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Filling the First Year Gap

Filling the First Year Gap. Clive Hayton London South Bank University. Filling the First Year Gap. Integrative Assignments in first year Computing and BIT. Environment. Generally, falling Computing and BIT recruitment Concern with retention Inter-semester gap

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Filling the First Year Gap

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  1. Filling the First Year Gap Clive Hayton London South Bank University

  2. Filling the First Year Gap Integrative Assignments in first year Computing and BIT

  3. Environment • Generally, falling Computing and BIT recruitment • Concern with retention • Inter-semester gap • Little student appreciation of difference between Computing and BIT Clive Hayton London South Bank Univrsity

  4. Aims • Improve retention • Inform and facilitate student choice • Encourage students’ • Engagement • Reflection • Confidence • Enjoyment • (future recruitment) Clive Hayton London South Bank Univrsity

  5. Revised first year (again) • Long thin units • Complementary programming units • Assessment times • Assessment in programming units complete before Christmas • No required work during Christmas vacation • Assessment in other units December – February, provided by .. • … New Year Integrative Activity in January… Clive Hayton London South Bank Univrsity

  6. New Year Activity:Later known as: ‘Integrative Assignment’ • Two parts • Individual reflection on work so far • CV and letter of application for one of 10 realistic graduate jobs – 1 week • Group application of work so far • Analysis of a proposal for a student led advice centre (Howdah Consultants) – 2 weeks • With extensive timetabled staff support Clive Hayton London South Bank Univrsity

  7. Assessment of CV and LoA • (Accelerated) mimicking of selection process • Each CV and LoA characterised as: Clive Hayton London South Bank Univrsity

  8. Details • 4 pairs of assessors • Moderation • Marked, moderated and published in 4 hours • Fed back through professional skills unit in subsequent weeks • Results used to inform allocation of groups for Howdah (see next) Clive Hayton London South Bank Univrsity

  9. Assessment of Howdah • Interim group report • Group presentation • Group report • Likert scales for characteristics of the reports and presentations • 8 pairs of assessors • Results within 5 hours of beginning of assessment • Moderation by two staff members • Marks fed back immediately • Used for professional skills tutorials Clive Hayton London South Bank Univrsity

  10. Results and feedback • CV and LoA Clive Hayton London South Bank Univrsity

  11. Job Application Results Clive Hayton London South Bank Univrsity

  12. Results and feedback • CV and LoA • Consultancy exercise Clive Hayton London South Bank Univrsity

  13. Howdah Consultants Results Clive Hayton London South Bank Univrsity

  14. Results and feedback • CV and LoA • Consultancy exercise • Student Feedback Clive Hayton London South Bank Univrsity

  15. Student Feedback Statements used were a mixture of negative (-) and positive (+) Clive Hayton London South Bank Univrsity

  16. Results and feedback • CV and LoA • Consultancy exercise • Student Feedback • Staff Feedback • enjoyed the exercise • too many assessment criteria • (needs formal assessment) Clive Hayton London South Bank Univrsity

  17. Aims met? • Retention • Second semester attendance? Clive Hayton London South Bank Univrsity

  18. Attendance Semester 1 vs Semester 2 Clive Hayton London South Bank Univrsity

  19. Aims met? • Retention • Second semester attendance: BETTER • Initial progression? Clive Hayton London South Bank Univrsity

  20. Initial Retention BScStudents progressing at June examination boards Clive Hayton London South Bank Univrsity

  21. Aims met? • Retention • Second semester attendance: BETTER • Initial progression: INCONCLUSIVE Clive Hayton London South Bank Univrsity

  22. Aims met? • Retention • Second semester attendance: BETTER • Initial progression: INCONCLUSIVE • Student choice • Easier movement between Computing and BIT (numbers are much the same) Clive Hayton London South Bank Univrsity

  23. Conclusions • Retention • Second semester attendance: BETTER • Initial progression: INCONCLUSIVE • Student choice • Easier movement between Computing and BIT (numbers are much the same) • Student experience • GOOD (see feedback) – there was a ‘buzz’ Clive Hayton London South Bank Univrsity

  24. Difficulties • Staff workload • Support • Induction • Assessment • Referrals • A few students did not engage • Group breakdown Clive Hayton London South Bank Univrsity

  25. Future Work • Analyse post re-sit results • Validate assessment practice • Separate effects of Integrative Assignments and other changes to the curriculum • We’ll do it again • Needs a champion • Changes for next year • Fewer assessment criteria for reports and presentation • Greater staff involvement in planning • Make more effort to inform students Clive Hayton London South Bank Univrsity

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