Thinking inside the box: maximising success within a repositioned modular curriculum structure Pat Eastwood, Monica Mason, Clare Milsom, Peter Steer Learning.

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Presentation transcript:

Thinking inside the box: maximising success within a repositioned modular curriculum structure Pat Eastwood, Monica Mason, Clare Milsom, Peter Steer Learning Development Unit Liverpool John Moores University

Definitions of student success HEFCE Completion: funding / standards LJMU Measures 90% retention 80% programme completion within expected period 51% achieve 2.1 or above

Affective Satisfaction (Clarke & Lane 2009) Commitment (Sheard 2009) Attendance (Soto & Anand 2009) Structural Modular framework Class size (Fenollar 2007) Liverpool JMU Student Success Model Demographic

Programme identity: overlap

Structural Effect of delivery on student performance LevelDelivery% ‘Good Honours’ Level 1Semester 139 Semester 234 Year Long34 Level 2Semester 137 Semester 236 Year Long34 LJMU 2008 graduates [2951]

LawSport Development Semester two slumpSix week transition Independent Learning LawDe-modularisation Year longPDP Structural

LJMU University Modular Framework Realignment pre 1990 / 2010 programme focussed curriculum Early 1990s Modular structure developed in natural sciences and adopted by institution structure develops to include 12c cores, options and electives delivered and assessed within a semester 2004 removal of electives minimum class size for options core first semester of year one c credit modules encouraged move to fewer assessment points first year core

Current Level 1Renewed Level 1 BIEBL1002 Ecology12 Earth Systems Science24 BIEBL1011 Habitat Ecology12 BIEES1003 Weather, Soils and Vegetation12 BIEES1011 Understanding the Earth12 Earth Surface Processes24 BIEES1014 Geoscience Field Methods12 BIEES1017 Environmental Geochemistry12Natural Resources and Hazards24 BIEGN1005 Environmental Issues12 Environment, Society and Sustainability24 BIECM1005 Flora of the British Isles12 BIEGN1001 Study Skills (BIE) 12Fundamentals of Scientific Research24 BIEGN1006 Data Analysis Case study: Environmental Science

Current Level 1 41Renewed Level 119 Ecology2 Tests, Essay, Poster Earth Systems ScienceEssay, Field, Practical Habitat Ecology2 Tests, Field, Poster Weather, Soils and Vegetation2 Tests, Practical, Field Understanding the Earth2 Tests, Poster, Practical Earth Surface Processes Test, Field, Practical Geoscience Field MethodsTest, Notebook, Field Environmental GeochemistryExam, Poster, Practical Natural Resources and Hazards Exams, Skills, Field Poster Environmental IssuesExams, Data, Essay Environment, Society and Sustainability 2 Tests, Essay, PBL, Poster, Flora of the British IslesExam, Practical Study Skills (BIE)10 tasks Fundamentals of Scientific Research 2 Data Analysis, 2 Skills Data Analysis2 Tests, Report, Poster Case study: Assessment profile

2. Formative FB in class. 1. CW A set 2. CW A submit 3. CW A FB marks 4. CW B set 5. CW B submit 6. CW B FB F F F F 4. CW A FB marks 3. CW A submit Exam F 5. Online ‘quiz’ Automated FB 7. Portfolio FB 6. CW B set (project portfolio) 8. CW B submit 12 credit semester 7. Exam 24 credit year long Exam F F 9. Online ‘quiz’ Automated FB F F 10. CWFB marks

Strategies for student success Institutional: Structural model based on programmes as coherent entities Larger units delivered over longer periods Programme: Effective formative feedback PDP Encourage programme identity

HonestUnobtrusiveUseful Aesthetic Sustainable Kleiman 2009 Curriculum model for student success