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2. 2 Personalising education Approx 30 000 students at the University of Nottingham…. Approx 30 000 students at the University of Nottingham…. …..must be seen as 30 000 individuals …..must be seen as 30 000 individuals These individuals will be paying £3000 per year to study These individuals will be paying £3000 per year to study Individuals need to feel valued Individuals need to feel valued Its up to the University to make them feel valued Its up to the University to make them feel valued

3. 3 Making an individual feel valued Someone to take an interest in their academic career Someone to take an interest in their academic career HOW? HOW? –Regular and productive meetings with a personal tutor –Detailed feedback on an individuals work –Personalised contact with module convenors

4. 4 Personal tutors - imperative One-on-one contact with personal tutors will make students feel that the University takes an interest in their personal development. HOW? -termly 10 minute (minimum) meetings -tutors to receive training including guidelines of what is expected of them in the meetings - focus of meetings on personal development through the use of ePars PED -change ePars to Your CV to add clarity to its existence and purpose thus increasing its appeal -The PED needs to be made compulsory, which can only happen if ePars is also obligatory -Personal tutors need enthusiasm for the meetings to be productive and to motivate the student in personal development

5. 5 Personal development Links between academic matters and other activities students are involved in need to be strengthened to show that the university cares not only about their degree, but also an individuals personal development. Links between academic matters and other activities students are involved in need to be strengthened to show that the university cares not only about their degree, but also an individuals personal development. HOW? HOW? –issue a diploma supplement (as advocated by the Berlin communique of the Bologna process) –Key skills from the course, SU activities, online tutorials and part-time work can be included on the diploma supplement –Online tutorials in key skills should be developed and directly linked with the personal tutoring system and Your CV. –Some SU activities to become accredited modules –An Opportunities Database to be created to increase awareness of how students can develop their CV

6. 6 Assessment feedback – imperative This issue was highlighted by the NSS 2005, supported by the Student Satisfaction Survey and consolidated by the popular opinion of students. This issue was highlighted by the NSS 2005, supported by the Student Satisfaction Survey and consolidated by the popular opinion of students. –Need universal guidelines applied to all departments –Personalised feedback needs to contain constructive criticism and highlight an individuals strengths and weaknesses which can then be drawn on by the personal tutors –Assessment feedback to be received within two weeks of the assessment having taken place –Feedback should be relayed to the students personal tutor who can then take a holistic view

7. 7 Contact with module convenors Students opinions of modules often relate to their opinion of the module convenor. The passion and enthusiasm of the academics should be transferred onto the individual. Students opinions of modules often relate to their opinion of the module convenor. The passion and enthusiasm of the academics should be transferred onto the individual. HOW? HOW? –All students actively encouraged to take part in seminars –Tutors to have meetings with less involved students –Participation assessment in seminars

8. 8 Appropriate exam timetable Students feel that the congested exam timetable prohibits them from performing to the best of their ability. Students feel that the congested exam timetable prohibits them from performing to the best of their ability. –Students should have 48 hours between any core modules (where the exam is worth at least 10 credits) –Students should have no more than three exams per calendar week

9. 9 Anonymous marking The principle of equality should be endorsed throughout the assessment system The principle of equality should be endorsed throughout the assessment system NUS found that nationally 39% of Lesbian, Gay, Bisexual and Trans students feel that their work has been marked unfairly simply because of their sexuality or gender expression and 12% of black students have received a lower mark for coursework or exams that that of their white counterparts NUS found that nationally 39% of Lesbian, Gay, Bisexual and Trans students feel that their work has been marked unfairly simply because of their sexuality or gender expression and 12% of black students have received a lower mark for coursework or exams that that of their white counterparts –Productive dialogue between academics and students about coursework can still exist, but when the work is marked it should be done so anonymously –Using the candidate number instead of a name on hand-in sheets is a simple way to implement an anonymous system –Anonymous marking is not suitable for all assessments, but it should be strived for as a principle and implemented where possible

10. 10 Lecture notes on the internet Lecture notes on the internet To have one-on-one time with their personal tutor To have one-on-one time with their personal tutor Seminar leaders/academics willing to support individual students Seminar leaders/academics willing to support individual students Quality exam feedback Quality exam feedback An appropriate exam timetable An appropriate exam timetable Anonymous marking Anonymous marking A well-rounded CV guided by personal tutors A well-rounded CV guided by personal tutors Students will expect for 2006 – 2007:

11. 11 Students will expect for the future: Accreditation and formal recognition of non-academic activities Accreditation and formal recognition of non-academic activities An improved level of peer-led support (ie. Mentor schemes) An improved level of peer-led support (ie. Mentor schemes) Innovative methods of assessment Innovative methods of assessment