Guidance 3xxiiProgramme Progress Reviews
Introduction
The Programme Progress Review (PPR) initiative aims to engage students undertaking an undergraduate programme or studying for the first time at Middlesex (i.e., top up students, direct entry students and first year undergraduate students) in scheduled meetings with academic staff at points during the academic year, predominantly the first year. The remit of the meeting is to discuss feedback from formative assessment activities and to consider their progress holistically across the whole of their programme. In recognition of the focus on programmes rather than modules PPRs are to be undertaken at programme level, rather than for each module.The purpose of the reviews is to engage students with their programme, academic staff and to reflect and take ownership on their academic development and learning needs. In conjunction with the ‘reality check’ exercise (see guidance below) the PPRs provide an opportunity for students to reflect on their university experience, and their learning experience and help to foster relationships between the students’ and their programme teams. Student Achievement Officers may also be involved in the delivery of these processes.
As the university has a variety of programmes run in a variety of waysflexibility is necessary in implementing PPRs to enable the disciplinary contexts of the undergraduate portfolio at Middlesex to be recognised along with other factors such as cohort size and the nature of programmes.
This document therefore is to provide guidance to programme team staff in undertaking the PPRs.
Week 4 Reality Check
The reality check is designed to engage first year students in dialogue based on their early experience and to reflect upon their time at Middlesex thus far. The first review is scheduled during the periods of weeks 4 – 6 as institutional research has identified the importance of the early student experience on student withdrawal. Internal qualitative research identified that early student withdrawal is often related to: a lack of settling in; expectations of programme/ institution/ university life not being met; experiencing feelings of isolation and a belief that they are unable to cope. The premise of the week four review is that through early engagementstudents’ initial concerns may be alleviated. Based upon the notion of Angelo and Cross’s minute paper (1993) staff are asked to have a ‘pause’ in their teaching to undertake a group exercise asking student to reflect upon their early experiences at university (guidance questions are provided in annex a). This can be undertaken as a large group discussion, within smaller groups or anonymously through written feedback. Staff are requested to collate the results and feedback to the students in order to demonstrate that it is common to experience challenges in the transition to university but many students overcome this and there are many strengths to be drawn upon.
From feedback of the initiativesit was identified that students are less likely to attend if a scheduled meeting is not set. In order for students to perceive the reality check and PPRs as a part of their programme is it suggested that these initiatives are scheduled into the programme handbooks and communicated to the students’, when they will take place and the purpose of the exercise.
Weeks 8/9 PPR
The first PPR is requested to be undertaken during weeks 8 or 9,as a physical meeting between a member of the programme team and student. This maybe undertaken in small groups or a 1x1 situation but allows the opportunity for dialogue between staff and student to reflect upon their learning within their programme and any concerns about their programme or approaches to study (examples of questions to ask have been provided in annex b). Its intention is to help ease the transition of students into studying effectively on the programme.
This can provide students with feedback from early formative assessments in identifying their strengths and areas for improvement in order to detail action plans in order to maximise student potential. Actions plans (details provided in annex c can be developed and reflected upon as a part of the students ongoing PDP (to be decided at local level where these are retained).
Week 12/13 PPR
The PPR is to be repeated around weeks 12/13 in a similar manner to the first review. The intention of this review is to provide students and staff to engage in discussion about the progress of the students and to identify whether additional learning support is required to help students to succeed in Year 1. Action planning will identify specific areas or modules where the student needs particular revision, support or possibly summer school opportunities to aid progression.
Programme Progress Reviews (Years 2 and 3, around weeks 8/9)
Programme teams may wish to continue this initiative for Years 2 and 3. If so, it is suggested that theweeks 8/9 and 12/13 PPR be repeated. .The focus of these reviews should be the students’ understanding of their learning on their programme. It will also provide further opportunities to identify and act on any continuing misconceptions that students have.
These reviews will be undertaken by the PL or other members of the Programme Team.
Throughout all of the reviews staff are encouraged to develop methods of their own that meet these principles if they wish.
Annex a- Guidance on carrying out the Week 4 Progress review (Reality Check)
- Schedule the review into the module handbook in order for students to i) be aware of the exercise and ii) be aware of the importance of the exercise.
- Undertake the reflective exercise at the end of a session; this gives the opportunity for the students to carry on the discussion in their own time if they so wish.
- Carry out the exercise allocating as much time as necessary (usually between 20 minutes and 1 hour) to conduct the exercise, allowing for time for reflection and discussion.
- Explain to the students what they are doing and why, as they are unlikely to place value on an exercise when they do not understand the point of it or do not understand how it can benefit them.
- Explain to the students that the responses will be anonymous and they can include issues of the wider student experience if they wish.
- Explain that after the exercise the information will be collated and fed back to the group to inform change.
Suggested questions:
- What has been the most interesting ‘learning experience’ so far?
- What has been the least interesting ‘learning experience’ so far? or
- “What has been the biggest challenge so far?”
- “What has changed most in your thinking?” or
- 3 positive aspects of their first 6 weeks at Middlesex”
- “3 less positive aspects which have caused you concern or hindered your learning”
These are only examples of questions and so the tutor/lecturer may substitute these. However whichever questions are used the students should have the opportunity to reflect on;
- what they think about the subject they’re studying,
- their own level of knowledge and confidence,
- how these things have been affected by the first few weeks of study (what they are anxious about; what they are confident about).
Annex b – PPR Question guide
Year 1 Programme Progress Review Interview guidePossible questions to ask during review meeting
- Are you enjoying your programme and how do you feel you are coping with your studies?
- Do you understand how your learning and achievement will be assessed in your first year modules?
- You will already have received some feedback on an assignment, what form did this take and how will you act on this feedback?
- What part of your studies do you feel you could improve on?
- Do you have any other areas of concern?
- What more could be done by the university (your tutors, services offered at the university) to support you with your studies?
Synopsis of students overall programme progress to be summarised here highlighting and issues identified and the outcome of the review meeting
Module / Formative assessment result / Attendance / Comments / Actions / Review
1
List module name and number / Details of all formative assessments to be listed
To be collated by programme/departmental administrators / Number of timetabled lessons missed to be listed and collated for review by Programme Team (PL) / Comments to be made on any academic issues affecting student progressing with full credit and any issues that may benefit from further academic support / Detailed action plan to address student progression and maximise potential. Action planning to contain deadlines.
Action planning to be detailed by student in their PDP (on My Learning are) and by Programme Team (PL) / Staff member, in consultation with student, to decide on whether a review meeting is necessary. If review is required schedule date.
2
3
4
Annex c - Record of Year 1 Week 9/18 Programme Progress Review