September Staff Conference

Monday 09 September Tuesday 10 September Wednesday 11 September 2013

September Staff Conference10.00 – 11.45

Academic Review Tutors – session and workshop 11.45 – 12.45

Updates to:Academic Regulations for Taught ProvisionAssessment proceduresStudent EvaluationStudent Representation

13.30 – 14.45

Reflection on Academic and Professional Practice (RAPP) – session and workshop

15.00 – 16.15

Preparations for the Extended Academic Year

Academic Review Tutor SchemeRecommendations arising out of the Internal Quality Audit 2013

IQA Terms of ReferenceThe Audit embraced the following topics:The role of the ART and the articulation with the

role of the Senior TutorThe institutional context within which ARTs operateResourcing International Students, including UKBA compliance

issuesThe University committee structures and ARTsProfessional and career development frameworksStaff development and the provision of online

guidance to ARTs and studentsMonitoring and record keepingCollaborative Partners and the ART Scheme

Those who contributedStudent Ambassadors / Student

Representatives; Academic Review Tutors Helpzone Managers The Head of Student Advice and

GuidanceHeads of School (who were also the

faculty student experience leads)Senior Tutors; the UKBA Compliance

Officer Director of Collaborative Partnerships.

Summary of recommendations

For further detail please refer to Appendix A Internal Quality Audit: Action Plan for the Academic Review Tutor (ART) Scheme.

1) To develop a policy for the ART Scheme

2) To identify the key tasks involved in the ART role and to develop accessible online guidance pertaining to these activities for staff and students

3) To review operational procedures, including monitoring and recordkeeping, in relation to the work of ARTs; and in particular to identify ways in which this could be supported more effectively by ICT

Summary of recommendations cont.4) To raise the status of the ART role by establishing the equivalence of the ARTs role in supporting student learning and the role of the module tutor in subject and module-specific learning and teaching; this change may require reconsideration of relevant University policies and strategies to ensure this is consistently reflected within the way these activities are resourced.

5) To use the opportunity provided by the extended academic year to resource ARTs to add value to the student experience in relation to academic study and co-curricular learning

6) To require collaborative partners to provide a support system for student learning and engagement that is equivalent to the ART scheme for those students undertaking UoG awards

WAIF UGT

3 hours per student for level 42 hour per student for level 51 hour student for level 6Normally a member of staff will have one

ART group per Level with 15 students per group, additional students attract hours as per the allocation above.

ARTS of international students should receive an allocation of 1 additional hour per student on top of the hours above

Top up and credit transfer students are classed as level 4 students.

WAIF InductionLevel 4 induction - 20 hours per member of

staff involved including ARTSSplit 10 hours contact and 10 hours prep.Level 5 induction – 7 hours (spilt between

contact and preparation)Level 6 induction - 7 hours (spilt between

contact and preparation) Undergraduate student induction for

franchised courses 14 hours: Split 7 hours contact, and 7 hours

preparation time (unless teaching materials already available) plus travelling time.

WAIF ARTs PGT3 hours per student for FT

students1 .5 hours per student for PT

studentsARTS of international students

should receive an allocation of 1 additional hour per student on top of the hours above.

Supporting Students during Induction

1) Assisting in acclimatization to HE / UoG environment2) Ensuring course information has been received3) Checking the accuracy of timetables 4) Making sure module choices are correct (should be more straightforward at Level 4 post CFR)5) Introducing students to online guidance available on University website6) Instructing students in the use of their student accounts7) Explaining the ART role and establishing expectations re engagement with their ART, attendance at meetings and responses to email communication8) Assessment submission and procedures for logging mitigating circumstances explained9) Introducing the wider university support network – Helpzones, Student Services, SU10) Ensure students are aware of the Student Representation Scheme

Supporting Students at Level 4

An initial review of progress (Early to Mid-October)Check how students are settling in and

their engagement with wider university lifeDiscuss and agree any action required from

assessment feedback received so farExplore any difficulties experienced so farDiscuss non-academic issues that impact

upon academic work- where appropriate consider referral to other university services

Level 4 cont…2) A second review of progress (January to February)Discuss students engagement with wider

university lifeReview assessment feedback from Semester I

and agree any action required to retrieve marks or generally improve performance.

Check module registrations for Semester IIDiscuss any issues that may affect progression Discuss non-academic issues that impact upon

academic work- where appropriate consider referral to other university services

Level 4 Cont…3) A third review of academic progress (Prior to the end of the academic year) Review student’s engagement with University life Consideration of all available assessment feedback Identification of strengths, areas of difficulty and barriers to

learning and anything they have found particularly helpful Allow time for the student to think and talk about their

experience of learning during the year Help them to identify any action they need to take to

develop or any additional support they should access Check Level 5 module choices Encourage the student to review their first year on their

course and at University, helping them to identify anything they wish to do differently in the future

Ensure the student records co-curricular activity and achievements (HEAR)

Supporting Students at Level 5

1) An initial review of progress (By the end of October)Check how students are settling in and their

engagement with wider university lifeReview the agreed actions from the previous

meeting and ensure that plans are in place to pursue these

Review student’s timetable and discuss any progression issues e.g. any modules failed at Level 4 that will need to be retaken

Discuss non-academic issues that impact upon academic work - where appropriate consider referral to other university services

Level 5 Cont…2) A second review of academic progress (Prior to the end of the academic year) Allow at least half an hour for this one-to-one meeting Require the student to bring all available assessment feedback

from modules taken in both semesters of level 5 Identification of strengths, areas of difficulty and barriers to

learning and anything they have found particularly helpful Allow time for the student to think and talk about their

experience of learning during the year Help them to identify any action they need to take to develop or

any additional support they should access Check Level 6 module choices (or alternatively placement

arrangements) Encourage the student to review their second year on their

course and at University, helping them to identify anything they wish to do differently in the future

Ensure the student records co-curricular activity and achievements (HEAR)

Supporting Students at Level 6

1) An initial review of progress (By the end of October)Check how students are settling in and their

engagement with wider university lifeReview the agreed actions from the previous

meeting and ensure that plans are in place to pursue these

Review student’s timetable and discuss any progression issues e.g. any modules failed at Level 5 that will need to be retaken

Discuss non-academic issues that impact upon academic work - where appropriate consider referral to other university services

Level 6 Cont…2) A second review of academic progress (January / February)Review progress and identify any completion

issuesDiscuss the student’s post-graduation plans

and help them to identify other sources of support e.g. regarding careers, writing CVs, interview skills or postgraduate study

Encourage the student to check that a complete record is available (HEAR) of her / his co-curricular activity and achievements

Specifically the Academic Review Tutor should aim to:

 

Be involved during Induction Week helping students settle into University and into their studies.

Provide opportunities for tutees to review their progress three times per academic year at Level 4 and twice at level 5 and 6. The first such opportunity must be within the first six weeks of the start of the year. These opportunities should be provided on an individual basis with the student and a record of each meeting should be kept.

Offer advice or assistance regarding timetable issues, programme requirements, progression and other academic matters.

Recognise when the assistance required is beyond the tutor’s competence and refer to another appropriate person or agency or seek advice from Helpzone staff, Senior Tutors or other appropriate staff.

  

 

 Be available to tutees on a drop-in basis for at least one half day per week (office hours) at times when students do not normally have timetabled classes.

Ensure that tutees know how to contact the University at short notice in situations that are urgent, e.g. illness, domestic crisis. Act as a point of referral to other student support services.

Act as a student advocate where appropriate (for example at assessment boards or as a referee to provide written references).  

Help foster the view that the University regards students as individuals and actively supports the academic progress of all students.  

Follow up any students whose work is a cause for concern, e.g. if a student does not attend the progress review meetings ensure that procedures for follow up action are implemented.

Follow up any students whose behaviour is a cause for concern. Ensure that the correct procedures are followed. If unsure contact Student Services.

Reminder: Keep a record of all progress review meetings. All documentation should comply with Data Protection legislation and tutors should bear in mind that students have the right to see any information, including any hand written notes that are kept about them.  

Keep confidential any matters discussed with a tutee unless the tutee has given his/her permission for information to be passed on, or, in exceptional circumstances the tutor judges it appropriate for the information to be shared, e.g. the student is deemed likely to harm himself/herself or another person.

Remain informed about Academic Regulations for Taught Provision.

Participate in appropriate staff development opportunities.