Student Success Clause Samples
The Student Success clause outlines the obligations and support mechanisms provided to ensure students achieve desired educational outcomes. It typically details the resources, guidance, and interventions available to students, such as tutoring, academic advising, or progress monitoring, and may set benchmarks for academic performance. The core function of this clause is to promote student achievement and retention by clearly defining the institution’s commitment to supporting students and addressing potential barriers to their success.
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Student Success. As previously reported in our Access Agreements, the University is undertaking an ambitious university-wide initiative: ‘Partners for Success’. This was launched in 2012-13 and has been further expanded in 2013-14. Partners for Success incorporates a comprehensive Project Plan, divided into four main categories: Target Setting; Admissions and Transition; Student Engagement and Support; Employability and Employment. A Project Board has been formed to oversee the Partners for Success work and a Project Manager appointed to lead work in this area. Members of the Project Board, including Students’ Union officers, meet with senior management teams within faculties and professional service areas to discuss progress and share good practice. Progress is also formally monitored through reports to Senate and as part of annual monitoring at programme, faculty and professional service level. Partners for Success actions include: evaluation of previous work on transition and induction with development of student-delivered induction material. For example, the Level Up online support initiative, piloted from the point of confirmation in 2012 in the School of Media, has been extended to other areas of the University; the University is working closely with Birmingham City University Students’ Union (BCUSU) to improve and expand on its offer during ‘Welcome Week’ in order to engender a greater sense of belonging to the University and contribute to improved retention; expansion of outreach work with key local FE providers; successful initiatives in Student Academic Mentoring are being expanded across the institution, including exploration of the potential roles for senior students in providing personal tuition for junior students; expansion of the work of ‘Student Success Advisers’ already being piloted in some faculties; enhanced co-ordination of mentoring initiatives through the Centre for Enhancement of Learning and Teaching programme teams being encouraged to develop new approaches which ensure full scope for personalisation of learning joint work with BCUSU seeking ▇▇▇▇▇▇ roles for students in all aspects of curriculum design and delivery work in partnership with BCUSU to develop a full range of extracurricular activities aimed at enhancing employability encouragement of programme directors and other key programme teams to make better use of timely data on student performance, with early identification of those ‘at risk’; expansion of the Careers T...
Student Success. UCLan’s student support mechanisms are wide ranging and impressive and, given the profile of our student body, we commit considerable resources to initiatives designed to smooth the transition of our students into HE; support them and maximise engagement during their critical first year of study; develop strong communities of learning and cohort identity to strengthen academic performance from under-represented groups; re-engage those students who have withdrawn or who are at risk of withdrawing; and provide specialist support for students with specific needs associated with, for example, disability or family hardship. Increasingly, however, we are also placing much more emphasis on working proactively with students to encourage and help them to make the most of the opportunities available to them, both as part of and in addition to their academic programmes and to build networks to support their future success. We believe that this is essential if we are to address the challenges to “social mobility” likely to be experienced by many of our students, and in particular those who come from disadvantaged backgrounds. We have been encouraged by early signs of improvement in student retention and progression, but this, together with the overall success of our students, remains a key institutional priority. As reported in our 2014-15 Access Agreement one of the ways we are addressing the challenges is to bring a number of disparate initiatives together in a more integrated approach to the management of the “student journey”, focussing on interventions through the full student lifecycle and on student engagement and the development of leadership skills. A series of focussed student engagement activities and high energy ‘student engagement weeks’ are being delivered and further ones are planned across the University to ensure that all students are engaged with their learning journey throughout their time at UCLan and with all the opportunities that are available to them grow and develop. These activities specifically relate to the more vulnerable periods for student engagement (for example after vacations, before or after assessment periods) and to students who are returning to education in terms of identifying opportunities for buddying, volunteering and additional study opportunities (such as languages). Additionally two new ‘Future Leaders Programmes’ have been developed. In their first year of operation 60% of students attending were from low participation or ...
Student Success. Retention and achievement are seen as key indicators in Higher and Further Education particularly in the context of widening participation. The College seeks to maintain or improve its retention and achievement while setting improvement milestones in widening participation. Curriculum development seeks to ensure that the following mechanisms are available on all courses to support student success:
Student Success. The underlying principle of our approach to retention and student success is to engender, from the very outset, a sense of belonging both within the institution and within the relevant subject area. We will further embed our pre-entry mentoring scheme in order to better support potentially vulnerable students from the outset. We will continue to actively monitor the concerns of these students, even before they commence their studies, to provide the support they require. This will further inform our future mainstream communications strategies with applicants and students and will help inform our early proactive student support strategies. Our activities remain evidence-based and we have undertaken extensive research into the student experience in the very early days of their attendance. We will use the outcomes of this research to further enhance the early student experience to ensure we effectively engage students during their enrolment, at Welcome Sunday, Freshers’ Week and throughout their induction. In doing so, we recognise the importance of taking a whole institutional approach across central support services such as Academic Registry and Student Services as well as the primary focus at Departmental and Programme level. Working in partnership with the SU is also vital as they make an invaluable contribution to creating an early sense of belonging through their investment in Freshers’ Week and in engaging students in a broad range of groups and societies. Recognising the impact concerns about money can have on student success, we have recently invested in Blackbullion, a tailored online Student Financial Education Service designed to give students the crucial money management know-how that will serve them prior to starting university, whilst at University, and also assist them into transitioning into their working life. Financial education can make a real difference by equipping students with the skills, knowledge and confidence they need to make sound financial decisions, to weigh up risk and reward, and understand how personal finances affect other areas of their lives. Through empowering students to take control of their finances we can positively impact on the student experience as well as retention, attainment and employability. Success of this online tool will be gauged through monitoring the retention and success of students who engage with the service. Student ‘money-buddies’ have also been employed in supportive roles to work with their peers ...
Student Success. The focus areas for student retention and success expenditure are as follows: The University plans to introduce a mentoring scheme to provide students, and in particular WP students, with support coming from other students who are well trained and supported and have their university experiences they can relate back to those being mentored. There are many students who feel more comfortable talking about shared experiences with their peers rather than seeking support initially from staff. The mentoring scheme will be offered in conjunction with an alumni mentoring scheme which will provide support and experiences from past students who can further enhance students’ learning and employment goals. It is hoped that such a scheme will provide practical support and encouragement for students in both being successful in their studies (e.g. study buddies/trusted ‘advisers’), as well as raising aspirations for WP students in their career plans. A dedicated Student Achievement team that offers study skills workshops and support for academic writing. Language development and presentation skills will be expanded to provide a specific resource for those students who are under- represented in higher education. Tailored support sessions will be developed as well as targeting and marketing support to students to ensure those who are in need of support engage. Support will be provided from pre-applicant stage to graduation. Over the past 5 years, the University Induction Programme has been reviewed and enhanced to ensure students feel truly welcomed and speedily connected to the University from the start. Our communications with students after receiving their results, leading to their arrival, and then during their first few weeks with us, has helped keep withdrawals to a minimum. As part of this initiative, the University will continue to offer a specific pre-induction session for compact students who are less likely to move away from home and therefore may feel more isolated at first and specific pre-induction events for mature students who desire specifically tailored information and to aid their acclimatisation to HE study. Working in partnership with the Students’ Union, the University is planning to develop a full range of activities for students (aimed especially at WP students) to be able to participate in. This programme will be linked to Induction, but continue throughout the academic year. The programme will be focused on enabling students to engage in a ...
Student Success. Current activity in the area of employability is evaluated by a variety of stakeholders, including students, staff, graduates and employers. A range of short and medium term measures are summarised in Table 6.0 (Appendix 1). The evaluation strategy will be built on to include the impact and outcomes of more targeted activities, including the development of a suite of medium-term student success ‘health indicators’ that go beyond simply measuring graduate employment.
Student Success. The University’s widening participation activity is closely linked to the HEFCE student life-cycle model and we recognise that graduate employability and progression can be best improved by taking action throughout a programme of study, rather than just towards graduation.15 We aim to help all students to develop their career potential and to achieve successful career outcomes, particularly those from non-traditional backgrounds. This entails a range of activities, within and outside the curriculum, both to raise students’ career aspirations and confidence, and to help them develop a good understanding of their personal and professional skills and competencies in the context of the graduate labour market. Employability and enterprise is built into the curriculum and delivered through a programme of co-curricular activity through Bath Spa Plus. Support for students extends beyond graduation. See ▇▇▇.▇▇▇▇▇▇▇.▇▇.▇▇/▇▇▇▇ and ▇▇▇.▇▇▇▇▇▇▇▇▇▇▇▇▇▇.▇▇▇/ for further details. The HESA DLHE survey in Table 2.3 (Appendix 1) shows that in January 2010, 37.5% of the 2009 Bath Spa University graduate respondents were in graduate level employment. We aim to make significant improvements in this area.
Student Success. Align continuation rates for Yr1 A’ Level and BTEC Entrants. Align attainment rates for BME and White students.
Student Success. The targets and milestones to measure student success are based on provision of employability and enterprise support activity and participation in Bath Spa Plus/extra-curricular award and business/alumni mentoring schemes. As additional new activity is developed, further targets and milestones will be added.
Student Success. We have made good progress in relation to the student success targets we have set in previous Access Agreements but we recognise that we still have significant work to do in relation to closing the continuation rate gap between A Level and BTEC entrants where, in some areas, A Level students perform significantly better than BTEC entrants. This is in spite of BTEC candidates generally entering the University with higher UCAS tariff scores. Given the relatively high correlation between BTEC students and those from disadvantaged background, we have this as a priority area. We are also committed to making further progress on the attainment rate for BME students in comparison to the attainment for white students. Lifecycle Stage Target Description 2013/14 2014/15 2015/16 Student Success Continuation rate for Yr1 BTEC/A level Entrants 79.7%/89.4% 78.7%/90.8% 79.1%/91.4% Attainment rate for BME/White Students 43.7%/67.8% 50.2%/70.6% 53.5%/70.7%