ANNUAL REPORT ON CONTINUOUS MONITORING Web viewAssessments are linked to live briefs and real word...

ANNUAL REPORT ON CONTINUOUS MONITORING AND ENHANCEMENT THROUGH COURSE JOURNALS

Dissemination of Good Practice

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Section Faculty Good practice identified Share with

Assessment FA Animation students submitted all work via blogs following advice of Skillset Advisor. Initial feedback is that students have valued this approach.

FQEC / FSEC / USEC / CoLT

Assessment FA Assessments are linked to live briefs and real word projects, such as ‘Design for our future selves’ in Interior and Product Design, supported by a series of additional lectures and workshops on 'Inclusivity'. The students were aided on the project by staff with support from equipment on loan from the Wolverhampton Living Services.


Assessment FA A further example was a live project with Spencer Swinden a specialist Interior Design company specialising in the design of hospitality environments. A Faculty wide mechanism for capturing data on industry engagement will be developed in 15/16 (The PL Employability was on sabbatical during Semester 2 14/15 and so some of these


Assessment FA New cross subject moderation with clear mechanisms has been introduced in some subject areas (Broadcasting and Journalism, Music).


Assessment FSE “Most modules have excellent pass rates, many higher than last year. Those with low pass rates in previous years now have higher pass rates as result of module action plans. Cohort analysis on modules can now be analysed for the first time using e:Vision data. This has been introduced into the Chair's Course Committee report and can be reviewed at future examination boards” Biology Chemistry and Forensic Science.


Course Management

FA The introduction of a base room for Video and Film production (MK510) brings it in line with other cognate subjects (animation and computer games design) and has added to the learning experience.


Course Management

FEHW The creation of an action plan for Foundation Degrees across the Institute of Education that is linked to enhancement and consistency in course management is good practice


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Course Management

FOSS Course leaders sharing timely emails or messages distributed on course Wolf topics.

The Social Policy course team produce a newsletter each term detailing useful information and research activity.

PG Course Leaders offering additional opportunities for students to meet with them through allocated timeslots or online (MA Management, MBA ft, MA HRM ft, MSc Innovation & Entrepreneurship, MSc Banking and Finance, MA HRM ft).


Course Management

FSE “Appointment of PL Quality with responsibility for oversight of Course Journals has provided useful steer for this new method of course reporting. PL will provide support for CJ writers. Faculty now runs drop-in advice sessions for CJ writers” Biosciences.


Curriculum Delivery and Development

FA A number of areas made use of minor modifications to improve student experience. In Performing Arts significant changes to the existing courses were made as a result of the Periodic Review, including innovative delivery such as block delivery of production modules in Drama, yearlong 40 credit modules in Music, and the introduction of subject specific modules to replace generic school-wide modules.



FOSS Professors presenting Master Classes (HR courses) FQEC / FSEC / USEC / CoLT


FOSS Use of ‘live’ case studies e.g. 7MK007 FQEC / FSEC / USEC / CoLT


FOSS Specific staff and student training for UG dissertations was delivered by UoW Dissertation Co-ordinator at ERCi, BCAS, SHRM and APSSB. Partner staff feedback was very positive.


Employability FA Opportunities were developed for students to work with professional companies and organisations including Rosie Kay Dance Co.; the Birmingham Rep; Musical Theatre West Midlands; New Designers; Hatfield House (Art in Clay); The International Ceramics Festival, Aberystwyth. In addition a number of our partner colleges have particularly strong professional links.

FQEC / FSEC / USEC / CoLT/ WBPL Forum

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Employability FA Fine Art ran a ‘Marathon’ event. Students were invited to spend the whole week in the studio 9am- 7pm working alongside the teaching team who were leading through an exemplar model by making work in the studio. This produced some excellent feedback from students and the model will be disseminated throughout the School in 2015/16 through the ‘Creative Fridays’ initiative.


Employability FA A variety of field trips were undertaken to museums, including the British Museum, the Granada TV studios, a concert tour of Italy for Musical Theatre, a Fine Art visit to Berlin and an Interior/Product Design visit to Dutch Design Week.


Employability FA Employability awards have been written into the curriculum in a majority of subject areas. For example, in the Wolverhampton School of Art in Fashion and Textiles out of 40 students 36 achieved The Gold award and 4 achieved silver. In Fine Art all Level 6 were eligible for the Silver Employability Award. In Interior Design, 27 Level 6 Final Year students were awarded the Employability Silver Award.


Employability FA A number of students won external prizes and awards, including the Bloomberg New Contemporaries 2014, the New Art West Midlands competition, 1st prize in the British Art Medal Society student bronze medal project.


Employability FEHW Employability champions are being identified within each institute and will have work loaded hours to support this role.


Employability FEHW Within education, module 5ED004 continues to be a very successful module providing placement opportunity for students in education settings, and is accessed by over 200 students across a number of courses. The module is tied in with the University’s employability strategy and consistently evaluates well by students. Organisation and management of the module is labour intensive to ensure students have an appropriate placement and there is compliance with health and safety and safeguarding checks, which has been supported by the faculty External Partnerships unit.


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Employability FEHW The Faculty invested in a pilot ‘Complementary Studies week’ to enhance employability and professional development in the Institute of Sport. The project involves collaboration with 20 external organisations offering 50 workshops and accredited qualifications to sports students. The Faculty has been able to bring in a number of accredited courses at reduced cost and where necessary, FEHW subsidised the fees to support students (total investment £5,000). Accredited courses include e.g. National Pool Lifeguard Qualification, Level 2 Gym Instructor Qualification and Sports Structures/Sports Coach UK Safeguarding Children course. For some specified courses, students also made a financial contribution. Evaluation of the project confirmed that the Complementary Studies Week programme was well received and the opportunity to attend training that students otherwise had difficulty accessing was particularly valued. It is planned to roll this out more widely to other non-professional programmes in the faculty.


Employability FOSS Some examples:

USA Summer camp visited Walsall campus to offer summer jobs to students in 5 * American Resorts. This was very popular with students on IHM and Tourism Management. Event and Venuestudents also engaged. Several students have sinced applied.


Employability FOSS The CLOCK project and other projects in law have also been very successful this year.


Employability FOSS Armed Forces students were invited to attend an induction with 4th Mercian in October.


Employability FOSS Following on from the IoD mentoring project in UWBS, a Law School mentoring scheme is being set up.


Employability FOSS History students are working on a project with RAF Cosford to help digitise and archive WW1 papers at the museum.


Employability FOSS Launch of DWF Mentoring Scheme, CV workshop, hosting Junior Lawyers Division of the Law Society Forum and Law Careers Fair (LPC)


Employability FOSS Lexis Nexis certification opportunities for all LLM students

FQEC / FSEC / USEC / CoLT/

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WBPL Forum

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Employability FOSS A number of PG course journals recorded modules that provided guest speakers, “live” assessments and projects – Boots Alliance, Swiss Re, Poundland, Serious Games, Dudley Building Society, FBC Manby Bowdler, Mills & Reeve, Senior Crown Prosecutor, Eversheds etc.


Employability FSE “Students have found it useful to have full days in the workshops in 4ET006: Engineering Practice” Engineering.

“Additional Club Activities help to increase students understanding of the theories in lectures.” Engineering.


External Examiners

FSE Examiners have made numerous positive comments regarding delivery of innovative and vibrant courses which are which are assessed in a variety of ways to ensure academic rigour is maintained. Some examples are highlighted below

In "Forensic Science for Policing" the tutor has devised a strategy to support students' preparation for assessment that seems to be particularly effective. This includes an exam advice leaflet and mid-module review with tutor’s feedback which is I think an interesting development to consider across other modules Biology Chemistry and Forensic Science


Other FA Partners welcomed the visits from UoW staff (academic and staff from Student Office and Partnership Unit)


Other FOSS Staff from Hubei Engineering University visited UoW for a three-week staff development programme.


Other FOSS Lessons Learnt Log developed for LLM at Mauritius provides the foundation for ongoing enhancement.


Placement Learning

FA There are a significant number of school placements available across the Faculty.


Placement Learning

FEHW Institute of Health Professions

Academics on NMC approved programmes have 20% of time to engage with practice to meet the requirements of the regulatory body.


Placement Learning

FEHW Institute of Psychology

A placement pathway has been developed with Birmingham NHS Trust with the aim of leading to better employment. This model may be developed for use in other Trusts (Doctorate in Counselling Psychology)


Placement FEHW Institute of Education FQEC / FSEC /

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Learning 65 UG and PG trainees travelled to India with 2 academic staff for an international placement. This was self-funded by trainees and is an enhancement to current provision. Trainees have reported continued high level of satisfaction for this placement and it has had impact on their professional understanding of teaching and learning. It should also be noted that trainees who attended in the previous year and who are now employed have requested a place on an international visits. Schools within the partnership have also expressed an interest (Primary ITE).

USEC / CoLT/ WBPL Forum

Placement Learning

FEHW Centralised administration of placements has improved the efficiency and professionalism of this element of the programme (CAFS)


Placement Learning

FOSS Students on HND Hospitality and Events Management at TCAT gave excellent feedback on their 100 hours placement at Hotel School.


PSRB FOSS BAAF- the work undertaken in inviting representatives from PSRBs and employer organisations contributes to the enhancement of student employability and is cited as good practice.

FQEC / FSEC / USEC / CoLT /

PSRBSC

PSRB FOSS Similarly the Law employability event was well attended by students and legal firms.

FQEC / FSEC / USEC / CoLT /

PSRBSC

Recruitment FA ArtsFest raised the profile of the arts across the university, this was particularly noticed in Music.


Recruitment FA There was an increase in outreach activities in some areas (English, Linguistics and Creative Writing), including inviting applicants to experience a level 4 class. Students were also engaged in outreach activities in some areas (Drama, Music)


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Recruitment FEHW There are a range of good practices embedded in recruitment activity across the faculty, which can be attributed to achieving faculty targets. These include:

Pre-entry support for students (keeping applicants warm)

Student Advisor engagement from pre-entry, through induction, enrolment.

All Student Advisors are visible and accessible via website, mobile, SAMS, Skype

Involvement of Service Users in Open Days Involvement of current students in Open Days A systematic approach to DBS and

Occupational Health clearances have been orchestrated across the Faculty

In addition:

SUC involvement in selection is embedded in social work, nursing and midwifery courses..

The midwifery model of values based recruitment was identified as good practice by Health Education West Midlands (HEWM).

There are future plans to develop an induction booklet to ensure students complete all the tasks required of them at the start of the course (PCE)

Course cards have been developed to send to partners and for use at open days (Childhood Studies).

Road to Success days/sessions and nurturing events prior to course commencement, in addition to nursing and midwifery these have been rolled out for:

Institute of Health Profession

DipHE Paramedic Science and Physician Associate Continuing Professional Development Courses

(Induction ‘drop in sessions’) Social Work/Social Care/Health Studies/Public

Health – joint nurturing event LEAP ITT (UG and PG) Childhood and Family Studies Education Studies and Special Needs and Inclusion

and Post compulsory Education All sports courses are included in nurturing event.

All psychology courses included in one nurturing event


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Recruitment FSE Scifest continues to attract large numbers of school pupils, attending a variety of sessions run over one week and is now an established regional event promoting STEM subjects. Primary, GSCE and A level students experience hands on experimental classes in STEM subjects. Feedback from the schools taking part suggests that Scifest is an enjoyable, successful event. Due to this success it has become an integral part of the Faculty’s promotion and recruitment effort. This is an effective and high profile way of promoting STEM subjects offered by the University to a wide audience.


Retention, achievement

and progression

FA The use of GTA’s to support students and improve staff understanding of student concerns and issues.



and progression

FA Peer-to-peer mentoring scheme developed and to be piloted in Musical Theatre



and progression

FEHW The Faculty Retention and Attainment Project (RAP) incorporates a number of themes including the appointment of 5 subject attainment champions across the Faculty who have developed the P2P peer mentoring scheme and are working with 250 students as part of a pilot. Student advisors are now more mobile (with tablets) and visible (in pink t shirts), and are providing 48 hours of monthly cross campus drop-in support during peak times of student movement.



and progression

FEHW Institute of Health Professions

Implementation of peer to peer (P2P) mentoring scheme in nursing by the attainment champion for the IoHP


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and progression

FEHW Small Group Teaching - Psychology

The focus of this initiative was to positively influence the retention rates of students studying across the portfolio of psychology undergraduate awards. It was noted that from 2011/12 to 2013/ the progression rates for undergraduate students had reduced from between 83.3% to 88.4% to 69% to 85.7% The faculty planned to introduce small group teaching as a way to improve those progression rates. As a result small group teaching was introduced for the academic year 2014-15 (4PS003: Research methods in Psychology - Basic (SEM1); 4PS006: Research Methods in Psychology – Intermediate; 4PS002: Historical and Contextual Themes in Theoretical Psychology) with the particular focus of on 4PS002. It was envisaged that small group teaching would foster greater levels of group identity and enhance the development of specific knowledge and skills. The impact of the project cannot be assessed until after the progression boards later in the year.



and progression

FEHW Institute of Education

Primary ITE have introduced a range of intervention strategies to improve attainment. Data from formative assessment is interrogated and trainees are invited to attend specific interventions. These have particular impact for undergraduate trainees (male mature students).

Personal tutor cards have been used to highlight the role of the personal tutor (Childhood studies)



and progression

FSE “HND Club put in place for HND students to foster a cohort identity. Additional study skills to be provided to Biology HND students to enhance retention and achievement.” Biology Chemistry and Forensic Science.


Student feedback and

evaluation

FA Subjects that had concerns raised through NSS scores or free text through actions plans, which were all RAG, rated by DAG, and further developed where required.



evaluation

FA Drama was the first subject to reach the NSS publishing threshold I the University. Completion delivered in one session to encourage participation. NSS response rates very good across the faculty due to the sharing of good practice from those areas with good response rates in previous years.



evaluation

FEHW There has been a good level of student participation and engagement at the Faculty Student Councils, which have been supported by staff from academic subject areas and relevant central services.


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Institute of Education

As well as ongoing Student staff meetings (3 a year) the PCE area also have online feedback mid course/ end of year. At the end of the year course reps are invited for a more intense examination of how improvements can be made to the course. Last year this involved a task sheet being used as well as setting up an admin webfolio for the whole PGCE cohort. This is a positive example of you said…we did and we intend to publicise this approach much more in the forthcoming year (PCE).


evaluation

FOSS Good feedback on UWBS induction particularly in relation to Wolves Den and the Unismart presentation.



evaluation

FOSS PG Diploma HRDOC conducted a live feedback and report session, which students were positive about.



evaluation

FOSS Good feedback on PG visits to Stock Exchange, Wembley Stadium and various companies.



evaluation

FSE “Formula Renault extra curriculum activity and Aston Martin lecture appreciated and students request more of these activities” Engineering.



evaluation

FSE “Short document for students produced entitled "What is Feedback? And when should I get it?" Aim to address misunderstandings by students about what constitutes feedback and improve NSS score. Given to all final year students, with explanatory talk by Head of School. Aim to roll out to all students on course.” Biology Chemistry and Forensic Science.


Partnership and Collaborative issues and good practice have been provided separately to PCSC.

Rachel FordOctober 2015

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