First Year Experience Project

The University of Northampton

First Year Experience Project

Year 1 Report

Contents

Executive Summary

Introduction

Learning Analytics for Progression (WP1)

Work Package Overview

Work to Date

Plan for Year 2

Enhanced Student Advising (WP2)

Work Package Overview

CfAP - Work to Date

Participation/Engagement from staff and students to date

In Situ Drop-Ins with CfAP Ambassadors

Revise and Re-submit Days

CfAP - Plan for Year 2

Promotion

Term 3:

Study skills days (group sessions)

Introduction to study skills (one to one or small group series)

Transition booklets

Increase online engagement

Peer support

Feedback forms

Student Centre - Work to Date

Analysis of current provision

Student Centre - Plan for Year 2

Student Voice

Promotion and Awareness of Services

Residential Life

Peer Support

Learning and Teaching for Year 1 (WP3)

Work Package Overview

Work to Date

Plan for Year 2

Social Belonging (WP4)

Work Package Overview

Work to Date

Christmas 2015

#ReFreshers2016

End of Year Social Belonging Activities

Plan for Year 2

FYE and Partners (WP5)

Work Package Overview

Work to Date

Plan for Year 2

Quality Assurance and Enhancement (WP6)

Work to Date

Plan for Year 2

School Addressing Progressing Working Groups

Appendix 1: FYE Conference – Participant Feedback

Appendix 2: #ReFreshers2016 Programme

Executive Summary

Jayne Bingham, Project Academic Lead

a)The first year of operation, 2015/16, has seen the launch of six Work Packages (WP), with leads as indicated and the detailed progress of each, to date, is noted in the main body of the report. All Schools, this academic year, have also operated ‘Addressing Progressing’ Working Groups but the primary activity across the FYE project, at this point, has existed outside the student’s programme of study in complementary or support networks.

Work Packages

Learning Analytics for Progression – Rob Palfreman (16/17)
Enhanced Student Advising – Kate Coulson (and Anna Swales 16/17)
Learning and Teaching for Year 1 – Ale Armellini
Social Belonging – Rachel Maxwell
FYE and Partners – Hayley Tomlin
Quality Assurance and Enhancement – Rachel Maxwell

b)A reduced budget of £100,000 has been allocated to the first year of delivery, 15/16, with monies dedicated at this time to WP 2 and 4. As a consequence, key elements of the project, such as the appointment of a Project Manager and the Learning Analytics for Progression are behind schedule. Learning Analytics are proven to result in improvements to progression, as evidenced at other Universities.

c)Overview and summary of WP progress to date:

Learning Analytics for Progression

Funds not released to advance the project as agreed in the initial FYE project plan. The relocation of the WP lead to the Head of IT will provide stronger direction and investment here in 16/17.

Enhanced Student Advising

Targeted drop-in sessions designed to provide proactive intervention at key times around impending assessment schedules. Delivered at both campuses during the spring term, whilst not well attended the initiatives have provided direction for Year 2 implementation. The appointment of two FYE mentors has provided impetus across the University though it is unclear whether this support is directly supporting programmes with particular progression issues. The Student Centre is focused on enrolment and the early days of study, critical aspects of the student experience as this timeframe builds trust and good working relationships. This was a strong thematic that emerged from all quarters in the FYE Conference (May 2016).

Learning and Teaching for Year 1

Initial energies on defining a research plan to generate evidence that will contextualise existing and new data that currently quantifies non-progressing students. Further progress is now dependent on the appointment of a researcher within the limitations of available funding.

Social Belonging

At key points across the year all Schools engaged in the implementation of activities and communications to help students feel valued. The intention was to make them feel part of the University as well as the programme. Addressing Progressing groups were also allocated monies to arrange events and activities to build peer group relationships and to engage with the University, in ways other than through the programme or subject. UCEE also supported the initiative through a week-long series of events in February to create visibility to these energies.

FYE and Partners

A new WP, as a result of the HER recommendation and contact has been made with 32 institutions to implement initiatives. To date, 19 have now nominated a member of staff who will have a responsibility for progression, retention and completion. Resource Partner Centres also have a mission statement regarding progression and data to inform targets. Case studies of successful programme initiatives in Northampton are in development and will be published shortly, to provide support and additional connections for partners, across the University.

Quality Assurance and Enhancement

The lack of funding for a Project Manager, to develop and drive initiatives as well as connect project achievements has limited some outcomes, in visibility and resolution at this stage. Significantly absent has been the local link into specific programmes and subjects at level 4, where there are continuous issues around progression, retention and completion.

A notable success has been the FYE Conference in May which saw participants from many areas of the University, including academics and students. The session introduced new priorities to address, particularly around the admissions and enrolment process; a ‘first impression’ for a student and one that influences all subsequent experiences. Enabling students to be resilient and confident in coping with problems was also recognised as an important skill set.
As a result of the information and ideas received from the Conference participants (see further Appendix 1), the FYE Steering Group team will be holding an Away Morning in July to revise and reassess progress to date and to inform the operational plans for year 2 of the project.

d)Participants in the FYE Conference voted overwhelmingly to ‘Make the admissions procedure work, so offers are more in time and not last minute’. This recommendation from an audience participant was in the ‘Top 10 Ideas’ in the eyes of 32 delegates and was, therefore, the leading recommendation in response to the question: ‘What is the one thing the University should be doing differently?’ This, and other suggestions, will be considered at the Away Morning in July.

e)Since the development of the original project plans, the rate of withdrawals has increased to 14.6% for 2014/15, representing a substantial increase in the loss of fee income to the University (Source: Paper AQSC117.16: Progression Data Report). This should be viewed in the light of the most recent set of Institutional Targets for 2016-2017, which sets a target of 4% across the University for withdrawals at Level 4 (Source: Paper AQSC.88/16).

f)Table 1 identifies the financial impact of withdrawals from the University at level 4, over the last 5 years and savings to be made through % improvements. In 14/15, to provide context, the University lost £5,049,000 in fee income, but with a 4% improvement in progression, the saving could be £1,206,000. This would still represent a withdrawal rate of 10.6%, which is still more than 6% above the identified institutional target of 4% and more than 2% above the institutional threshold of 8%.

g)The current position in relation to retained Year 0/level 4 students, by School, is as follows (as of 7 June 2016): Arts 92%, Edu 94%, Health 94%, NBS 94% S&T 86%. Joint Honours (JH) students 83%. Includes transfers which are substantial across JH programmes.

h)Partner institutions with less than 90% retention (as of 7 June 2016) are: Moulton College 82%, Northampton College 89%, St Andrews Health Care 89%. Includes transfers.

Table 1: BIMI Withdrawals and Departures[1] Data from Progression Report[2]

Academic Year / Numbers and % of Stage 1 Withdrawals / Number and % of Stage 1 Departure / £ annual loss in fees
(# of Stage 1 departure x £9000) / Annual saving from a 2% reduction in Departures[3] / Annual saving from a 3% reduction in Departures3 / Annual saving from a 4% reduction in Departures3
2010/11 / 495 (13.7%) / 622 (17.2%) / £5,598,000 / £657,000 / £972,000 / £1,305,000
2011/12 / 432 (12.4%) / 545 (15.6%) / £4,905,000 / £630,000 / £945,000 / £1,260,000
2012/13 / 358 (11.1%) / 465 (14.4%) / £4,185,000 / £585,000 / £873,000 / £1,170,000
2013/14 / 383 (11.6%) / 473 (14.3%) / £4,257,000 / £603,000 / £891,000 / £1,188,000
2014/15 / 487 (14.6%) / 561 (16.8%) / £5,049,000 / £603,000 / £900,000 / £1,206,000

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Introduction

Rachel Maxwell, FYE Project Manager

The First Year Experience Project is a four-year initiative to improve retention and progression of our First Year students, expressed through the following 3 objectives:

To reduce withdrawal rates by 4% (i.e. from 11.3% to 7.3%)[4]
To reduce the rate of ‘continuation without progression’ by 2% (i.e. from 4.2% to 2.2%)
To improve the rate of student retrieval and success after a period of intercalation.

This will be achieved through activities shared among 6 different work packages, as shown in Figure 1.

Figure 1: First year experience project work packages

After being approved by the University Management Team in May 2015, external considerations meant that the project received reduced funding for year 1. A revised budget was subsequently approved by SEC in November 2015 as part of the project Interim Report which also contained the Work Package Operational Plans. This revised budget of £100,000 for the first year of the project would see activity centred primarily on Enhanced Student Advising through the employment of two new CfAP tutors solely focussed on supporting First Year students, as well as the creation of a student mentoring scheme offering academic, personal and social support. Some money was also allocated as part of the Social Belonging work package.

This report details the activities that have taken place under each work package and outlines where the project is heading as its second year approaches.

Learning Analytics for Progression (WP1)

Rob Palfreman, Work Package Lead

Work Package Overview

The aim of this work package is

to implement an effective Data Analysis and CRM system.

Work to Date

Initial data analysis has been carried out to identify key data sets to be used for FYE purposes. A withdrawal report has been written and is currently distributed to schools on a weekly basis. In addition an annual report has now been drafted showing data for level 0 and level 1 UG students by course. This report shows current enrolments, total departures to date and by term plus withdrawal breakdown by term.

Initial market research has been carried out into the use of predictive analytics to provide earliest warning of students at risk. Dialogue is continuing with other HEI’s with visit days planned for June/July. This will inform our approach to year 2 work.

A CRM project has been initiated that will see the upgrade to the existing Microsoft Dynamics platform to the latest version and consolidation of recruitment processes is in scope for initial delivery. The CRM system may provide levels of support for FYE activities as we progress.

Plan for Year 2

A formal project will be initiated with a dedicated IT Project Manager assigned to oversee the definition and delivery of a fit for purpose Learning Analytics solution. It is envisaged that this will require a formal procurement process to assess the market in order to select and implement the appropriate system.

Enhanced Student Advising (WP2)

Kate Coulson and Anna Swales, Work Package Leads

Work Package Overview

The aim of this work package is

to implement effectively a range of targeted supported mechanisms for
Level 4 students

Student advising covers to broad areas – academic and non-academic (personal, social etc). As such, activity under this Work Package is reported from both perspectives.

CfAP - Work to Date

Kate Coulson, Head of CfAP

Participation/Engagement from staff and students to date

Efforts have been made to gather staff and student opinions on what academic support is desired, when it is needed and how it should be provided.

Brief questionnaires were completed by a small convenience sample of students at Refreshers Fair (Park Campus) and in the restaurant (Avenue Campus). This provided a brief overview of students’ current understanding of CfAP and desire for academic support. Conversations with Student Union staff, the Marketing Team and student ambassadors also helped us build a broad catalogue of ideas on how to enhance engagement.

In Situ Drop-Ins with CfAP Ambassadors

On recommendation from tutors, in situ drops-ins were trialled throughout March 2016. These were at times and locations suggested by students and tutors. These drop-ins were not well attended. Reasons for this may include intermittent wifi access making it difficult to use the app or access online resources effectively. Ambassadors also mentioned the visibility of receiving help within school meant attending drop-ins could be embarrassing as peers could see who was opting for extra support. However, they did feel that after talking to peers drop-ins may be effective if they were more targeted to assignment deadlines, feedback days and so on.

Revise and Re-submit Days

Revise and re-submit days were recommended by staff to target intervention near resubmission. The first revise and re-submit day 13th April was cancelled as there was no uptake by students. Ambassadors suggested struggling students are unlikely to attend an event which is so visible. As an alternative, the option of intensive study days and a series of one to one or small group sessions on request has been proposed. These will be based on recommendations from staff and students as to what skill sessions are most needed at specific points of the year.

FYE tutors are working with academic staff involved in first year teaching to establish how CfAP can best support their students. Engagement has been mixed. In addition, staff recommendations were also gathered at the FYE development day and through discussions with staff in CAN DO sessions around first year skills.

Further consultation with staff and students is planned for the upcoming FYE conference targeted around the understanding of CfAP/academic support, expectations before arrival, experience on arrival, and ideal situations.

CfAP - Plan for Year 2

Themes arising from discussions with staff and students are collated below and informed our decisions on how to enhance CfAP provision and increase first year engagement.

Inconsistency in awareness and understanding of and engagement with CfAP across schools
Need for promotion
Transition to first year and then to second year
Need for last minute access
Need for early and continued exposure

FYE tutors have proposed the following (in addition to current provision and through collaboration with CfAP school aligned tutors) to enhance first year engagement provides a more detailed month by month plan for 2015/2016, including promotion. This plan may change and evolve through further consultation and evaluation with staff, students and the CfAP team. For example, FYE tutors hope to attend relevant CAIeROs to ensure academic skills are embedded into modules.

Promotion

Awareness and understanding of the CfAP’s role is inconsistent among staff and students. FYE tutors will work closely with school aligned tutors to promote CfAP.

Targeted workshops in line with school demands and students views on what skills sessions would be helpful at what points. The sequence below has been suggested based on previous conversation but will be adapted as per school needs. Collaboration with CfAP school aligned tutors is crucial to ensure that there is continued

Term 1:

Independent learning and time management
Targeted reading and research
10 steps for your first assignment
Note taking
Introduction to academic writing

Term 2:

Evaluating sources
Presentations
Using feedback

Term 3:

Preparing for exams
Critical writing
Group working

Targeted Drop-ins (10 mins each) departments for 2 hour slots in schools at requested times. For example, on a feedback day or just before assignment deadlines. Any students which are not seen in the allocated slot will be offered a time and day for a CfAP appointment in the library.

Study skills days (group sessions)

These will be offered once a term (with support from School aligned CfAP tutors),but also can be requested to run for individual schools if there is demand. These will be targeted at first years including a mixture of the sessions below (or those requested by school) and offering an opportunity for students to ask questions and book further appointments.

Independent learning and time management
Targeted reading and research
10 steps for your first assignment
Note taking
Introduction to academic writing
Evaluating sources
Presentations
Using feedback
Preparing for exams
Critical writing
Group working

Introduction to study skills (one to one or small group series)

Students may be referred by tutors or sign themselves up to a series of 5 one to one or small group sessions with an FYE tutor. These sessions are based on developing skills students and staff said were the most needed for first year (listed below) but this can be agreed in consultation with the student to decide what would be most useful. The FYE tutors can also offer these sessions for students re-submitting assignments (as an alternative to the revise and re-submit days) one to one or in small groups as and when requested.

Independent learning and time management
Targeted reading and research
10 steps for assignments (including essay structure)
Introduction to academic writing
Thinking critically

Transition booklets

These will include tips on the most needed skills for first year, using infographics, detailed text guides, links to interactive sources such as Xerte resources and templates for students to fill in. These will be provided to all schools as a pdf as well as be available on the CfAP NILE site.

Increase online engagement

Advertisement of existing MOOC to encourage students to participate in this online course to develop study skills.
Infographics to be developed and advertised on all university social media at appropriate points in the academic year.
Remind staff that appointments are also offered by skype and telephone should students not be able to or wish to come to campus.
Workshops should be blended.

Peer support

CfAP ambassadors are available to offer peer support. Students may email CfAP and will be allocated an ambassador to support their university journey. We are also diversifying peer support; academic peer support will be offered via CfAP and we are investigating ways in which social/personal support can be provided by peer mentors via the Student Centre.