Starting at NTU Course Induction Templates Guidance for ... · and CERT) that mean Schools must...

Guidance for completing the NTU online course induction templates March 2017

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Starting at NTU Course Induction Templates

Guidance for staff 2017


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New Student Induction

For new students, the greatest challenge tends not to be a cognitive one. For most, it’s the transition to becoming a university student: finding their way around the campus, meeting new people and, most importantly, learning in a different, more autonomous manner.

For this reason, the University is increasingly coming to view student induction as three distinct stages in the transition process.

• Pre-arrival (Before students arrive on campus) • Initial induction (also known as Welcome Week, or induction week) • Extended induction (the remainder of the first term/ possibly even first year)

For further information about induction, please see the induction pages of the CADQ website.

Pre-arrival Induction (Starting at NTU) Since 2011 we have provided a one-stop point of contact for students as they prepare to start at University: Starting at NTU. Starting at NTU helps students through the enrolment process, offers advice about starting at university and provides links to various social media.

The Starting at NTU web pages also provide each course team an online space to:

• welcome new students • explain a little about the nature of the course and support available • show the induction timetable to new students • encourage students to start thinking about the course by engaging in a pre-

arrival induction activity (this must be completed within the induction week programme).

This guidance is written to help colleagues write and upload the Starting at NTU pages.

Student feedback In September 2016, 61% of students found that the online materials were ‘useful’ or ‘very useful’ for helping them to prepare for their induction (n=984). This was an increase of 5% on 2015, thank you to all colleagues for your hard work developing the resource.

When writing your text, please ensure that the messages you communicate are repeated during induction and that students complete the pre-arrival task as part of their induction.

http://www4.ntu.ac.uk/adq/running_a_course/_pre_arrival_induction_and_transition/induction/index.html

http://www.ntu.ac.uk/startingatntu


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Actions needed More details can be found on the following pages, but this page summarises what course teams are expected to upload. The first three sections need writing/ updating by the course team, the final three by the named person in each School (often the LTC). Please keep to the word count: we have received negative feedback from students about overly long introductions. Text is written by the following:

Course team

1) My Course 2) Pre-arrival induction activity 3) Course induction timetable (uploaded pdf)

Named person in the School (usually LTC) (undergraduate and postgraduate versions)

4) My learning 5) Assessment 6) Academic support

Deadlines 2016/17 The following dates are the absolute deadlines. If a School wants to complete the work early, please do so. The only caveat is, please don’t be tempted to just copy the timetable from last year. There are changes taking place (for example, Success for All and CERT) that mean Schools must seriously consider how they ensure induction will best meet their students’ needs.

April/May 2017 • Matrix training for staff uploading course induction resources to the Starting at

NTU pages

Friday 7th July • Deadline for course induction content to be forwarded from academics to school

admin teams

Friday 14th July • All content to be uploaded to Matrix and submitted to Digital Marketing (Web

Copywriter) by school admin staff; please note that this includes the course induction timetable

Monday 24th July • Course induction pages are live and actively promoted to students • Please note that there are more direct entrants than in previous years. We

expect many more students will be looking at these pages in July than has historically been the case.


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Identifying your course Previously we have asked for you to provide the PSS ID number for your course.

This year we just need to send the URL for the course. The easiest way to do so is to follow the link from the Study and Courses link from the NTU home page. www.ntu.ac.uk and search find your course.

Simply copy the URL from the browser.

Style Guide When writing your copy please refer to the NTU Marketing Editorial Style Guide – available at: www.ntu.ac.uk/styleguide.

Please bear in mind that this is a fluid document and will be updated regularly. So we suggest that, to make sure you always have the latest version at hand, you view it online rather than try to print or save a copy of it to your computer.

http://www.ntu.ac.uk/

http://www.ntu.ac.uk/styleguide


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Staff support and contact details

If you feel that you need some assistance in writing the copy for your course, then please contact your LTC who will arrange for some staff development activities.

In 2017, most staff uploading resources will not have previously used the matrix software. Please ensure that staff attend the training in April and May. These will be organised by the Digital Marketing team. If you would like to discuss online course inductions further, the following people may be able to help:

• Your School lead • Aine Elmore or Joe Sharratt, Digital Marketing and Creative Services. • Ed Foster, Student Engagement Manager, SCCO


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Completing the Starting at NTU Template In 2017, NTU switched to a new web authoring tool. The Matrix tool works differently to Rythmyx and the pages have been completely redesigned (see diagram below).

Template Commentary

The mock up to the left shows the basic layout of the template. The two pink boxes are spaces for photos. The top left photo will be automatically loaded using an existing photo associated with the course. The larger photo can be chosen by course teams, but will need to be chosen from images already approved for use in Matrix. These include the new staff profile pictures, but you may wish to have an image showing more of the nature of learning and teaching in the course. Images can be searched for here https://www.ntu.ac.uk/media/images/image-search Results will display the name and ID. Please take a note of these so that you can specify what image to use. The template means that the page will look very long. This means that it’s particularly important for staff to check that they’ve been succinct.

https://www.ntu.ac.uk/media/images/image-search

https://www.ntu.ac.uk/media/images/image-search


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Guidance for staff completing the induction templates

• Information for course teams • Information for staff writing the School-specific sections


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Section One Guidance for course teams See Appendix one for sample text

My course This section will appear directly underneath the large photo and the template will not have a section title.

Section one: Welcome from the team (150 words)

• This needs to be written by the course leader to give it that personal touch.

• Use language like ‘you and we’ rather than ‘the student will’ in an informal tone. • Please include contact details, where appropriate.

Section two: Course overview (400 words)

• Please supply a short summary of what students can expect from their course. You may want to include progression of student learning from year one to year three and what this entails.

• Use language like ‘you and we’ rather than ‘the student will’. • Use no more than 15-20 words per sentence and three sentences per paragraph. • You may want to copy and paste the introduction to the course in this year’s

prospectus complete with the what you study section, as this text has been authorised by School Marketing Managers. Alternatively, you may want to copy and paste content from the overview section of the course entry on our website.

Section three: Course design (200 words)

Please include the following information:

• the relationship between modules and credit points • how credits relate to study time • the number of contact hrs students can expect with their tutor each weekTab

Two: Pre-arrival activities


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Pre-arrival activities

Course specific See NTU guide Course Induction: Pre-arrival activities guide for further details and exemplars

Pre-induction exercises have been shown to improve student retention and engagement, therefore, it has been agreed that there must be pre-arrival activities for all new course inductions. When we have looked at the pre-arrival tasks they have tended to be one of four types:

• Research • Reading • Social networking • Engaging with the discipline

The University has produced a booklet on pre-induction activities, with examples of good practice from around the university, which is available on the CADQ website. For further information and advice please contact your Learning and Teaching Coordinator.

• Introduction & purpose (100 words) • Activity (250 words) • Link to induction or later course activities (100 words) • Contacts (should include course leader, first year tutor or relevant member of

course admin team

Introduction & purpose (100 words)

Please include the following sentence:

We would like you to complete a small task before you come to university to help you prepare for your course.

Purpose should articulate the purpose of this activity for your potential students, for example it could be to:

- introduce you to the skill of reading and understanding complex materials, which may be more difficult than the sorts of things you might be used to reading from your previous educational experiences.

- further develop your critical and reflective thinking skills.

- enable you to apply the knowledge you have acquired to the environment in which you live and further your independent research skills.

Activity (250 words)


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Here is where you will detail the activity to be carried out by the student prior to coming to university. It could be some reading, writing, research etc. In addition, you may require them to contact other students or use a wiki/blog.

Link to course induction or later teaching activity (100 words)

This section should detail how the activity links to the induction or programme.

Contacts (100 words)

This section should identify the contact details for students if they have any queries. Ideally this should be the programme leader/first year tutor and the course administrator/co-ordinator.

Induction timetable

An Induction ‘dummy module’ will be used for timetabling induction activities which will enable up-to-date induction timetables to be available to the student. Timetabling will occur in the normal way; is not required until July and can be updated at a later date.

There will be common text for this tab for the student, reiterating the importance of induction and attendance and also how to access their personal timetable. You do not need to write or edit content for this tab. We have done that for you. All you need to do is write and upload the PDF timetable for your course induction.

Guidance on induction is available on the CADQ website, possible induction activities are included in the New Student Induction: A Guide for Staff, also available on the site. Course teams must ensure that all undergraduate course inductions meet the following criteria.

Timetables should be added to the website as a PDF.

http://www.ntu.ac.uk/cadq/welcome_week_student_transition/induction/index.html


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Course induction checklist The following checklist is designed to help staff reflect on best practices developed within the University and from academic studies in the sector. See advice on the CADQ web pages for further details.

Does your induction … Induction principles

1. Provide opportunities for students to develop friendship groups & support networks?

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2. Provide opportunities to sample/ practise normal first year learning?

2, 3

3. Provide students their first tutorial during induction week?

1, 2, 3

4. Integrate the pre-arrival task into the induction programme?

1, 2, 3

5. Last at least as long as a normal teaching week?

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6. Use student mentors for matriculation events and for activities such as campus tours?

1, 2, 3, 4

7. Minimise the number of guest lectures (preferably integrate them into normal teaching at other appropriate times later in the year)?

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8. Treat the induction week as the first week of induction and induct students to new elements and concepts throughout the first term?

1, 4, 5

The following principles developed in consultation with students. Students were realistic and expected to start developing in each of these areas.

1. To have opportunities to start making friends & building support networks

2. To understand what learning is like in university

3. To experience authentic learning and have some reassurance that they can cope

4. To be reminded how their course will benefit their future plans

5. To have a course induction that allows time for other commitments




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Section Two See appendix two for sample text

School-specific information The following sections are completed by the LTC or another designated person.

There should be two versions of this information: one for undergraduate and one for postgraduate.

Learning and teaching in the School of …. (Word Count 150 maximum)

You will experience many different ways of learning in the school, including:

This is an opportunity for you to explore the methods of learning in your school and give a short explanation. Maximum word count: 250

And finally some common text for both undergraduate and postgraduate courses:

Assessment Word count: 300

This section comprises two areas: Assessment and Feedback. There are some common areas:

Assessment

Within the School of ………… you may experience the following types of assessment: (this is an opportunity for you to explain your methods of assessment particular to your school)

Feedback

Academic support

School specific Responsibility: LTC/other appropriate designated person.

Word count: 300

It is recognised that schools may not use the same titles for academic support within their programmes or across their school, and that there may be some variation across

Module Tutors and Module Leader

Course Leader/Year Tutors

Course Administration Team


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Templates


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Section 1: to be completed by the course leader

My course

Welcome from the team (150 words)

Course overview (400 words)

Module titles

Section four: Course design (200 words)

Pre-arrival activity We would like you to complete a small task before you come to university to help you prepare for your course.

Purpose (100 words)

Activity (250 words)

Link to induction or later course activities (100 words)

Contact (should include course leader, first year tutor or relevant member of course admin team

Induction timetable You will need to upload a pdf of the course induction timetable. Your School administration team will work with you on this. Please note that there are a number of strategic initiatives that impact upon new student induction this year including Success for All and CERT. Please try to take this into consideration when planning your induction, please do not just cut and paste last year’s timetable.

Course title: Course link:

Image name: Image ID:


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Section 2: to be completed on behalf of the School by LTC or other designated person School Level

Please remember to include both an undergraduate and postgraduate version

My Learning

Learning and teaching in the School (150 words)

Learning methods (250 words)

Assessment

Assessment (150 words)

Feedback (150 words)

Academic support

Academic Support (150 words)


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Appendix One

Sample Course Pages

Example Welcome from the Team Hello and welcome!

We really hope that you are excited to be starting your Fine Art course with us. You’ll soon be meeting lots of interesting people and encountering all sorts of new ideas and processes. It’s understandable if you’re a bit nervous as well, but we’re a friendly team and there’s always someone around to offer support. As first years you will be seeing a lot of Year One Leader … and Module Leader …: we’ll guide you through Welcome Week into the course itself. Please email ...

We’re a very outward-facing course and there is an enormous amount of art activity taking place in Nottingham with which we’ll expect you to engage: we will introduce you to several venues during Welcome Week.

Example Course Overview

This Qualifying Law Degree incorporates the specialist Business Law modules needed to give you sound legal and commercial awareness. There are some exciting opportunities in Year Two that enable you to get more from your Law degree.

This course will enable you to study Law with a business focus. You’ll gain the skills required to progress to further legal training. The Business Law modules will also develop your legal skills and awareness of the commercial and legal environment in which today’s organisations operate.

The study of compulsory foundation Law modules ensures you’ll be awarded a Qualifying Law Degree for professional practice.

You’ll also have the choice of two pathways in Year Two that have been specially designed to boost your CV. On Pathway One you will study year long legal modules with a business focus.

On Pathway Two you will spend the first half of the year studying core legal modules. You can then choose to spend the second half of the year either studying abroad, undertaking a business practice placement, working in our Legal Advice Centre, or developing your commercial awareness skills with business modules.

You’ll also have the opportunity to gain specialist expertise in Business and Business Law with modules that address key legal issues faced by today’s organisations.

We offer a range of optional modules in your final year to match your interests. You can also study the Path to Professional Practice module, which provides a transition into employment, or an independent research project.


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Example Course Design

This course is divided into modules, which are worth a number of credits, and are separately taught and assessed. To get your degree you have to pass enough modules to collect 120 credits per year (a total of 360).

Credits relate to study time, 20 credits correspond to 200 hours of study, including all contact with tutors. The average student working week is expected to be 40 hours. In reality you might choose to use less time or more, but the modules are designed to be carried out in the number of hours stated, and this system at least provides an idea of what proportion of your time should be spent on what.

Pre-arrival activities Purpose

In order that you are beginning to think critically about the contemporary art you want to make, you need to experience a range of practices and approaches. We want you to step outside your comfort zone and encounter some art works that are new to you, if possible in venues/locations you’ve not previously visited. Studying Fine Art at University is about challenging your preconceptions and exploring new and different possibilities: this task is about taking that first step.

Activity

We want you to visit a number of exhibitions or presentations of contemporary art before you arrive at university. By exhibition or presentation we are referring to the diversity of contemporary practice and our definition includes work encountered in galleries, live or performance pieces, screenings or site-specific projects. Out of the exhibitions or presentations you have seen, we’d like you to write a 500-word review of one of these: in choosing which to write about you might consider which was the most compelling, exciting or perplexing experience. We’d like your review to begin with a brief description of the work itself, followed by what you think the artist or curator intended the work to do and whether or not you feel it achieved this aim (tell us how and why this is the case.) The review needs to be word-processed.

Link to induction

It is essential that you get into the habit of experiencing contemporary art works as they are exhibited, rather than simply relying upon library or internet research. Throughout your study, we will be asking you regularly about the art works you have seen, and how they are impacting upon your own thinking and making. We will be using your reviews during Welcome Week activities, in order to start discussion about the work you yourself may want to make.

Contact

If you have any queries about this task you can contact:


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Appendix Two

Sample School Pages

My learning The way that you study and learn at University will be different to what you have been used to. You will be expected to be an ‘independent learner’, which does not simply mean learning on your own but is a process whereby you acquire knowledge and skills through your own initiatives for enquiry and critical evaluation.

Learning and teaching in the School of …

Independent learning

Independent learning is an essential part of university learning, it includes:

• defining your own goals and setting a course of action to achieve these • organising yourself and your work • planning and evaluating your use of time • deciding when to work alone, work collaboratively and when to seek advice • identifying and resolving problems • thinking creatively • communicating effectively both orally and in writing. Your lecturers will facilitate independent learning through the activities they organise, but you will also work with fellow students to share ideas and work together to solve problems.

Independent learning prepares you for ‘life after university’; it develops the skills much prized by employers including the ability to respond to change, higher order thinking and self-direction.

You will experience many different ways of learning in the School.

Where to find out more

Your course handbook will contain further information about learning and teaching on your course. It can be found in our online virtual learning environment, NOW (NOW.ntu.ac.uk), which you can access once you have completed your enrolment.

Assessment Assessment enables you to develop as well as demonstrate your learning and is associated with deadlines. Within the School of ………… you may experience the following types of assessment:

You may have assessment points throughout each of your modules as well as a final assessment for each module. At NTU you will be assessed using a 17 point grading scale. For all your work, you will be awarded one of the 17 grades that are linked to your degree classifications. This will give you a clear indication of how well you are achieving on your course and will enable us to gain an overall profile of your performance as you


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progress throughout your studies. You can watch a short video of grade-based assessment for further information.

You will be provided with the assessment criteria which relate to the 17-point grading scale and against which your coursework submissions will be assessed. It is important that you refer to these.

Deadlines for coursework are contained within an assessment plan or schedule, meeting them is essential as they are fixed and final, so if you have difficulty in meeting the deadline you must let your tutor know as soon as you can.

You should always plan your time carefully so that you allow appropriate time to develop your work properly and demonstrate your potential. We know that undertaking and having your work marked can be stressful and your tutors will do their best to ensure you are fully prepared, guide and support you.

Feedback

Feedback is not about telling you what is wrong and giving you the right answer. Feedback informs your thinking and allows you to develop and form your understanding about a particular subject or task at hand. Feedback will help you identify your strengths and weaknesses in relation to a specific aspect or area, so getting your feedback, understanding what it means, and how you respond to it is vital. Within the School you will experience different types of feedback as you progress through your studies.

Academic support Study support Starting any new course of study can seem overwhelming as you learn how to study in a different way to ones that you are used to. Higher education is demanding and just about everyone needs some help or advice at some time, whether the problem is personal, to do with the course or some aspect of your learning. We work with you to ensure that you settle into your new academic environment and that your studies go well, and you will find that there are lots of people to support you at Nottingham Trent. This section focuses on who you can go to for study-related help and support.

Personal tutor

You will be allocated a personal tutor and become a member of a small tutor group. You and your group will meet regularly with your personal tutor, the first meeting being during your induction. These will help you with your learning and studying whilst at Nottingham Trent.

• Module tutors and module leader • Course leader/year tutors • Course administration team

NOW & Student Dashboard

Your important course documents will be accessible via NOW (Nottingham Online Workspace). NOW is a crucial information sources containing videos of lectures, articles

http://www.ntu.ac.uk/current_students/resources/student_handbook/assessment/index.html?campaignid=gbahandbook

http://www.ntu.ac.uk/current_students/resources/student_handbook/assessment/index.html?campaignid=gbahandbook


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and a wide range of learning resources. This VLE provides you with a wide range of resources including our award-winning Student Dashboard. The Dashboard allows you to compare how well you are engaging with your studies in comparison with your peers. Your tutors have access to the same information and may use it to offer support, particularly during any 1-1 meetings.

Library and learning resources

The library offers a range of services to help you improve the way you study. These include workshops, and one to one support in academic writing, maths and information literacy. Visit our study support webpages for further details.

Nottingham Trent Students' Union

There is a Student Advice Centre on all three campuses and here you can get free, confidential and impartial advice, information and support on a range of academic and non-academic issues. In addition they run a student training and development programme, Stride.

Nottingham Language Centre

Provide In-sessional English Language Support classes for international students studying on degree courses at NTU. They provide focused support in the skills you need to develop your English in your own subject area and you are free to choose the language sessions which suit you best. There is no extra charge for these classes.

Student Support Services.

Student Support Services offer a wide range of support on matters such as fees and funding, disability including dyslexia support and autism, health and wellbeing, and visa advice for international students.

Student Mentors

You will be allocated a Student Mentor to assist you with your transition into university. Student mentors are second and final year students on your course, who are there to share their personal experiences, answer any questions you may have, and help to build a strong course community. You will meet your Student Mentor during Welcome Week and then at regular points throughout Term 1.

http://ntu.ac.uk/library/developing_skills/academic_skills/index.html

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