Raul Sutton, University of Wolverhampton
Suzanne McLaughlin, University of Ulster

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SUMMARY

The School of Applied Sciences in Wolverhampton University runs a professional skills tutoring system, which is interlinked to a number of taught modules such as “Techniques in Biosciences”. The students are divided into groups of about ten and assigned a tutor. The module starts during induction week and contains some diagnostic testing, introductions to basic techniques and the encouragement of individual learning skills. The professional skills are further developed in the second semester using links with other modules.

This system provides for continuity of support for students and the motivation which assessment brings to student work within a modular system.

Keywords: student retention, student attrition, tutoring, induction

INTRODUCTION

With increasingly larger university class sizes, containing students from a wide range of social and academic backgrounds there is even greater need for small group tutorial classes. Small group tutorials can play a significant role in helping students cope with the transition into the higher education environment. In these classes students can get to know their tutor groups socially and also get additional academic help. The tutorials are a good student support system and help weaker students identify areas where they may potentially have problems early in their studies.

RELEVANCE TO THE STAR GUIDELINES

At its outset the STAR project researched, produced and published a set of guidelines based on the causes of student attrition and which pointed the way towards possible good practice. The STAR guidelines relevant to this case study are 2.3, 2.4, 2.5 and 3.2.

2.3 Induction activities should support the development of those independent study habits suitable for Higher Education
2.4 Induction events should provide the foundations for social interactions between students and the development of communities of practice.
2.5 Induction activities should promote the development of good communication between staff and students.
3.2 The course and its delivery should assist students’ transition from their previous educational experience to studying at tertiary level as well as addressing the different needs arising from the subject backgrounds of the student cohort.

Cook, et al. 2005

HISTORY OF THE PRACTICE

A dedicated study skills module was first run in 2003/04. It grew out of a skills tutorial system that was not incorporated into a module. The implementation of the original skills tutorial system was a direct result of criticism during a QAA inspection in relation to student progression and achievement.

Among many otherwise complimentary comments, the reviewers noted:

"An analysis of the most recent HND entry cohort indicates that 43 per cent of the entrants left the University without gaining at least the level of qualification for which they had registered (this excludes the students who did not obtain an HND because they had transferred to a degree course); the corresponding figure for the most recent B.Sc. entry cohort was 26 per cent. Furthermore, the failure rate in examinations for many modules in year two is high, requiring a significant number of resits. The reviewers acknowledge that the Division's access policy will result in lower completion rates; that its student profile is such that it will inevitably suffer more than the average from financial pressures; and that some of the students left with a sub-degree or diploma qualification. Nevertheless, they believe that these issues give cause for concern."

QAA 1999

THE PRACTICE

The School of Applied Sciences in Wolverhampton has developed a Professional Skills Tutoring System and an outline is attached as Appendix 1. Although not a free standing module the system utilises elements in taught modules, one such being “Techniques in Biosciences”. The module description is as follows:

This module covers many of the basic laboratory, safety, IT and study skills which all practically-based scientists should need for successful completion of programmes in Biosciences. In addition to a selection of subject based techniques, encountered on other modules, it guides you through techniques of basic numeracy, use of word processing/spreadsheet/data manipulation software in common use throughout the University, and key information-gathering & library skills. The module also covers generic and personal study skills. Towards the end of the module you will be introduced to the first phase of an Integrated Career & Personal Development Learning Programme which will permeate your studies and is specifically designed to improve your eventual “readiness for the world of work”.

This 15-credit module runs in semester one starting in the induction week. The development of basic scientific skills forms part of the module. In particular, it includes a number of diagnostic tests so that the ability of the students in a number of different areas can be assessed (see appendix 2 for an example). These are in IT skills, basic scientific numeracy and literacy. The teaching methodology is to use these tests as vehicles for encouraging the informal contacts that form part of the Professional Skills Tutorial System. This is accomplished by using the professional skills tutor as initial assessor for these skills areas. The assessment is designed to be diagnostic. Areas of weakness highlighted by the student assessment can then be addressed by one-to-one tutorials with the professional skills tutor. The number of sessions that are required will vary from student to student with some students needing no more than a reassurance that all is well with the identified skills whilst others who may need more help. An area which commonly requires more support is the use of logarithms.

Other skills are then covered in modules that operate in the second semester modules. These include statistical methods, which is linked to the genetics curriculum of a cell biology and genetics module. The professional skills tutor is also responsible for overseeing the student’s personal development plan (PDP). In this way areas of weakness and strength identified through these modules form part of the student’s individual action plan and will be integrated into the PDP.

The aims of the “Techniques in Biosciences” module are integral to this approach and emphasise the development of subject specific skills:

• To introduce a variety of commonly used techniques, experimental, analytical and observational, together with generic communication skills
• To encourage a responsible and safe approach to work in the laboratory
• To become familiar with basic IT software in common use within the University
• To foster an attitude of self responsibility and motivation and to acquire personal effectiveness qualities of use to potential employers

3-4 academic staff supported by 3 demonstrators who hold temporary appointments as academic staff teach the “Techniques in Biosciences” module. The demonstrators are Wolverhampton graduates and therefore know the school and the systems in operation and also, being relatively young, provide an informal interface with students and the students feel more able to express any concerns. Where possible the tutorials are taken by experienced academics supported by demonstrators. Pressure from other activities currently means that some tutorials have to be taken by less experienced staff.

The subject areas covered include:

• Health and safety – safe working practices
• Interpreting data
• Design of bioscience experiments
• Presentation skills
• Self assessment

The key skills covered are communication, problem solving, improving own learning and performance and information technology. Assessment is directly related to the learning outcomes of the module.

Within this module many of the practically based classes or workshops are conducted with groups of 25 students. However, the sessions that are linked to the Professional Skills Tutoring system normally consist of about 10 students with a single member of staff (or less commonly a demonstrator). The student group is selected to give a representative cross-section of backgrounds. This is done by including students studying for a variety of awards including the HND sub-degree award and Honours degrees.

There are 6 scheduled meetings included in the Professional Skills Tutoring system, 3 in each semester with each one-hour session timetabled by the tutor. These professional skills sessions may take only a short time with a group of able students but are supplemented with one-to-one tutorials where problems are encountered. This mix of small group teaching and one to one tutorials means that an allowance of 50 hours is given for the tutoring process.

RESOURCE IMPLICATIONS

The tutorial system is labour intensive in terms of time and the tutors get 50 hours contact time per professional skills tutorial group.

“It is quite labour intensive but a big part of it is about developing a relationship with the students so that they can trust you so that they will come to you when they have a problem. We tend to withdraw from this after the first semester so it is important to get the students up and running and to be able to identify at an early stage those that may have problems.”

STAFF AND STUDENT OPINIONS

There has been an overall improvement in student retention and progression in the School of Applied Sciences and this has been linked to both the professional skills tutoring system and the development of a new re-assessment policy within the university. The staff noted that the professional skills tutorial system also

“allows them (the students) to build informal networks.”

Student opinion indicates an understanding and appreciation of the help that the tutorial system provides.

“Excellent, I find the tutorials and my personal tutor brilliant as my progress is constantly assessed and I am given the chance to rectify my mistakes and brush up on my skills, as there is always somewhere to go for help if my tutor cannot, they point to someone that can”

“The skills module is really good because it’s showing me how to do different skills and apply them to other modules. And also this is helping me develop new skills which are completely different to ones I learnt at the college.”

First year students

They seem to like the flexibility of the module with one student commenting

“good because you can work through at your own pace but staff are on hand to help if needed.”

There was a diverse range of students interviewed and while some students suggested that there was some repetition of A level, others disagreed. Some recognised that the tutorial system was

“useful as a grounding to fill in any gaps of the course”.

with others noting that although they had covered much of the material in the tutorials they thought that they would be useful for others and as a revision for themselves.

The only criticism other than having covered some of the topics already at ‘A’level was in relation to the group size.

“Not enough time with tutors due to large groups”

Overall the student opinion is quite positive. Although some have covered the information prior to coming to university they see the benefits of everyone having an equal experience of the skills needed for the rest of the course.

CONCLUSION

In its initial survey of bioscience departments, the STAR project found that staff cited a tutorial system as the single most effective practice for student retention. Small group teaching offers an effective bridge between the school experience and that experienced in the large groups common at University. Small group teaching however, often needs to be integrated into modules since students can perceive unassessed, freestanding tutorial schemes as not being compulsory. The tutorial system described here is integrated into a modular scheme and contributes to the assessment of those modules and thus provides a supported and assessed development of skills. The institutional value placed on it both in terms of the staff time devoted to it and the marks assigned to it convey the importance of skills development to students.

CONTEXT

REFERENCE

Cook, A., Rushton, B.S., McCormick, S.M. and Southall, D.W. (2005). Guidelines for the management of student transition. University of Ulster, Coleraine. Also at
http://www.ulster.ac.uk/star/resources/star_guidelines.pdf (Accessed 15-09-05).

CORRESPONDENCE

Dr Susanne McLaughlin, STAR Project, University of Ulster, Cromore Road, Coleraine, N. Ireland, BT52 1SA
email: star@ulster.ac.uk

Dr Raul Sutton, Principal Lecturer, School of Applied Sciences, University of Wolverhampton, Wulfruna Street, Wolverhampton, WV1 1SB
email: R.Sutton@wlv.ac.uk

FURTHER INFORMATION

STAR Case Study: A Module in “Study in Higher Education”

http://www.flinders.edu.au/teach/teach/firstindex.htm - Strategies to teach first year students.

http://www.support4learning.com/education/study.htm - Resources for education / revision, Study skills.

http://www.studygs.net/ - Study Guides and Strategies.

http://www.vark-learn.com - A Guide to Learning Strategies.

APPENDIX 1

APPENDIX 2

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