Study Advice in UWIC 2002 2004

1
Study Advice in UWIC 2002 - 2004

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2
Pilot Service EstablishedOn Basis Of

• Research visits to other universities
• Consultations with teaching staff

3
Agreed Provision For Pilot

• Scheduled workshops
• Drop-in service
• Dedicated phone and email address
• Letterbox outside workroom
• All Study Skills Units available as leaflets from
  display in Llandaf Learning Centre and 4 campus
  libraries

4
Service Maintained By

• 2 Study Advisors 8.30 17.00 five days/week
• Actual presence dependent on fitting between
  other commitments (each advisor role approx. 40
  fte)
• Scheduled workshops delivered by Study
  Advisors/academic/support staff
• Fully represented on Learning Centre Operational
  Group (everyday issues/longer term planning)

5
Record Keeping

• Print costs recorded
• All major drop-in enquiries logged
• All emails kept
• All details from workshop bookings logged
• All details were analysed for statistical
  purposes

6
Example Issues (Students)

• Insufficient feedback from tutors
• Inconsistent style/format setting for essays
• Poor assignment briefs (e.g. suggested format,
  marks for each section, etc.)
• Mature students complained lack of understanding
  in lectures/seminars creates difficulties with
  peers - no alternative solutions offered
• Inconsistent marking and feedback

7
Issues and Findings (Study Advisors)

• Scheduled workshops not popular - 45 sessions
  serving just 51 learners - one-to-one was
  preferred
• 102 major drop-in calls recorded - both learners
  and staff returning to offer positive feedback
• Support requested for computer applications e.g.
  Word, PowerPoint, SPSS
• Students approach the service for counselling,
  directions, CV writing etc (but this is useful
  contact)

8
Resources

• Time allowed to contribute to/organize/run
  service inadequate (40 fte per advisor)
• Cost of handouts 4983, extrapolating to 7500
  for a 12-month service very popular, seemingly
  effective
• Cost of staff services and other overheads from
  LTSU not calculated
• The eventual delivery from a second learning
  centre will have further implications

9
Conclusions

• Collaboration with academic staff proved most
  useful and clearly needs to develop
• Advisors need to be highly visible and
  recognizable
• Drop-in service needs to be developed and to be
  supported by continuous presence

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Inaugural Symposium LDHEN October 2003

• Attended by 47 representatives from 33 HEIs in UK

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SymposiumPrincipal Debate

• Embedding study advice in pedagogical practice
• Why, who, when, where and what?
• Whose responsibility? Everyones its central
  to our business
• Diagnostic, planned audits and assessment from
  drop-in demand to determine interventions
• Inductions, tutorials, clinics, workshops as
  required, summer schools and on-demand help
  through a continuously available drop-in service
  - core hours

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SymposiumResource Options

• Different kinds of resources needed
• Paper-based
• Web-based
• Knowledge-based (i.e. human intervention by
  advisors with a broad range of skills and with
  access to all other resources either directly or
  by referral)

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Symposium Collaborative Working

• Seek success through cooperation and
  collaboration tutors/students, students/support
  staff, support staff/tutors, and as an integrated
  whole (all are stakeholders)
• Best to assume both tutors and support staff have
  a role to play and that they should work together
  as academics to address issues of learning and
  support
• Most representatives work in close alliance with
  Library services - often are part of them

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Symposium - Questions for future examination

• What are the roles for teaching staff to support
  learners?
• What are the roles for support staff to support
  learners?
• How are staff and students informed of these
  roles?