Session 11.1: "Know how" and "know what" - supporting student retention in a multi-disciplinary department using bespoke study skills instruction
Health
Ms Helen Buckley Woods and Mrs Claire Beecroft University of Sheffield
This presentation aims to describe and discuss an example of bespoke study skills provision at the University of Sheffield. The School of Health and Related Research (ScHARR) has a multi-disciplinary staff from a variety of disciplinary and professional backgrounds. Due to the composition of the department students benefit not only from bespoke academic content (to reflect their future as public health professionals) but also bespoke study skills instruction such as in house statistics clinics and information skills training. IRIS – (Information Resources Information Study Skills) is an example of such provision. The presentation will explore the benefits of a bespoke study skills program and include feedback from students on IRIS. We will discuss how bespoke courses support the retention of students and increase their attainment.
Session 11:2: How to get published
Interdisciplinary
Prof Carol Evans University of Southampton and editor of the new journal Higher Education Pedagogy.
Session 11.3: Go with the ‘FLO’ – A mobile texting service to enhance student retention
Nursing and Midwifery
Elizabeth Boath Ms Jayne Evans Dr Nigel Thomas and Mr Roy Thompson Staffordshire University
Aims: Attrition rates in undergraduate nursing students are unacceptably high. This paper discusses the use of ‘FLO’ a mobile phone ‘telehealth’ automated text messaging service that has been modified to improve student retention and reduce attrition rates in undergraduate students.
The objectives of the session are to explain how use of automated mobile phone texts using ‘FLO’ could supplement the pastoral support currently offered to new undergraduate students and improve student retention and attrition rates. Largely positive findings predominated and students’ viewed FLO to be helpful and supportive and fostered a sense of belonging and encouraged continued course attendance. Future potential uses of FLO highlighted by students will be discussed.
Session 11.4: Digital and news media: International technologies as tools to re-engage students from non-traditional backgrounds
Interdisciplinary
Mr Scott Ellis Newcastle University
Students recruited into HE programmes delivered through a community college exhibit high rates of attrition and low rates of engagement with academic material and experiential opportunities offered through 'mainstream' channels. As a re-engagement tactic existing media resources were utilised as apparatus to globalise the learning experience of a group of undergraduates identified as being at risk and from non-traditional learner backgrounds. The most successful channels were those that were readily accessible without subscription fees and that offered strongly-branded structured direction for students to build a new understanding of academic material from
Session 11.5: Keeping non-medical prescribing students engaged: improving attainment using personalised formative feedback
Nursing and Midwifery
Dr Alison Mostyn Prof Joanne Lymm and Dr Dianne Bowskill University of Nottingham
The non-medical prescribing (NMP) course equips health professionals to become independent prescribers. The course is challenging; students attend on a part time basis while continuing their clinical careers and busy family lives many have not undertaken study for many years and the pharmacology content is demanding – particularly for those who had minimal biological sciences in their pre-registration education. The teaching team at the University of Nottingham have developed a number of strategies to engage the students including a pioneering use of audience response technology (ART) to provide personalised formative feedback. We will demonstrate the use of ART through a mini-teaching session and outline some of the unexpected outcomes generated from the use of ART in the NMP course.
