I don't think it is a silly question at all!
I work for the Teaching and Learning Centre at LSE. For historical reasons, my role straddles both educational development (work with academic colleagues in individual departments, teaching on our PGCertHE, etc.) and the coordination and delivery of learning development initiatives. I'm increasingly convinced that the combination of both roles makes a lot of sense and benefits both my academic colleagues and our students. A model to replicate?
Claudine
Dr Claudine Provencher
Teaching and Learning Centre
London School of Economics
-----Original Message-----
From: learning development in higher education network on behalf of Foster, Ed
Sent: Thu 2013-05-02 10:26
To: [log in to unmask]
Subject: Roundtable discussion on student retention & success
This may be a silly question, but.
Dear all
I've been invited to attend a round table discussion with HEFCE & OFFA about student success, retention & success.
It's part of an ongoing consultation exercise, the other roundtables are:
* Outreach and collaborative working
* Widening participation in a changing environment
* Evaluation and monitoring across the student lifecycle
* Equality and diversity in widening participation
* Outreach to, and support for, mature and flexible learners
As part of the discussion there is an interim report and call for evidence:
http://www.hefce.ac.uk/news/newsarchive/2013/name,78843,en.html
http://www.hefce.ac.uk/whatwedo/wp/currentworktowidenparticipation/natstrat/
I'm clearly going to need to represent my institution and, to some extent, the research we did as part of the 'What Works? Student Retention & Success Programme', but I would be really interested in the views of the network.
Clearly we as learning developers have a role in the success & retention of students
Retention orthodoxy is increasingly focussed within the curriculum on quality of learning and teaching, engagement between students and tutors/ peers and, very importantly, generating a sense of belonging. So where does learning development fit in?
Potentially we support student success at a number of points
Most of us will see relatively few students (in percentage terms) one to one, but will have a potentially high impact on each of them
However
Do we have more impact where we work in educational development type roles - persuading academics to consider different ways to teach/ provided embedded teaching within the curriculum?
Or even in policy roles working with university senior managers to help improve the transition of students to HE?
Does anyone have a view that they'd care to share?
I'll try and take as many views as possible to the meeting
Thank you
Ed
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