sec3 2014 engaging leeds welcome to the transitions symposium at sec3 2014 chaired by katie livesey,...

SEC3 2014 Engaging Leeds

Welcome to the Transitions Symposium

at SEC3 2014Chaired by Katie Livesey,

School of Earth & Environment


Supporting transition through the EPQ

Transitions Symposium

Dr Abigail Harrison Moore

Deputy Head of School,

School of Fine Art, History of Art and Cultural Studies

SEC3 2014 – Transitions Symposium

Manage, Develop, Realise, Reflect.

What is the EPQ?

The EPQ is an opportunity for 6th form students to produce an extended piece of work of their own choice, with guidance from staff, which is assessed at school, and then moderated and graded by an exam

board. It counts as half an A-level; it is worth the same UCAS points as an AS-level, but is graded from A* to E.

SEC3 2014 – Transitions Symposium


What does it involve…..

• 5,000 word dissertation / essay (or practical piece of work (‘product’) and shorter written reflection of c.1000words)

• Production Log

• Presentation to audience.


To get a good grade in the EPQ. • Students need to have excellent independent working skills to identify their project &

produce an effective design & thorough plan and to carry out project in highly organised fashion.

• Students need to show clear evidence of responding very effectively to guidance given, allowing them to reflect on how to make the best use of a supervision/seminar.

• They use a wide range of resources critically, learning how to analyse data effectively and apply findings to good effect and how to show clear links between sources of information and the themes of their project.

• They have to fully explore the complexities of their chosen topic.


• They have to carry out full, in-depth evaluations, showing a high level of insight into how they conducted their project and the limitations of the resources at their disposal. They have to reflect on themselves critically as learners so gain useful insight into how they work most effectively.

• They have to use a range of communication skills to present outcomes and conclusions clearly, which is great practice for seminar presentations (and interviews!).

• They have to show a deep and extensive knowledge of their chosen project area of study which helps them demonstrate, both to themselves and us, their motivation to study, in their applications, interviews and when they have to get up for a 9am lecture!


What other universities are saying…

Cambridge"We welcome the introduction of the Extended Project and would encourage you to undertake one as it will help you develop independent study and research skills and ease the transition from school/college to higher education.“

Newcastle"We value the skills of research and independent learning that the Extended Project is designed to develop. We welcome applications from students offering the Extended Project alongside A levels. As the Extended Project is optional it is not a requirement for application. If you offer an Extended Project, it will be taken into account. Your offer may be varied as a result, in recognition of the level of study skills you will have developed."

Oxford"Where applicants have undertaken the Extended Project (EP), the University will not make this a condition for an offer (as the EP is not a compulsory element of post-16 study) but recognises that the EP will provide an applicant with the opportunity to develop research and academic skills relevant for study at Oxford. Candidates are encouraged to draw upon their experience of undertaking the project when writing their personal statement, particularly if the topic is allied to their chosen degree course."

Leeds, Bristol, Manchester, UCL, and other Russell Group Universities have welcomed the EPQ, as has the 1994 Group (which includes St Andrews, Durham, York, Sussex, UEA etc…)


What is the University of Leeds doing to support students, parents and teachers?

• We have worked with a group of partner schools to help them throughout the EPQ process, offering:• Introductions, in school, to help the selection process and guide students through the benefit of undertaking the

EPQ and the university view.• A session on how to focus the project.• Primary Resources and Research Skills days on campus• An introduction for parents.• We also have a programme of Developing Research Skills days which schools can book into, and are developing

a primary source roadshow to take into schools.• We are running teachers twilight events, with a focus on effective supervision and referencing (in Leeds and in

London presently).• We have developed, and continue to develop, on-line resources

(http://www.leeds.ac.uk/info/125097/activities_for_schools_and_colleges/1939/teachers_resources).• We have provided support to the moderation process, including staff from the University helping to moderate

presentations.• We have provided enrichment lectures.• We are working with the exam boards to ensure that our advice is as effective as possible.


Any questions?


Over to you…..

Think about activities that you already offer that could be offered to EPQ students.

Think about your own research or your PGR students: could this be adapted for EPQ students?\


Completing the Involvement Circle: from admissions to final assessment


Kay Henderson, Ann Gaunt and Jools E Symons


Database ‘membership’ of 170 patients, carers and family Predominantly recruited by word of mouth and buddy/mentor schemeAge range 5 – 85, approx 65% femaleRange of conditions: HIV, Cancer, Diabetes, Mental health…Remuneration – fee (set for each activity), travel expenses, carer cover, food and refreshment, Christmas party and other social events, training and use of laptops/PCs/iPads, Life Long Learning courses, Certificates of Achievement for each activity to build their portfolio, conference attendance, bespoke training for personal and professional development1 full-time and 1 part-time members of staff (core funded by Medical School)

Patient | Carer Community:


Mini-multiple Interviews for admission and Introduction Lectures (Y1) Patient/carer home and classroom visit (Y1)Chronic Illness and Disability Course (Y1)Patient/carer mentor session (Y1&2)Patient Experience: Mental Health Lecture (Y2)Communication skills (Y2 &3)IDEALS Patient Safety (Y3)Stigma sessions (Y3)Patient Experience: Chronic Illness Management (Y4)Patient Experience: Cancer and Continuing Care (Y4)Objective Structured Clinical Examination - OSCE (Y3, 4 & 5)

MBChB – a few examples of involvement activities:


• Brief explanation of the MMIs

• Why is it important for the PCC to be involved

• How does it link to the OSCE

Mini Multiple Interviews (MMIs):


Contact details:

Kay Henderson – [email protected]

Ann Gaunt – [email protected]

Jools E Symons – [email protected]

Dr Gail Nicholls – [email protected]

Thank you


Aiding the transition from school to University in FBS


Dr Charlotte HaighAssociate Professor in Human Physiology /

Admissions Tutor School of Biomedical Sciences

Faculty of Biological Sciences


A transition programme was set up in the Faculty of Biological Sciences in September 2012 tailored towards level 1 students.

•to support students in becoming independent learners throughout level 1 •to provide an alternative route of support other than personal tutors and programme leaders •showcase additional support routes at University level

OVERVIEW

CHARLOTTE HAIGH, Transitions Symposium

AIMS


PROGRAMME


Session Attended A2L % A levels

Becoming an independent learner 39 4 86

Writing scientific reports 62 10 92

What is feedback? 13 1 84

Seeking support 8 2 100

Exams and revision 25 4 77

Giving effective presentations 18 1 85

Searching for academic material 8 1 100

Essay writing skills 16 2 94

www.fbs.leeds.ac.uk/transitions



EVALUATION

6-8 17.86% 52-5 50% 141 32.14% 9

Number of sessions attended

A lot 25% 7A little 75% 21Not at all 0 0

Did the sessions help you become a confident independent learner?

Further comments

Timetabling-not 5pm on a Monday

Re-organisation of timetable so some of the academic sessions such as essay writing and searching online material comes earlier in the year.


SUMMARY


100% of participants stated the programme helped them become more confident independent learners

Condense into first semester

Focus on academic skills in relation to biological sciences


Adapting the placement meeting for students overseas


Helen DraySMLC Work Placements Officer

Outline

• Overview of Residence Abroad work placements scheme

• Reasons for introducing a placement meeting

• Developing format of meeting

• Feedback from students and placement providers

• Outcomes for the placement scheme

BA Modern Languages Year Abroad

Year Abroad 2012-13

• Compulsory for BA Modern Languages Single Honours & Joint Honours students in year 2 or year 3 of the degree

• Placement meetings introduced in 2012-13 for all students who undertook independent work placements

BA Modern Languages Term Abroad

Term Abroad 2013

• Compulsory for Joint Honours students studying two languages, in third term of year 2 or year 3 of the degree

• Placement meetings introduced in 2013 for all students who undertook independent work placements

For the student…

• Living in another country

• Operating in a foreign language

• Undergraduate student to professional role

For the placement provider…

• Taking on a student from overseas in the company

Transitions

Why introduce a meeting for independent work placements?

• One element of Residence Abroad programme designed to help students gain maximum benefit from experience

• A University requirement

• A minimum of one meeting to include the student, supervisor and tutor, ideally face-to-face. Typically when a student is overseas an alternative communication method can be used to fulfil this requirement e.g.Skype.

University of Leeds (2013) Placement Support/Study Abroad - Student Support. http://www.leeds.ac.uk/qat/documents/policy/placements-and- study-abroad-support.pdf (accessed 3 January 2014).

• A need to support and nurture diverse range of independent work placements on a more individual level than other types of placement

Structure & format of the meeting

•Format of questions uses model devised by Careers Centre

•Open questions asking about objectives, skills development, integration, coping with difficult situations, links with degree programme, benefits of placement

•Questions for placement provider open up discussion on what is important for them in the success of the placement process

•Arrange discussion in a way that is convenient for the placement provider: telephone or Skype, provide them with questions in advance

•Confirm language of call in advance and try to ensure that both student and supervisor participate in all parts of call (c.45 minutes in total)

•Build time into schedule for me to prepare: the student’s role, the organisational context, the location of the placement

Encouraging discussion

• How to make the meeting effective for any student, not just those who engage readily with the process

• Very useful discussion of active listening, understanding and interpretative skills in Ali, L. & Graham, B. (1996) The Counselling Approach to Careers Guidance, London: Routledge.

• Focusing on all aspects of what is being said; restating, paraphrasing summarising, questioning; challenging, immediacy, disclosure, information giving

Student placement with voluntary organisation

Student was describing the patience that she had learnt from supervising groups for a voluntary organisation. My repetition of the word children’s ‘patience’ led to interesting observations on the ineffectiveness of responding with anger in certain instances, where the children have not yet learnt right and wrong in social situations.

Facilitating learning

• Key question: asking what are the main placement objectives; in practice not easy for students to address; focus tends to be on short term tasks

• Helpful discussion of goal setting in Rogers, J. (2008) Coaching Skills: A Handbook, Maidenhead : McGraw-Hill/Open University Press.

• Distinguishes between:

• performance goals: tasks that the individual is expected to achieve, externally imposed

• learning goals, increasing capacity to deal with similar situations and dilemmas whenever they arise, internally focused

• Looks at how to reframe performance goals as learning goals

•How to facilitate the discussion effectively: very useful discussion of active listening, understanding and interpretative skills in Ali & Graham, The

Student placement with energy company

Student was delivering a programme of English language classes to staff at an energy company, and rather than describing short term tasks her objectives focused on how to motivate and inspire colleagues in their language learning.

Feedback from students and placement providers

• Informal:

• “Thank you very much for arranging the call, it was really nice to get some feedback from my supervisor, and to know that Leeds is keeping an eye on me! “ (Student)

• “We have worked with languages students from UK universities over a number of years, but it is the first time that we have had the opportunity to discuss the student’s progress personally with the University. It is certainly beneficial.” (Voluntary organisation)

• Areas for development:

• How to achieve 100% student engagement with the process

• Gather more formal feedback

• Remain realistic about what the placement meeting can achieve

Outcomes for the placement scheme

• Improve sense of partnership with students on a work placement, and students’ willingness to share their experiences when they return to Leeds

• Placement providers have a better understanding of the Residence Abroad work placement scheme

• Gain insight into the culture of organisations that are providing placements for our students; not exclusively reliant on student’s perspective

• Build personal contacts who feel confident approaching the University as part of annual placement selection procedures

• More ongoing contacts with placement providers, which opens up the scheme to students who are unable to draw on personal networks to arrange placements


Placement Year TransitionStudent Reflections


Anna WorsleyWork Placement Project Officer

Careers Centre


• Survey conducted by the Careers Centre

2012/13• Completed by returning students in September/October 2013• 206 responses (represents a 43.7% response rate)

• 2011/12• Completed in May 2013• 104 responses (represents a 28.6% response rate)

12 month placement feedback

Anna Worsley, Transitions Symposium


Q. How would you rate the support you received during your transition back into university life post placement?


Q. How would you rate the support you have received so far to help you re-integrate into university life?


• Individual discussion • Debrief• Skills@Library• Facebook group• New final year module

Careers Centre model

Anna Worsley, Transitions Symposium

sec3 2014 engaging leeds welcome to the transitions symposium at sec3 2014 chaired by katie livesey,...

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