1. Development of an active learning curriculum to enhance engagement & retention on foundation year students
Learning & Teaching Conference 2018
Nicky Milner
Senior lecturer, Faculty of Medical Science

2. Introduction Research for my DProf
Engagement, academic performance, attendance and retention issues in extended degree students – sector-wide issue (HEA, 2017)
Focus on level 3 modules
Previously using some active learning methods eg in class discussion and activities

3. The foundation year cohort
Three years
2015/16 n = 26
2016/17 n = 35
2017/18 n = 17
Diverse backgrounds – entry qualification and intended award (Medical Science, Pharmaceutical Science & Applied Nutritional Science)

4. Aims of the research
To create community spirit within the course, ARU & wider community ie a sense of belonging and supportive environment.
To explore the use of team based learning for improving engagement and retention in level 3 modules
To explore the value of Personalised Learning Logs: self monitoring of engagement and performance

5. Creating community spirit within the course, ARU & wider community
Induction – getting to know each other
Student:Staff partnership (Healey, Flint & Harrington, 2014)
Explanation of the style of learning for the year – TBL
New course/faculty – pride and part of development process
Impact so far: peer instruction, WhatsApp group, MedEd Society, scenario-based O&R activities, STEM ambassadors etc
Transition ambassadors for Level 3 to Level 4 – welcome and support new starters

6. Exploring the use of team based learning for improving engagement and retention in level 3 modules
TBL used to provide a framework for formative assessment
Curriculum has been redesigned on a “topic block model” which encourages:
consolidation and extension of knowledge & understanding through creation of space
peer learning and instruction opportunities in a diverse group of students (subject & academic ability)
accountability and aims to incentivise students (alternating chair)
student engagement within individual topic blocks
role of formative tool for focus on assessment for learning

7. New topic block model for reinforcing knowledge and understanding
Typically, there are 6 x 2-week topic blocks in every module for every 12 week semester

8. What is Team Based Learning and how is it being used to support learning?
To focus understanding of
topic and support summative
assessment
Pre-session activity
iRAT, tRAT with feedback

9. Why introduce TBL?
Formal framework for group work with sound pedagogy. Michaelsen, Knight & Fink (2004)
Creates a structure for development of graduate attributes, e.g., communication, independent thinking, accountability.
Enhances the purpose of pre session learning reinforced by post session activity
tRAT
Application activity
iRAT

10. To consider the value of using personalised learning logs for student-led engagement monitoring
Diversity in academic ability and attendance (various challenges) result in the “snowball effect” as the learning journey progresses
Personalisation aims to help support students effectively through their journey
Alignment to personal tutorial system and extracurricular support eg Study Skills Plus, library

11. Creating open spaces for interdisciplinary learning and study support
Student led discussion groups – within course, departmental (inc. Public Health)
Work in progress – digital international discussion groups for global public health
Local community based education activities (STEM)
Impact so far: Very good attendance, students taking ownership, freedom to discuss topical, interdisciplinary issues.

12. Creating open spaces for interdisciplinary learning and study support
Writing retreats
engaging with assessment early
clarifying assessment criteria through structured sessions
peer support
formative feedback
academic support
Impact so far: low attendance but positive feedback. Rolling out to Levels 4-7 in our medical sciences courses

13. Implementation of Personalised Learning Logs: self monitoring of engagement and performance
My iRAT score /10
iRAT 1
iRAT 2
iRAt 3
iRAT 4
iRAT 5
iRAT 6 10 9 8 7 6 5 4 3 2 1
Peer learning opportunity

14. General comments and further work
MEQ data is positive
Assessment submission rates appear to have improved from previous year
Early indicative data:
Semester 1 17/18 >95% (was >70%)
Semester 2 17/18 >89% (was >60%)
Cohort effect? More data needed.
Student feedback will be sought

15. Key references
Higher Education Academy framework for retention (2017) [online] success/retention Healey, M., Flint., and Harrington, K., 2014 Engagement through Partnership: students as partners in learning and teaching in higher education. The Higher Education Academy. Michaelsen, LK., Knight, AB & Fink, LD (Eds) 2004 Team- Based Learning: A Transformative Use of Small Groups in College Teaching. Sterling, VA-Stylus