ࡱ> 6(im 2' D 0 www.spat.ac.uk/ 0DArialngsRoD\|d 0 & 0DTimes New Roman\|d 0 & 0 DWingdingsRoman\|d 0 & 0 ` .  @n?" dd@  @@`` LR HH   HH    ;  0AA@8J ʚ;ʚ;g4ZdZdd 0ppp@ <4ddddg? 0DH <4BdBd@ 0D<4!d!d@ 0D0___PPT10 pp___PPT9^VnL+%㨹O3!`PNG  IHDR asRGBcPLTE!!!BBBkccsssRJJ911111)))便{{{RRRkkkZZZ֭skkB99cZZ999)!!|7 cmPPJCmp0712,JQtRNS0J`IDATnAaUh: te)Kܿ gAcN2JmݛeGMU9^yW?{gMܤ`j{5nLIENDB`8 ? *O  =-HStudent Progression and Transfer: the SPAT Project as a SoTL case study II028    AMark Stone FDTL (3) SPAT Project Director University of PlymouthA #SPAT: focus and context A generic, rather than subject specific FDTL-3 project, working in the context of the collaborative provision of higher education by HEIs and their  partner FECs. Looking at operational and strategic issues that influence the experience of students undergoing progression and transfer. Partnerships between staff preparing / receiving students and between staff and students.,SPAT and SoTL reflections  Good project - why? - how could it be better? - how does it fit with SoTL? Outcomes: is that it! + work in HEIs and FECs  networking SPAT dealt with more than just teaching; students like employees bring baggage with them - technical or physiological et al Part of a wider debate. However, what starts out as a technical issue, leads to philosophy, aims, values and cultureE.-SPAT: shifting sandComing to conclusions and outcomes in a changing situation  HND to FD Literature review limits: age, scope, relevance and application  compared to University of London EPPI-Centre link to PDP research trawl The importance of the SPAT methodology SPAT & the range of scholarship  JHow did the work of the SPAT map onto the field of scholarship and in what way? the scholarship of discovery research the scholarship of integration & synthesis the scholarship of service the scholarship of teaching On reflection, how would framing the project aims, work plan and outcomes in these terms improved or changed SPAT?<PsP sSPAT: aim and target end users  gThe primary aim was to promote effective student progression between HE levels, and transfer across institutional boundaries. The specific target group was students progressing from HND into the second or third year of an honours degree programme (sometimes called top-up or direct entry students) although the materials developed have a wider applicability. hZh"SPAT: top-up student significance #!>In any one institution there may be small numbers of top-up students but the cumulative effect of provision means that there are a significant number of students affected by transfer and progression. The introduction of foundation degrees is also likely to increase the number of students involved in top-up degrees. SPAT: dissemination partners USPAT has worked with around fifty HEI, FEC and LTSN dissemination partners in developing, trailing, and evaluating a range of customisable materials. The project has produced guidance materials on structures, approaches, methods, stages, timetables and checklists. It has also created case studies and collected example customised materials."SPAT: material format and timing #!q Developed for staff and students in a variety of formats for use at various points in the student life-cycle; particularly: when students are planning whether or not to progress further in higher education when students have been accepted for a top-up programme but not yet started it the induction period for the new programme the first semester of the new programme,~ZZq SPAT: principal topics and use  hCulture shift, pre-planning, induction, student support, understanding the modular scheme and key skills Transferability, dealing with adapting materials to different contexts including examples of partner use and customisation The materials were most useful when customised by the institution The optimal mechanism for distribution to students was via staffiZi!SPAT: partnershipIt become apparent that many of the progression routes and good practice materials for transferring students are most efficiently delivered in the context of multi institutional and regional partnerships between FECs and HEIs A partnership pack gives information relevant to those initiating and working within these partnerships, with particular focus on the issues affecting student progression and transfer Z(SoTL and the FDTL agenda 1FDTL dissemination of good practice, no research  banned When is it research? Why good?  TQA judge in one context? However, outputs need to be more widely tested Diversity is needed, not only UoP sources However credibility is based on scholarship5)SoTL and the FDTL agenda 2Compare with 5K PDP project, limited expectations and requirements Timetable of action, trialled only once  therefore successful?*Testing SPAT 1 - Chalkley 2Keeping up with teaching theory and practice developments Reflecting critically on the success of teaching to promoting learning Engaging in pedagogic research to provide evidence for the adoption or rejection of particular learning and teaching methods Dissemination good practice in learning and teaching3Z3+@Testing SPAT 2  Chalkley & Bass!+Applying research style intellectual rigour and peer review to teaching and learning Raising the status of teaching Linking teaching and research Raising the quality of teaching and learning Representing complex layers of practice Scholarship, an act about but separate from the process of teaching,+.Testing SPAT 3 - BassWork is public, involves critical review / evaluation and is accessible for exchange and use Teaching and learning activity as an object of investigation The work unfolds over time, beyond interventions and interactions Outcomes help to implement a vision Transaction relation0!HTesting SPAT 4  Bass & Tailor Huber%THelps to explain why some students do well & others not  identification / remedy How has spat affected these problems? Involves communal scholarship Is taken up by a discourse community Contributes to current issues Moves beyond the first wave of interested / have to know staff Involves students/ SPAT: staff end usersLike students, many staff want the answer to the  problem , rather than seeing a problem as a starting point for scholarship SPAT did not provide all the answers, but helped with questions and provides resources that could be customised as part of the solution A balance of something now and something better later with thought, experiment, reflection and scholarship.1"Key ReferencesCarter, C. & Stone, M. et al, Student Progression And Transfer, Universities of Plymouth & Ulster, ISBN: 1-84102-113-X, 2003. Chalkley, B., The Scholarship of Teaching, Planet Issue Five, LTSN GEES, 2003. EPPI Centre team, A Systematic map and synthesis review of the effectiveness of personal development planning for improved student learning, University of London, 2003. 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