Student Associates Sample Clauses
Student Associates. The pilot aims to attract as a priority first generation students in higher education who exemplify widened participation and thus best placed to act as positive role models to motivate and encourage young people in schools and colleges to progress. It will run for two academic years 2003-2004 and 2004-2005. The scheme is an opportunity to extend some of the ad hoc work already in place using our Student Ambassadors as teaching assistants in schools. We have submitted proposals to the TTA to recruit 5019 of our students in 2003/04 as Student Associates to work in schools in Hull, in the Excellence Cluster of Grimsby schools and in the Withernsea Rural Action Zone.
Student Associates. This was a separately funded programme which wa ddlivered by Aimhigher last year. It has proved popular with students and has been received with enthusiasm by schools. We plan to continue the scheme at Reading. These are formalised progression routes for school and college students into Reading. A focus for our work in this area are STEM and SIV subjects. Much of this work involves relevant Academic Schools in the University. The main schemes are:
a) Reading Science Scholars (targeting “most able least likely” students in selected schools, focusing on Science and Life Science programmes and Modern and Foreign Languages programmes)
b) Reading Feedback Scheme (UoR students going back into their schools, targeting schools with low HE progression rates
c) Reading Shadowing Scheme (provision for younger age individuals whose schools may not choose to access our outreach but who want notwithstanding to experience the University)
d) Progression Programme for locally-based students, targeting MALL students from selected local areas, not focusing predominantly on schools outreach, but including mature students, child carers, students with children, students with disabilities. We intend to maintain our collaborative work with Progress South Central LLN contacts here in establishing and broadening this
e) Monitoring mechanisms and targets for these schemes will include
i. investment levels increasing as the schemes expand;
ii. numbers of students from target groups involved;
iii. numbers of students from other groups involved, which will indicate the wider effects of our outreach activities and not a simple focus on the University of Reading‟s benefits;
iv. numbers of students enrolled at Reading;
v. numbers of students who enrolled at another institution – our investment and involvement in the MORE scheme (above) will be critical in monitoring sector-wide effects of localised activities.