Practical Recipes for Student Success – closing the student attainment gap at the University of Derby Jean Mutton, Student Experience University of Wolverhampton 8 May 2015

Overview BME attainment gap - background The Derby approach: PReSS Data and Impact What next? Q/A

Background Derby is a modern (post 1992) university with a diverse student body of 23, in 5 define themselves as ‘Black Minority Ethnic’ (inc International, EU and Home students) Widening Participation agenda across HE: the proportion of BME students in 2012/13 was 19.6%, up by 4.7% since 2003/04* The ‘good honours’ (1 st or 2i) attainment gap of UK- domiciled BME students in 2012/13 was 16.1%* * (Ref: ECU: Equality in HE: statistical report 2014)

Derby’s response We looked across the sector, internationally, nationally and at Derby for best practice and research into what works Joined the Higher Education Race Action Group (HERAG) Contacted staff in other universities researching into BME attainment through networks such as ‘RAISE‘ Disparity in Student Attainment Project (DISA)

The solution! Or not…. 1.No Magic Bullet 2.Post-racial, inclusive approach required 3.A suite of different strategies required

Reproduced by kind permission of Giangreco, M. F. (2007). Absurdities and realities of special education: The complete digital set [searchable CD]. Thousand Oaks, CA: Corwin.

The Derby Approach PReSS! But also… …Preparing to Start University (VO) …Students as partners …Students as mentors …Transition Pedagogies …Data and more!

PReSS Easy for staff to access and use Packs are downloadable as word documents for easy customisation Blog format allows users to post feedback and suggestions

University of Derby PReSS – Fit to Submit: Assignment Checklist This brief assignment checklist is designed to be given to students to help them avoid some of the most common mistakes they make in their coursework. HAVE YOU READ THE MODULE HANDBOOK? IF NOT, DO IT NOW! In it you will find details on word counts for coursework; the assessment criteria your work is marked against, and the learning outcomes – the basis for the assessment strategy in each module. Students often lose marks by forgetting some of the more straightforward elements of their assignments. We recommend that you “tick off” each of the points below as you prepare your work for submission. If you need any help, ask your tutor or visit TICK Have you kept to the word count? You will lose marks if you do not. 10% under or over the word count is usually OK. If you are not sure, check with your tutor. Have you read the understood the assessment criteria? University of Derbyuodpress.wordpress.com Slide 9

University of Derby PReSS – Fit to Submit: Assignment Checklist Have you met the learning outcomes? You will lose marks and your work may even be failed if you have not. Have you demonstrated that you can write critically? Show you have supported your arguments using academic literature; you have presented ideas and information which challenges thinking, and you have offered discussion points which extends your own or others’ viewpoints. Have you maintained an academic tone throughout your work? Have you tried to avoid using the same words over and over again? Have you checked that the referencing/bibliography in your assignment is in line with your course requirements? Have you proof-read your work and used spellcheck software to check your spelling and grammar? Have you made sure your font size, colour, style, line spacing and margins are appropriate to the work as specified by your tutor? Can you confirm that the work submitted is your own and not plagiarised? Helen Wilson University of Derbyuodpress.wordpress.com Slide 10

Roadmap to Success Including: Assignment briefing Fit to submit checklist for assignment Tutorial stations

BA (Hons) Education Studies Degree Attainment levels Autumn 2012, 41 students 8 BME 33 non-BME 100% Pass Average 59.14% BME students 49.75% Non-BME students 61.42%

Semester 1: Average Grades

BME students was 60% Non-BME students 60.21% Semester 2: Average Grades

Outcomes ‘Good Hons’ (HESA) 2011/122012/132013/142014/152015/162016/17 BME 35% 45%52% ?% OTHER 61% 65% 66%?% Attainment Gap 26%20%14%?% 0%

Methodology for standard reporting Good honours analysis published across the institution is based on the HESA return Consistent population year- on year Easily comparable with other institutions No ethnicity against overseas students

Methodology for SAP reporting Good honours data is taken from internal data Allows attribution of ethnicity code to overseas students Allows deeper analysis of trends in UoD data Potentially incomparable with other institutions

Challenges: dissemination More than action research How else can we assess impact? What Next? Is the project ‘out of control’? Need more suggestions for packs Feedback on usefulness of existing packs

References ECU Equality in higher education: statistical report 2014 Part 2: Students QAA (2007) Subject benchmark statement Education Studies (2 nd edition) on07.pdf [accessed 6th May 2013] on07.pdf QAA (2013) UK quality code for higher education chapter B4: enabling student development and achievement. Code-Chapter-B4.pdf [accessed 6th May 2013] Code-Chapter-B4.pdf DiSA project academic-practice/wolverhampton-learning-and-teaching-projects/disparities-in- student-attainment-disa/ [accessed 10 November 2014] academic-practice/wolverhampton-learning-and-teaching-projects/disparities-in- student-attainment-disa/ Spencer, S. (2012) Super diversity and the city city/ [accessed 6 th May 2013] city/

Thank you for listening – Any Questions? The PReSS pack is accessible at