1. FoC Away Day 18.6.10 HEFCE non-completion –presentation of data What can be done in the classroom? –consequences for module L&T&A strategies –modification requirements (eg tariff) University-wide –‘Road to success’ student contract Questions for discussion

2. Part 1 FoC compared to rest of London Met UG HEFCE Non-completion (students and modules) & Modules of Concern (MoCs)

4. UG Mods non-complete 0809 (7 of worst 22)

5. UG Mods of Concern 0809 (3 of worst 23 pass rates)

6. 0809 UG pass rate – FoC better at C level & PG)

7. Standards Boards where Intermediate Level Pass Rates fall below the University average Health and Social Care - (Community Nursing) UBSFS - Finance & Financial Services (UG) Electronics and Comms Engineering (UG/PG) UBSEC - Economics (UG) UBSHD - HND Programmes in Business Law (UG) UBSBT - Business Analysis, Info Sys, Transport & Logistics (UG) Applied Social Sciences (UG) - (City Campus) UBSAB - Accounting & Business Law (UG) Information Systems (UG/PG) Multimedia (UG/PG) Psychology (UG) Computer Science Databases and Distrib Sys (UG/PG) Applied Social Sciences (UG) - (North Campus) Biological and Applied Sciences

8. Part 2 - FoC indicators Compare of modules in academic groups Comparison of courses, UG & PG Initial figures for Autumn 2009/10 show an improvement for module non- completion in FoC, from 13% to 9% (see spreadsheet) Note this is module, not student non- completion (which was 43% in 0809)

13. Engagement data – classroom attendance figures are 67%, just 50% for FDSc... FDSc level 1 attendance data 0910b ModuleModule TitleTot Enr%Sat2%Sat3%Sat4%Sat5 CC1F08NPersonal Development for Computing4644485237 CC1F07NFurther Programming2425422546 CT1F44NComputer Hardware and Software Arch4863565860 CC1F03NIntroduction to the Internet3155483639 CC1F04NIntroduction to Visual Programming243825 29 CT1F39NPersonal Development for Comms Tech475 CT1F40NNetwork Basics560 MA1F37NMathematical Techniques 2250 CU1F02NEnhanced Web Development3139322932 CU1F04NMultimedia Principles757714329 CU1F05NE-Learning Principles850 38 CU1F15NPersonal Development for Multimedia757431457 average %age attendance per week51504346

14. What can be done in the classroom? consequences for module action plans: –lab-based teaching or seminar groups –classroom-based assessment, lab book –attendance/ behaviour policy modification requirements (eg tariff policy) –amend course work spec –level 1 exam preparation learn from what works –peer observation, show’n tells

15. Uni-wide initiatives Student Success Partnership (2009) –PAA+CA+CL –Plus key role of module leader? (& FoC admin?) –Attendance, engagement, encouragement ‘The Road to Success’ (2010) First Draft to ADC 12.5.10 Student - uni ‘contract’ – draft form:

16. “Students If you do the following, you will succeed. All our evidence shows that if you do, you have a good chance of success: Attend all classes Submit all assessments on time Be proactive and independent learners Tell staff what you think of your student experience Participate in extra-curricular activities Get involved with the Students’ Union as a volunteer or StAR (Course Rep) Be a Student Ambassador Show respect – Be respectful to all staff Re-Enrol on time Use Web Learn Read your University emails Start thinking about your career “

17. “University staff are committed to your support, and they will endeavour to Deliver all classes Turn up on time Give you timely and constructive feedback on your performance Respond honestly to students’ feedback Show respect to all students Communicate students’ results on time Offer support and advice Update Web Learn regularly Support the Students’ Union and extra-curricular activities”

18. Group activity In groups of 4, discuss how to improve: –completion & student engagement –student attendance –course/ cluster learning, teaching & assessment –tariff policy, attendance policy, lab-book marking? –peer observation/ support –sharing good practice, –module action plans (project managed) –eg lab book, interactivity in weblearn –course cohesion (& social cohesion) –FTF contact, ‘knowing name’