Blood Sweat and Tears: An Adult Learner

1
Blood Sweat and TearsAn Adult Learners Journey

• Vickie Barker
• Dave Reese

2
History of the 22 Psychology

• Course was initiated in 1994
• The purpose was to provide an entry route for
  mature students lacking standard qualifications
• The Aims of the course
• To introduce mature students to Psychology
  through a Multidisciplinary and integrated
  approach
• To provide successful foundation into the second
  year of the degree scheme at the University of
  Liverpool for the BSc. (hons) psychology

3
Timeline
Decision making
Enquiry
UCAS form
Confirmation
Successful completion Year 0
Successful completion Year 1
Induction/enrolment
Successful completion Year 2 and 3
Graduation
4
Ethos

• Retention begins from first point of contact.
• Recognition that for each student different
  stages of the process may be painful or at least
  extremely challenging.
• Nutt (2005) highlights the impact of critical
  times on non traditional students e.g.
• Starting placements, exam times but also includes
  times of significant change

5
Enquiry-UCAS

• Yorke (1999) many reasons for leaving can be
  addressed through the clarity and accuracy of
  information provided
• Telephone /email enquiry
• Learner services
• 22 tutor
• Sent Frequently Asked Questions leaflet
• Contains open and transparent guidance on entry
  criteria
• Advice on completing personal statement
• Contact details for Senior Welfare Advisor for
  help with financial component.

6
UCAS form

• On receipt the aim is to clearly ensure there is
  no mismatch between the student and the course on
  offer. (Cook 2005)
• Email sent informing applicant that it is being
  processed.
• If applicant matches entry criteria
• Unconditional offer made-University Informed then
  UCAS
• Email sent from WMC outlining next steps
• Interview opportunity
• If personal statement lacks clarity of
  subject/course/career choice
• Interview offer contains guidance on preparation

7
Interview Guidance

• The interview provides the opportunity to
  explore
• The facilities available at Wirral Metropolitan
  College
• The reasons and motivation behind your decision
  to apply for the BSc. Psychology 2 Plus 2
  Programme (C801) course
• What you feel may be the most difficult or
  demanding aspects about undertaking a 4-year
  degree?
• How you will deal with these to enable you to
  successfully achieve your degree in Psychology
• Also contains web links to School of Psychology
  Web site, Research Groups
• BPS careers guidance page.

8
Other points

• Interview also offers opportunity to
• Evaluate match between students perception of
  the course and reality (Cook 2005)
• Course content (link to research groups web site)
• Time demands
• Assessment processes
• Financial implications
• Career goals (link to BPS website)
• Explore alternative courses that may match
  students requirements more closely
• Typically Access to HE courses.
• PT provision
• Counselling related courses.

9
Confirmation

• Letter Invite to open morning
• To unconditional unconfirmed and confirmed
• Opportunity to
• See facilities
• Meet Staff
• Meet Future students
• Ask financial questions (Senior Welfare Advisor)
• Meet current and previous students
• Reminded of the facility to email any questions

10
Induction and starting out

• Recommendations from Nutts (2005) research
  highlights the importance of academic and support
  staff working collaboratively to identify and
  tackle critical issues.
• Carefully planned induction process embedded in
  curriculum delivery.
• Joint institutional induction to emphasis dual
  student identity

11
Year 0

• Students receive timely feedback on their
  progress both qualitative and quantitative
• Rowntree Report (2005) Nutt (2005) clear
  feedback from the start of a course can reduce
  drop-out.
• Small group size allows for differentiated
  support (Chickering and Gamson, 1987)
• Study skills are integrated into the curriculum
  via the Complementary Studies module (Quinn 2005)
• Lead tutors have joint pastoral and academic
  roles to ensure students feel like they belong
  (Tinto, 1987)

12
Year 1 Transition

• Nutt (2005) non-traditional students are
  vulnerable at critical transition times
• Year 1 marks the start of the transition to UoL
• Tutor presence and support academic practical
  
• The aim is to produce reflective, informed and
  independent learners

13
Years 2 3

• By the start of Year 2 they should be fully
  integrated into the School of Psychology
  confident users of IT, library, support
  facilities and be familiar with School staff.
• WMC staff share key information with School of
  Psychology to flag potential issues.
• Year 2 students provide peer support for Year 1
  students (Draper 2008)

14
Success
Lone parent of 4 children initially trained and
worked as hairdresser Left in term 1 due to lack
of confidence Returned and completed 4 years
graduating with a first

• Student studied for 7 years despite serious
  health problems gained a 3rd

Student gave birth to first child in Easter of
year 1. Completed exam period in year 1 2 years
later graduated with a First
Student completed 22 Moved to Birmingham
University completed PhD Now has 6 published
articles on immunological impact of stress
15
Finally

• Thank you for listening
• Any Questions
• vickie.barker_at_wmc.ac.uk
• david.reese_at_wmc.ac.uk

16
References

• Cook, A., B.S. Rushton, S.M. McCormick and D.W.
  Southall, (2005). Guidelines for the Management
  of Student Transition. University of Ulster.
  Coleraine.
• Nutt, D. (2005) Retaining Non-Traditional
  Students in Higher Education, University of
  Teeside Centre for Learning and Quality
  Enhancement.
• Quinn, J., Thomas, L., Slack, K. Casey, L.
  Thexton, W. and Nobel, J. (2005) From Life Crisis
  to Lifelong Learning Rethinking Working Class
  Dropout from Higher Education Joseph Rowntree
  Foundation, York Publishing.
• Yorke, M. and Longden, B. (2004) Retention and
  Success in H.E., Maidenhead SRHE Open
  University