May 2012 Asking the questions.. Ruth Watkins Pauline Keith Student Learning Services (Image from

 Identify the expectations staff have with regards to the academic literacies of new students  Highlight the areas where first year students appear to be challenged with respect to their academic studies.  Consider what practical steps could be taken to improve and enhance the academic literacy of students  Highlight how SLS can work with staff to enhance the academic orientation of all students within different disciplines.

1) How many staff are employed by SLS? 1.55 (Staff: student ratio = 1:7650) 2) What ‘unit’ is SLS part of? CAPL 3) Where are the SLS offices? Cottrell Building 4B50 and 4B52 4) Is there any provision in Pathfoot? Royal Literary Fellows

1) Which groups of students do we work with? Undergraduates and Taught post graduates 2) How many individual tutorials do we run a year? 478 hrs. ( ) (30% increase ) 3) How many students do we speak to in workshops? >3500 students/yr. 4) Of the students we see, what % are female students? 83% (Male students under-represented) 5) Of the students we see, how many are ‘failing’ – getting grade 4s/5s? 40% grade 4s/5s 30% are getting grade 3s 20% getting middle grade 2s, 10% are getting top grade 2s/lower grade 1s

Academic challenges students face at university (Image from

WHAT’S YOUR EXPERINCE OF THE ACADEMIC CHALLENGES STUDENTS FACE AT UNIVERSITY? Expectations Challenges First year students Solutions

1) Expectations – List all - 3 mins 2) Complete table (10 mins) Column 1 ACADEMIC EXPECTATIONS – From your list of expectations, choose 2 or 3 which you feel that students do not always meet. Column 2 ACADEMIC CHALLENGES – For each expectation, write down 1 or 2 specific examples which illustrate what students find challenging or difficult about that particular aspect of their studies.

How does your experience match with SLS experience? match with SLS experience?

Essay writing  Focusing on the task/question set  Structure  Paragraphing  Constructing an argument Use of resources  Referencing  Avoiding plagiarism  Use of evidence  Analytical writing  Difficulties finding materials  Dealing with large volumes of material  Reading Language  General  Spelling and grammar  Time management  (Taking responsibility for learning)

 Multiple reasons  Surface or strategic approach (‘Study Skills’ approach)  Many issues persist = lack of understanding as to WHAT students are required to do and WHY they are required to do it in a certain way (Academic socialisation/academic literacies approach)

 Complete table (10 mins) Column 3 – POTENTIAL SOLUTIONS - From our experience we have found that ….. helps students to overcome this particular issue and progress/enhance their academic studies What makes the difference to students?

From SLS experience most useful  Deconstructing the essay question  Assignment structure  How to find resources and ‘read’  Construction of paragraphs  Contested concepts  Use of evidence (reading)  Critical analysis and the student voice  Referencing (consistency)  Understanding the WHAT and WHY of assessment The student’s role in an assignment  Structured feedback which prompts progress

Induction events On-line resources (Succeed) Generic ‘study skills’ workshops ‘Skills for Learning’ Modules PDM9S1. Autumn and Summer (Management and Human Science students) Drop-in tutorials, and /or & phone support Individual or group tutorials, and /or & phone support

Pre- semester Review assessment strategies across modules/programmes Advise on assessment design and delivery Develop specific modules (sections of modules) Start semester Run induction workshops Review assessment schedules – advise on wording, structure, assessment criteria Advise LTQEC or relevant working groups Student receives assignment Run pre-submission workshops Provide annotated exemplars Provide materials to support ‘Feedforward‘ Tailor on-line ‘study skills’ materials Student receives feedback Produce ‘tagged’ feedback Run post-submission workshops Provide annotated exemplars Provide on-line support materials Highlight common errors Hold student drop-in session within Schools Re- submission Run post-submission workshops Provide annotated exemplars Provide on-line support materials – common errors Provide student drop-in session within Schools End of module Provide feed back to staff on workshop evaluations on assessment issues arising Feed forward into module review Feed back generic academic issues to University

 Provide regular language support  Proof read  ‘Sort students out’  Run assignments through Turnitin  Correct work from other Universities  Provide references  Lend money!  Teach violin or dancing!

WHAT DO STUDENTS SAY?  Well done for being there for us, alleviating our anxieties. Thank you.  Thank you very much, you helped me to get back on track with my studies.  The service I have received, has been to an exceptionally high standard.  SLS have been invaluable to my studies and I couldn't have managed without them.  The Learning Strategies module was extremely helpful. The support I received on the course gave me the confidence and skills I needed.  Although I may not be able to express it, you have helped me immensely.  Thanks a lot for your help and guidance. I cannot say how much I appreciate it. A recent survey of 248 students gave us qualitative and quantitative feedback on SLS (Full results are available on the SLS Succeed site)

 Majority of challenges arise from a ‘gap’ between their understanding of what is required (both in terms of process and product) and why it is this way.  Issues can be addressed at different levels and through a number of different approaches  The level and approach to resolve issues have different short-term and long term implications.  The most effective and efficient way of working for SLS, is in collaboration with Schools, Divisions and individual members of staff SLS ARE HERE TO WORK WITH STAFF TO BUILD STUDENT CONFIDENCE, MAKE LEARNING ENJOYABLE AND IMPROVE ACADEMIC PERFORMANCE. “I wanted to let you know how I am getting on. I cant believe my results so far, I have 1A,1C,1A,1C,……. I cant believe it. Its crazy. Thank you so much for your help………. I remember all the things you taught me”