Leeds University Business School A Springboard into an Ocean of Potential – Redesigning the First...
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Leeds University Business School
A Springboard into an Ocean of Potential – Redesigning the First Year
Julia Braham: Senior Academic Skills AdviserYing Ye: Head of First Year - Accounting and FinanceCathy Dolan: Head of First Year - Economics
The Eighth University of Leeds Learning and Teaching Conference 2011
Leeds University Business School
Outline of Workshop• Introduction
• Issues from transition to HE
• Model developed in LUBS
• How to adapt LUBS’s model to other disciplines
• Evaluation of the model
• Future challenges
Leeds University Business School
Activity One
Group one: Julia, Gareth, Elizabeth, Tess, Alistair
Martin, Anthea
Group two: John, Lisa, Dan, Martin, Anne, Lorraine
Discussion
What do you see as being the main issues and
challenges in the first year transition within your
discipline or from your perspective?
Leeds University Business School
Activity One Results from LUBS’ Survey
LUBS first year students : what areas caused most
difficulties coping with the transition to university study ?
• Adjusting to style of teaching
• Trouble understanding course material
• Confidence in my own abilities
Leeds University Business School
Head of First Year
• Three Heads of First Year:– Accounting – Economics– Management & HRM
• Personal tutor– Tailored one-to-one support and guidance – Minimum of 3 individual meetings
• Lecturer for at least two compulsory modules in the first year
• Work together to oversee and develop the first year experience
A co-ordinated approach
Library• Skills development• Information literacy
Business School• Personal tutoring• Discipline specific
development
“Leeds for Life”
Ethics CETL
• CSR
• Plagiarism
• Team Work
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Academic practice and assessment
• Induction assignment feedback week 6
• Academic Practice Workshops weeks 7- 9
• Self generated feedback week 10
• Collaborative activity posting in vle
• Dialogic tutor feedback semester two
Leeds University Business School
Our practice essay title is...
Using theories of motivation, evaluate whether lecturers’ pay should be contingent on their performance.
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Unpicking an essay title
Steps Example
Essay titleUsing theories of motivation, evaluate whether lecturers’ pay should be contingent on their performance.
Turn it into a debate
statement
Lecturers’ pay should be contingent on their performance
Opposing Lecturers’ pay should not be contingent on their performance.
Add expressions of degree and qualification
Under what circumstances may it be appropriate to pay lecturers based on their performance?
Different perspectivesStudents: Parent : Academics: School or Faculty Management : Employers : Higher Education Funding Council
Leeds University Business School
Cornell Note-taking
• Use the right hand side for notes - Record• Use the left hand column ‘cues’ - Reduce
- Recite (what can
you remember?)• Use the lower part to summarise - Reflect• Only use one sided paper. Why? - Review• Vroom’s Expectancy Theory v highlighter pen• http://eleven21.com/notetaker/
5 Rs – Record, Reduce, Recite, Reflect, Review
Leeds University Business School
Writing in paragraphs
Paragraphs are styled around a controlling idea, which is expressed in the first sentence. Support sentences then explain, illustrate, explore or restate this. The last sentence should either pave the way for the next paragraph or reinforce the controlling idea.
Assertion – Evidence – Reasoning
Example
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Summary of weeks 7-9
Planning Understanding an essay title
Identifying arguments and assumptionsMapping techniques
ReadingImportance of wider reading
Making wider reading effectiveRelevance and credibility of sources
Using notesMaking effective notes
Cornell method
StructureIntroduction-main body-conclusion
Paragraph structure
Reasoning & critical analysisAssertion-evidence-reasoning
Identifying flaws and omissions
Collaborative group workIn-class activities (e.g. debates)
Wiki
Proof reading & ReferencingImportance of setting aside time to check your work
Practising Harvard style in the wiki
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Week 10: Self Reflection: AER
1. Select one paragraph that shows good assertion-evidence-reasoning. In the RIGHT HAND SIDE margin, make some notes to say why.
2. Select one paragraph which you think needs better assertion-evidence-reasoning Say how you would improve it by adding notes to the RIGHT HAND SIDE margin.
3. Use a large asterisk (*) to identify any critical points that you have made. In the RIGHT HAND SIDE margin, note why they are critical.
Leeds University Business School
Assessment, feedbackand evidencing learning
• Practice essay submitted at end of week 9.
Personal tutor reviews a selection for feedback and monitoring
• Practice essay returned in week 10 for student self marking and reflection– Reasoning and critical analysis– Evaluation of sources– Action planning and priorities
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Activity Two
Discussion (5 minutes):
What subject specific skills do you feel that your
students need to develop? How have you approached
skills development in your school/faculty?
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Outcome and Evaluation
• Undergraduate Programme Survey 2010 v 2009 (Change in % agree between 2009 and 2010 expressed as percentile points)
Programme Academic Support
Personal Development
Accounting & Management +6 +11
Accounting & Finance +3 +10
Economics +10 +25
Economics & Management +21 +21
Human Resource management +11 +10
Management +20 +36
Management w Marketing +8 +26
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Outcome and Evaluation Con’t
• Undergraduate Programme Survey 2010 (Year 1)
Programme Academic Support
Personal Development
University of Leeds 70% 64%
LUBS 77% 83%
LUBS ranking 2010 6 1
LUBS ranking for positive change
3 2
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Outcome and Evaluation Con’t
Module Reviews 2009/10(Year 1)
• Top 5 modules (out of 40) ranked by responses to the question ‘I have been able to develop skills useful to my career’ were all personal tutorial modules
• Largest improvement (+22) by question was students feeling part of the School community
• 49% increase, on one programme, of students obtaining a 1 or 2.1 average
Leeds University Business School
Outcome and Evaluation Con’t
EQUIS focus group
• Majority of students felt that their experience exceeded
their expectations
• students reported that their programme allows them to improve their capability for independent learning
• the personal tutorial module was cited as a good opportunity for personal development
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Reflecting back on the module
• “I enjoy working in a team – I recognise myself as a ‘shaper’• “I have identified a number of companies that offer summer
work experience to Level 1 students and already contacted them”.
• “there has been a significant shift to independent learning – the transition took some getting used to, but the help provided, especially from seminar teachers and tutors has made it manageable”
• “I am still struggling with the research and finding information. I need to attend some of the workshops next semester”
• “I didn’t take ‘A’ level Maths and am finding some of the statistics difficult. I will attend the Skills@Library drop in sessions before my exams”
• “I lack confidence when presenting to large groups. I need to work on projecting my voice and controlling nerves”
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Moving Forward
• PASS
• Appointment of International Tutor
• Appointment of Heads of second and third years
• Continue developing the modules and embedding within discipline