Target Audience. First year students from under-represented groups The University regards widening participation as an ongoing responsibility that does not stop at the admissions stage. It is committed to ensuring that students from under- represented groups are given access to appropriate support and assistance throughout their programme of study, providing them with the best opportunity to fulfil their potential. As stated earlier, the University already performs well against its benchmark regarding continuation of young, full-time first degree entrants from low participation neighbourhoods. However the drop-out rate is still higher than that of other groups and the University is keen to reduce this figure further. Particular emphasis will be placed on the start of the first year, when the drop-out rate is higher than at other times. This emphasis also arises from the experiences of staff supporting first-year students in the period before the Christmas vacation: such staff have found that many of those presenting with issues relating to isolation and an inability to settle are the first generation in their family to enter University. The current programme of induction and orientation is appreciated particularly by such students. They feel that they are coming to a university which has thought about their apprehensions beforehand. The proposed additional support programme would expand on this as well as introduce new elements. Based upon the specialist support currently offered to mature and commuting students, additional support will be offered to all students who have come through the various outreach schemes, during their induction to the University. This will include a series of one-day inductions, mentoring support, study skills support and a range of useful information presented using diverse media including paper-based, DVD and web-based. The programme is intended to ensure that incoming students feel adequately supported in their early days at University and, through publicising this support, to encourage students from under-represented groups to apply to the University where their needs are catered for in a thorough and professional manner. Beyond Level 1, analysis of the 2003/04 degree classifications shows that fewer students from low socio-economic groups achieve First or Upper Second Class degrees at the University than do those from higher socio-economic groups (70.0% compared with 74.3%). This supports the University’s intentions to maintain and enhance the provision of targeted support throughout such students’ studies, including access to a study skills programme as well as enhanced personal support within academic departments.
Appears in 1 contract
Samples: University of Sheffield
Target Audience. First year students from under-represented groups The University regards widening participation as an ongoing responsibility that does not stop at the admissions stage. It is committed to ensuring that students from under- represented groups are given access to appropriate support and assistance throughout their programme of study, providing them with the best opportunity to fulfil their potential. As stated earlier, the University already performs well against its benchmark regarding continuation of young, full-time first degree entrants from low participation neighbourhoods. However the drop-out rate is still higher than that of other groups and the University is keen to reduce this figure further. Particular emphasis will be placed on the start of the first year, when the drop-out rate is higher than at other times. This emphasis also arises from the experiences of staff supporting first-year students in the period before the Christmas vacation: such staff have found that many of those presenting with issues relating to isolation and an inability to settle are the first generation in their family to enter University. The current programme of induction and orientation is appreciated particularly by such students. They feel that they are coming to a university which has thought about their apprehensions beforehand. The proposed additional support programme would expand on this as well as introduce new elements. Based upon the specialist support currently offered to mature and commuting students, additional support will be offered to all students who have come through the various outreach schemes, during their induction to the University. This will include a series of one-day inductions, mentoring support, study skills support and a range of useful information presented using diverse media including paper-based, DVD and web-based. The programme is intended to ensure that incoming students feel adequately supported in their early days at University and, through publicising this support, to encourage students from under-represented groups to apply to the University where their needs are catered for in a thorough and professional manner. Beyond Level 1Xxxxx 0, analysis of the 2003/04 degree classifications shows that fewer students from low socio-economic groups achieve First or Upper Second Class degrees at the University than do those from higher socio-economic groups (70.0% compared with 74.3%). This supports the University’s University‟s intentions to maintain and enhance the provision of targeted support throughout such students’ students‟ studies, including access to a study skills programme as well as enhanced personal support within academic departments.
Appears in 1 contract
Samples: Access Agreement
Target Audience. First year students from under-represented groups The University regards widening participation as an ongoing responsibility that does not stop at the admissions stage. It is committed to ensuring that students from under- represented groups are given access to appropriate support and assistance throughout their programme of study, providing them with the best opportunity to fulfil their potential. As stated earlier, the University already performs well against its benchmark regarding continuation of young, full-time first degree entrants from low participation neighbourhoods. However the drop-out rate is still higher than that of other groups and the University is keen to reduce this figure further. Particular emphasis will be placed on the start of the first year, when the drop-out rate is higher than at other times. This emphasis also arises from the experiences of staff supporting first-year students in the period before the Christmas vacation: such staff have found that many of those presenting with issues relating to isolation and an inability to settle are the first generation in their family to enter University. The current programme of induction and orientation is appreciated particularly by such students. They feel that they are coming to a university which has thought about their apprehensions beforehand. The proposed additional support programme would expand on this as well as introduce new elements. Based upon the specialist support currently offered to mature and commuting students, additional support will be offered to all students who have come through the various outreach schemes, during their induction to the University. This will include a series of one-day inductions, mentoring support, study skills support and a range of useful information presented using diverse media including paper-based, DVD and web-based. The programme is intended to ensure that incoming students feel adequately supported in their early days at University and, through publicising this support, to encourage students from under-represented groups to apply to the University where their needs are catered for in a thorough and professional manner. Beyond Level 1Xxxxx 0, analysis of the 2003/04 degree classifications shows that fewer students from low socio-economic groups achieve First or Upper Second Class degrees at the University than do those from higher socio-economic groups (70.0% compared with 74.3%). This supports the University’s intentions to maintain and enhance the provision of targeted support throughout such students’ studies, including access to a study skills programme as well as enhanced personal support within academic departments.
Appears in 1 contract
Samples: University of Sheffield
Target Audience. First year students from under-represented groups The University regards widening participation as an ongoing responsibility that does not stop at the admissions stage. It is committed to ensuring that students from under- under-represented groups are given access to appropriate support and assistance throughout their programme of study, providing them with the best opportunity to fulfil their potential. As stated earlier, the University already performs well against its benchmark regarding continuation of young, full-time first degree entrants from low participation neighbourhoods. However the drop-out rate is still higher than that of other groups and the University is keen to reduce this figure further. Particular emphasis will be placed on the start of the first year, when the drop-out rate is higher than at other times. This emphasis also arises from the experiences of staff supporting first-year students in the period before the Christmas vacation: such staff have found that many of those presenting with issues relating to isolation and an inability to settle are the first generation in their family to enter University. The current programme of induction and orientation is appreciated particularly by such students. They feel that they are coming to a university which has thought about their apprehensions beforehand. The proposed additional support programme would expand on this as well as introduce new elements. Based upon the specialist support currently offered to mature and commuting students, additional support will be offered to all students who have come through the various outreach schemes, during their induction to the University. This will include a series of one-day inductions, mentoring support, study skills support and a range of useful information presented using diverse media including paper-based, DVD and web-based. The programme is intended to ensure that incoming students feel adequately supported in their early days at University and, through publicising this support, to encourage students from under-represented groups to apply to the University where their needs are catered for in a thorough and professional manner. Beyond Level 1Xxxxx 0, analysis of the 2003/04 degree classifications shows that fewer students from low socio-economic groups achieve First or Upper Second Class degrees at the University than do those from higher socio-economic groups (70.0% compared with 74.3%). This supports the University’s intentions to maintain and enhance the provision of targeted support throughout such students’ studies, including access to a study skills programme as well as enhanced personal support within academic departments.. Institutional monitoring arrangements The University monitors admissions data, student performance and the quality of the student experience very carefully. This includes reflection by all departments on the performance of students from under-represented groups as part of the Annual Review of Teaching Quality, a core component of the University’s internal quality assurance process. Milestones and targets relating to the Access Agreement will form part of the Widening Participation Strategy and other internal key performance indicators, and will be incorporated in the University’s ongoing risk analysis activity. Monitoring of progress against plans and milestones set out in the Access Agreement will be undertaken specifically by the Learning and Teaching Development Group, which is responsible for overseeing the development and implementation of both the University’s Widening Participation Strategy and its Learning and Teaching Strategy. The Learning and Teaching Development Group is a sub-committee of the Learning and Teaching Committee which in turn reports to the University’s Senate. Further monitoring and reporting will be undertaken as part of the Corporate Planning process and reported to the University’s Strategic Planning Committee and Council. Progress against milestones identified within the Agreement will be submitted to HEFCE via the University’s Annual Monitoring Statement at the end of each academic session. GLOSSARY ACE – Aiming for College Education Aimhigher - The Aimhigher Programme (formerly Excellence Challenge) supports a range of activities including collaborative working between schools, colleges and higher education institutions in order to increase the educational attainment and aspirations of young people from disadvantaged backgrounds. Compact Scheme - The University of Sheffield Compact Scheme offers 'special consideration' to eligible applicants from participating Schools and Colleges in the region. Participants are identified as pupils whose studies have been disrupted or adversely affected by circumstances in their personal, social or domestic life and/or whose only Higher Education option is to attend one of their local universities, and who are therefore more dependent than most on an offer from the University of Sheffield. G&T – Gifted and Talented – pupils who demonstrate potential for high achievement HE – Higher Education HEFCE – Higher Education Funding Council for England HEI – Higher Education Institution HESA – Higher Education Statistics Agency LEA – Local Education Authority NAGTY – National Academy of Gifted and Talented Youth Outreach – Activities to raise aspirations and achievement and to encourage more applications from under-represented groups PPP – the University’s Professions Partnerships Programme – which aims to attract applications by under-represented groups to study for professions such as Accountancy, Architecture, and Law Xxxxxxx Group - A group of 19 similar universities, comprising the Universities of Birmingham, Bristol, Cambridge, Cardiff, Edinburgh, Glasgow, Leeds, Liverpool, Manchester, Nottingham, Newcastle-upon-Tyne, Oxford, Sheffield, Southampton, Warwick, Imperial College, King’s College London, University College London and the London School of Economics and Political Science. SOAMS - Sheffield Outreach and Access to Medicine Scheme - provides support and guidance to Y9-13 pupils from local schools who have an interest in medicine or science through activities designed to raise awareness, aspirations and levels of achievement South Yorkshire – made up of four Local Education Authorities: Barnsley, Doncaster, Rotherham and Sheffield UCAS – Universities and Colleges Admissions Service WP – Widening Participation APPENDIX 1 ACCESS AGREEMENT DISTRIBUTION OF EXISTING OUTREACH ACTIVITY BY SCHEME AND LEA SCHEME OF ACTIVITY ACE Days School Visits In Early Outreach Building for Success Strive for Excellence Birley Family of Schools RHEMA Achievement Awards Aimhigher Masterclasses Derbyshire Dales Programme Doncaster Programme Doncaster Mentoring Engineering Summer School PPP1 - Law PPP1 - Accountancy PPP1 - Architecture PPP2 - Law PPP2 - Accountancy PPP2 - Architecture SOAMS Compact Scheme TOTAL SCHOOLS ACROSS XXX XXX Xxxxxxxxx & Xxxx 00 Xxxxxx Cheshire 1 4 1 4 Lincolnshire 1 1 1 1 Notts 9 1 8 2 2 15 21 27 Sheffield 12 1 10 1 8 8 14 2 3 13 8 8 10 7 4 30 20 40 Wakefield 1 3 3 3 1 2 3 Primary Sector
Appears in 1 contract
Samples: University of Sheffield
