flexible? Creativity How can I help the student by looking at the bigger picture and thinking differently? Individuality Imagine you are the student – what would support and excellent customer service look like to you in this situation?

No Student Left Behind: An institutional approach - Flexibility Retention Interventions, directly affecting: Students Accessibility Changes to year one semester one student workload Modular-student assessment support provided Flexibility Reinforcement of informed choices Accountability Identifying, chasing & tracking non-engaged students Creativity Development of Study skills area Tutors Accountability Guidance for assessment authoring Peer mentoring Individual CPD Creativity Tutor resource development Tutor induction materials Institutional processes Flexibility Changes in the strategic approach to retaining students who have suspended or taken a gap in their studies Creativity Changes in systematic approach regarding information released re deferring & suspending studies

Mainstreaming student belonging, retention & success, through Induction Individuality Imagine you are the student – what would support and excellent customer service look like to you in this situation? An induction checklist Readiness for Learning Undergraduate and Postgraduate quizzes Plagiarism and Referencing: e- learning resource and test Key information relating to the Institution

Mainstreaming student belonging, retention & success, through Induction Readiness for Learning Postgraduate and Undergraduate questionnaires - Accountability 4 sections; Academic Skills, Personal Organisation, Support Structures, Use of I.T. Students are directed according to responses

Dashboard – Individual, Creative, Accountable Learning analytics & the use of institutional data to monitor and support student belonging, retention and success Dashboard – Individual, Creative, Accountable

Course Activity by Date – LAW7LFS – 14 March 2017

Activity metrics

Risk Metrics

What’s working? Learning Analytics : Impact and Benefits to date We are still at the early stages of our journey! Informing strategic direction with learning and teaching Knowledge to make informed, data driven decisions as we understand more about our students Identifying the extent to which assessment drives student activity, and using this to inform module development and our assessment strategy Initiatives to increase student engagement Supporting ‘No Student Left Behind’ to drive retention and success Engagement of staff

Student feedback - Demonstrating ‘What’s working’ The i-graduate Distance Education (DE) Barometer Autumn 2016 identified the following: ➜ 91.2% of students were satisfied with the overall experience at UCEM ➜ 88.6% of students were satisfied with the overall UCEM learning experience ➜ 90.5% of students were satisfied with overall support ➜ 90% of students were satisfied with UCEM programme content ➜ 95% of students were satisfied with the subject area expertise of lecturers ➜ 91.9% of students were satisfied with our Virtual Learning Environment

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