Skills for Success - Access to Higher Education - Home · Skills for Success Quality and the Access to HE Diploma: it’s everybody’s business Dr Stella Cottrell University of Leeds

Skills for Success

Quality and the Access to HE Diploma:

it’s everybody’s business

Dr Stella Cottrell

University of Leeds

April 2014

Introduction

Skills demands

on students

Changes in Higher

Education

Integrating skills into

A2HE Diploma

Questions

Skills demands

on students

Changes in Higher Education

Integrating

skills into

A2HE

Diploma

Questions

Preparing students for HE:

The broader context

Butterfly effect: what

happens a long way off…

League tables’ impact on

reputation, funding, etc.

Rising entry

requirements

Access to HE entrants

enter a rapidly changing

HE landscape

High quality

experience –

teaching and

services

Range of

‘opportunity’

Employability

International

mobility

Expectations

from students

& parents

Expectations from governments

and industry

Desire for graduates who:

Have skills relevant to economy

Are ‘work-ready’ when graduate

Work well with others

Manage complex tasks

Have business acumen and/or

experience of work

Are resilient, flexible, self-

directing

HEIs: changing spaces

More dispersed: virtual, at work,

in the community, overseas

Libraries: multiple spaces for

diverse study experiences

Technology integrated into

learning, admin, research,

library, support, etc.

More social spaces for social

learning, building identity, etc.

More visible ‘support’

Universities: changing ‘offer’

More emphasis on:

Preparing students for

professional life

International, global,

industrial & community-

based experiences

Greater emphasis on skills,

attitudes, behaviours

‘Engagement’ of different

kinds

Engaging students…

Cognitively - in their learning

In the design of learning

In co-curricular activities

In research

With the world beyond the HEI

As partners – with rights &

responsibilities (charters)

In deliberative structures

In feedback: Student Voice

Engaging students in learning

Interactive – more onus on the

student to take part

Diverse and multi-faceted, with

complex, multi-levelled tasks

Enquiry- or research-based

Peer-to-peer

Using technologies

Preparing in advance: ‘flipped

classroom’

Engaging students: Breadth of teaching methods Independent study Labs Online lecture

Projects Studio flipped classroom

Peer learning Field trips Seminars

Volunteering Clinical practice Q&A

Enquiry-based Industrial placements

Groups tutorials VLE Discussion board

Reflective logs adaptive software etc. 11

Wikis Exams

Contributions to

discussion boards

Reports

Essays

Posters

Quizzes Solo project

Collaborative projects

Survey

Mini-drama

Simulations

Tests Reflection

Film review

Presentations

Engaging students: Range of

assignments and assessment

Analyse online video

Book review App Review

Magazine

Group E-book Blogs

Storyboard

Business plan

Design an App Group journal

Engaging students – with

technologies Public response systems

(clickers)

Games; challenges;

competition;

quizzes; peer

ratings & ‘leagues’

Adobe connect: for

group work off campus

Photos & video for

portfolios

Sharing – sites,

references,

bookmarks

In group

projects

YouTube and video

Animations

e-books Chat

Discussion boards

Skills demands

on students

Changes in Higher

Education

Integrating

skills into

A2HE

Diploma

Questions

Traditional study skills

Take notes in taught

sessions

Reading and note-making

Keep material organised

Time management

Write an essay or report

Possibly a dissertation

Revision and exams

Increased study skills…

Information

management

Independent

study

Critical

selection

Research

skills Academic

integrity

Critical

analysis

Problem

solving

Memory

Using

data

Presentations

Teamwork

Technological Collaborative

learning

Synthesis

Advanced

Search

skills

Peer

support

Giving/

receiving

criticism

Greater skills demands made of

students – and supported…

Self-

reliance Reflection

Audience

awareness

And more skills and attributes

Manage complex

assignments

Creativity

Leadership

Negotiation

Resilience

Enterprise

Flexibility

Networking

Emotional intelligence

Project management

Cultural sensitivity

Global citizenship

Business acumen

Sustainability

And more…

And more…

Academic, People, Task, Self

T A

A P T

A P T S

Traditional

Now

Stella Cottrell (2013) Study Skills Handbook, (3rd edn) Palgrave McMillan

A

Academic skills: e.g. critical analysis;

making sense; decision-making; synthesis;

problem-solving; memory; reflection; integrity

P

T

S

People Skills: e.g. with tutors & staff; briefs

for employers; participants in projects; in

face-to- face and online sessions; peer activity

Task Management: e.g. complete start to

finish; organise; prepare; plan; be systematic

for assignments, exams, projects, client briefs

Self-Management Skills: e.g.managing time;

life skills; emotional intelligence; self-

motivation; self-reliance & coping skills

Academic People Task Self


Academic

Task

Self

People


Academic People Task Self


S

Self-Management

Skills managing time; managing life;

emotional intelligence; self-motivation;

self-reliance & coping skills

Autonomy

23

APT-S Skills framework

Mina: managing autonomy?

Waits for tutor to initiate

Doesn’t read handbooks

Doesn’t investigate the

subject for herself

Assumes all is well

Nobody has scolded her for

missing classes

Not used to managing time…

…several weeks ahead

…effectively

… in a focussed way 24

Self-management: autonomy

Taking responsibility

Recognition of own role

Maintaining oversight

Making right choices

Planning

Resilience

Keeping self motivated, on track, coping, asking for help when needed

Recognising value of skills acquired as adults

25

Skills demands

on students

Changes in Higher

Education


A2HE Diploma

Questions

Study skills

Subject lessons

Meaningful and coherent experience

of study skills development?

Teaching – what or whom?

Teaching a subject?

OR

Teaching people

to study

a subject?

Study skills within the new

Diploma

Maximum of 15 credits at

either level 2 or 3

Not graded directly

Reduces risk of study skills

marks inflating low overall

mark/being double counted

If study skills are effective &

fit for purpose, that should be

reflected in the overall mark

“The proof is in the eating…”

“Proof” of efficacy for study skills

lies in outcomes elsewhere:

Can cope with study demands -

attendance, deadlines,

regulations , staying the course

Can manage assignment &

assessment requirements

Can achieve well - &

understand why, and do it again

Implications of study skills

within the new Diploma

Increases the importance of:

Integrating and reinforcing skills

across all provision

Mapping which study skills will

be introduced, developed, fine-

tuned and applied, where, when,

by whom, how

Working as course teams to

ensure coherence for students

Integrate how?

Using grade descriptors

Several grade descriptors

provide opportunities to

address study skills

(4) Use of Information (A&T)

(5) Communication and

Presentation (A, P, T, S)

(6) Autonomy and

Independence (T, S)

Integrated study skills

Sheffield City College (CERTA)

Access to HE Diploma (Science) 2013-14

Assignment brief : in 4 parts

1. A short essay on an aspect of the

history of chemistry.

2. A report on the chemistry of

substances used in everyday life.

3. A group presentation on the chemistry

behind a recent news story.

4. A poster about an element.


Sheffield City College (CERTA) Assignment brief : in 4 parts

1. A short essay on an aspect of the

history of chemistry.

2. A report on the chemistry of

substances used in everyday life.

3. A group presentation on the

chemistry behind a recent news

story.

4. A poster about an element.

Assignment 3: A group presentation on the chemistry

behind a recent news story

In groups of 2, 3 or 4 learners, prepare a

presentation about the chemistry behind a

story in the news in the last 6 months. You

should prepare at least 3 slides and include

notes (e.g. using powerpoint).



Skills for Group Presentation Assignment include:

Academic: research, choice of subject, academic

integrity, referencing

People: working as team; audience awareness

Task: Prepare for a range of assignments;

organise and plan ahead; shape material for

different kinds of writing task

Self: Confidence to present to others



Integrate – how?

Provide examples of desired

end-point (video of exhibition;

example of a report or essay)

Map the journey towards being

able to achieve at required level

Design activities, assignments &

assessments to practise & refine

Give constructive feedback on

skills and how to improve these,

linked to guidance

Highlight skills required/acquired

Down to the detail – such as the

wording of assignments

Assignment title

X ‘The Youth Report’

X ‘The Law on

Happiness’

Pose a question to

encourage analysis &

critique, weighing up of

argument & evidence

and making a (‘well-

judged’)

decision ‘How convincing is

the case for regional

differences in health

care spending within

the ABC Report? ’

The opportunities from ‘feedback’

Close the loop: criteria & feedback

Criterion: The student can analyse arguments for

and against regional difference, drawn from

difference sources

Feedback: “You have evaluated the report well.

Your writing style is especially pleasing. I

especially like the way you have weaved in your

own experiences. A very good attempt.”

The opportunities from ‘feedback’




difference sources

Feedback: You have evaluated the report well.

Your writing style is especially pleasing.

I especially like the way you have weaved in your

own experiences. A very good attempt.

Skill Source N/A Subjectivity: I/pleasing to whom?

‘Attempt’?




difference sources

Feedback: You have provided a good critique of the

arguments in favour of regionalist approaches ….

Your answer would have been even stronger if you

had included consideration of counter-arguments.

This would demonstrate that you had considered all

perspectives in an even-handed way. For example,

you could have included an evaluation of the ZYX

Report, especially the evidence in chapter 10.

Study Skills – value

Consistent message from all

staff that they matter

All teachers demonstrating their

relevance– such as by weaving

in references, reminders,

examples; modelling academic

practice ‘in passing’

For students to articulate and

demonstrate a broad range of

skills in applications to HEI

Helps with tutor references

Study Skills – clarify purpose

Not a ‘one-off’ : better study

skills needed at each level

Need to understand about

‘levels’ – rather than ‘years’…

Achievement is about habits,

attitude, experience, strategy,

time on task– not just aptitude

Good study skills give

students more control over

their study and its outcomes

Skills demands

on students

Changes in Higher

Education


A2HE Diploma

Questions

Documents

Skills for Success - Access to Higher Education - Home · Skills for Success Quality and the Access to HE Diploma: it’s everybody’s business Dr Stella Cottrell University of Leeds