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Student Development and Support

Peter Butkovic

Peter Butkovic Awayday July 2009

Content

1 Code of Practice for Student Development and Support inPAU

2 Other Policy Documents

2.a Student representation system2.b Policy on consulting students about major changes2.c Accommodating students�religious observances policy2.d Policy on outside employment2.e Student complaint procedure

3 Examples of Good Practice4 Key Processes Checklist


1. Code of Practice - Responsibilities

PAUs provide:

SDS policy covering all students incl JH (publicised, availableto all incl visitors and PT teaching sta¤, annually reviewed)HSDS - directs and coordinates SDS in PAUStudent Tutors (ST)Training/induction/brie�ng for STSpecial consideration for students taking programmes withdi¤erent modes of delivery

Students are primarily responsible for their development andshould

ensure to obtain info about UB support systemsattend all tutorial meetings and contact ST if they can�tread/respond to communications fom UB and PAU -email/Student Portal (add NB, PH?)not expect immediate response to emails and any responseduring holiday



PAUs provide:

SDS policy covering all students incl JH (publicised, availableto all incl visitors and PT teaching sta¤, annually reviewed)

HSDS - directs and coordinates SDS in PAUStudent Tutors (ST)Training/induction/brie�ng for STSpecial consideration for students taking programmes withdi¤erent modes of delivery





PAUs provide:

SDS policy covering all students incl JH (publicised, availableto all incl visitors and PT teaching sta¤, annually reviewed)HSDS - directs and coordinates SDS in PAU

Student Tutors (ST)Training/induction/brie�ng for STSpecial consideration for students taking programmes withdi¤erent modes of delivery





PAUs provide:

SDS policy covering all students incl JH (publicised, availableto all incl visitors and PT teaching sta¤, annually reviewed)HSDS - directs and coordinates SDS in PAUStudent Tutors (ST)

Training/induction/brie�ng for STSpecial consideration for students taking programmes withdi¤erent modes of delivery





PAUs provide:

SDS policy covering all students incl JH (publicised, availableto all incl visitors and PT teaching sta¤, annually reviewed)HSDS - directs and coordinates SDS in PAUStudent Tutors (ST)Training/induction/brie�ng for ST

Special consideration for students taking programmes withdi¤erent modes of delivery





PAUs provide:






PAUs provide:



ensure to obtain info about UB support systems

attend all tutorial meetings and contact ST if they can�tread/respond to communications fom UB and PAU -email/Student Portal (add NB, PH?)not expect immediate response to emails and any responseduring holiday



PAUs provide:



ensure to obtain info about UB support systemsattend all tutorial meetings and contact ST if they can�t

read/respond to communications fom UB and PAU -email/Student Portal (add NB, PH?)not expect immediate response to emails and any responseduring holiday



PAUs provide:



ensure to obtain info about UB support systemsattend all tutorial meetings and contact ST if they can�tread/respond to communications fom UB and PAU -email/Student Portal (add NB, PH?)

not expect immediate response to emails and any responseduring holiday



PAUs provide:





1. Code of Practice - Minimum Requirements for SDS

Tutorial arrangements: Every student should

be informed who their ST/HSDS/mitigation/add(?)welfareo¢ cer is + contact detailshave induction, incl:

handbook (incl mitigation and other regs/reasonablediligence/attendance requirements/plagiarism)intro talk covering major areasinitial session with ST, incl explanation of support systemexplanation of student responsibilities

have an opportunity to attend � 2 (per yr) scheduledindividual meetings with ST to cover

progresswelfare and similar issuesimportance of submission of mitigating circumstances




be informed who their ST/HSDS/mitigation/add(?)welfareo¢ cer is + contact details

have induction, incl:








handbook (incl mitigation and other regs/reasonablediligence/attendance requirements/plagiarism)

intro talk covering major areasinitial session with ST, incl explanation of support systemexplanation of student responsibilities







handbook (incl mitigation and other regs/reasonablediligence/attendance requirements/plagiarism)intro talk covering major areas

initial session with ST, incl explanation of support systemexplanation of student responsibilities







handbook (incl mitigation and other regs/reasonablediligence/attendance requirements/plagiarism)intro talk covering major areasinitial session with ST, incl explanation of support system

explanation of student responsibilities









progress

welfare and similar issuesimportance of submission of mitigating circumstances







progresswelfare and similar issues

importance of submission of mitigating circumstances



Academic feedback (AF) - every student should

be given appropriate AF (assessment of performance againstoutcomes in the module description) (add formative feedback?)be aware of AF arrangements for assignments/courseworkbe informed of the timescale for AF (within 4 wks ofsubmission deadline)receive AF from both module experts and ST (overallre�ection)

There should be e¤ective communication between academicand tutorial sta¤ (?)Careers and Skills - every student should be given

advice from the beginning about UB support services for careerdecisions (incl CV writing)the opportunity for skills evaluation/profession-based exercisesthe opportunity to sustain PD and career planningadvice how skills development is embedded in the academicprogrammesupport to develop appropriate skills/experience



Academic feedback (AF) - every student shouldbe given appropriate AF (assessment of performance againstoutcomes in the module description) (add formative feedback?)

be aware of AF arrangements for assignments/courseworkbe informed of the timescale for AF (within 4 wks ofsubmission deadline)receive AF from both module experts and ST (overallre�ection)





Academic feedback (AF) - every student shouldbe given appropriate AF (assessment of performance againstoutcomes in the module description) (add formative feedback?)be aware of AF arrangements for assignments/coursework

be informed of the timescale for AF (within 4 wks ofsubmission deadline)receive AF from both module experts and ST (overallre�ection)





Academic feedback (AF) - every student shouldbe given appropriate AF (assessment of performance againstoutcomes in the module description) (add formative feedback?)be aware of AF arrangements for assignments/courseworkbe informed of the timescale for AF (within 4 wks ofsubmission deadline)

receive AF from both module experts and ST (overallre�ection)





Academic feedback (AF) - every student shouldbe given appropriate AF (assessment of performance againstoutcomes in the module description) (add formative feedback?)be aware of AF arrangements for assignments/courseworkbe informed of the timescale for AF (within 4 wks ofsubmission deadline)receive AF from both module experts and ST (overallre�ection)






There should be e¤ective communication between academicand tutorial sta¤ (?)

Careers and Skills - every student should be given






advice from the beginning about UB support services for careerdecisions (incl CV writing)

the opportunity for skills evaluation/profession-based exercisesthe opportunity to sustain PD and career planningadvice how skills development is embedded in the academicprogrammesupport to develop appropriate skills/experience





advice from the beginning about UB support services for careerdecisions (incl CV writing)the opportunity for skills evaluation/profession-based exercises

the opportunity to sustain PD and career planningadvice how skills development is embedded in the academicprogrammesupport to develop appropriate skills/experience





advice from the beginning about UB support services for careerdecisions (incl CV writing)the opportunity for skills evaluation/profession-based exercisesthe opportunity to sustain PD and career planning

advice how skills development is embedded in the academicprogrammesupport to develop appropriate skills/experience





advice from the beginning about UB support services for careerdecisions (incl CV writing)the opportunity for skills evaluation/profession-based exercisesthe opportunity to sustain PD and career planningadvice how skills development is embedded in the academicprogramme

support to develop appropriate skills/experience


1. Code of Practice - QAE

HSDS is responsible for annual review of SDS arrangements

UB QA system requires con�rmation that appropriate SDSmechanisms are in place

Students/sta¤ should be given an opportunity to feed into thepolicy for tutoring/AF (eg through questionnaires/SRS/SSC)


2.a Student representation system

SRS = Partnership of UB and the Guild; Joint UB/GuildCommittee

Student reps at

PAU (SSC: programme/department/PGR)Sabbatical o¢ cers: CQAEC/UQAEC

Student reps - responsibilities:

gather/present student opinionprovide constructive feedback to sta¤ and work to reachsatisfactory solutionsfeedback to students




Student reps at

PAU (SSC: programme/department/PGR)

Sabbatical o¢ cers: CQAEC/UQAEC






Student reps at







Student reps at



gather/present student opinion

provide constructive feedback to sta¤ and work to reachsatisfactory solutionsfeedback to students




Student reps at



gather/present student opinionprovide constructive feedback to sta¤ and work to reachsatisfactory solutions

feedback to students




Student reps at






Guidelines on:

Sta¤ support (Sta¤-Liaison Contact, Guild-Liaison Contact)

Student recruitmentStudent electionsStudent trainingResourcesSSC meetings

Wide range of academic topics but not: individualsta¤/students, or personal complaintsChair should be o¤ered/re-o¤ered to studentsTake place at least once per term, at least 3 times a yearScheduled meetings should be publicisedAny member + 2 secs to call an additional meetingAll reports to CQAECAnnual report to SRSAB (unde�ned?)SRSAB reports to the UQAECVice-President reports to the Guild Council



Guidelines on:

Sta¤ support (Sta¤-Liaison Contact, Guild-Liaison Contact)Student recruitment

Student electionsStudent trainingResourcesSSC meetings




Guidelines on:

Sta¤ support (Sta¤-Liaison Contact, Guild-Liaison Contact)Student recruitmentStudent elections

Student trainingResourcesSSC meetings




Guidelines on:

Sta¤ support (Sta¤-Liaison Contact, Guild-Liaison Contact)Student recruitmentStudent electionsStudent training

ResourcesSSC meetings




Guidelines on:

Sta¤ support (Sta¤-Liaison Contact, Guild-Liaison Contact)Student recruitmentStudent electionsStudent trainingResources

SSC meetings




Guidelines on:

Sta¤ support (Sta¤-Liaison Contact, Guild-Liaison Contact)Student recruitmentStudent electionsStudent trainingResourcesSSC meetings




Guidelines on:


Wide range of academic topics but not: individualsta¤/students, or personal complaints

Chair should be o¤ered/re-o¤ered to studentsTake place at least once per term, at least 3 times a yearScheduled meetings should be publicisedAny member + 2 secs to call an additional meetingAll reports to CQAECAnnual report to SRSAB (unde�ned?)SRSAB reports to the UQAECVice-President reports to the Guild Council



Guidelines on:


Wide range of academic topics but not: individualsta¤/students, or personal complaintsChair should be o¤ered/re-o¤ered to students

Take place at least once per term, at least 3 times a yearScheduled meetings should be publicisedAny member + 2 secs to call an additional meetingAll reports to CQAECAnnual report to SRSAB (unde�ned?)SRSAB reports to the UQAECVice-President reports to the Guild Council



Guidelines on:


Wide range of academic topics but not: individualsta¤/students, or personal complaintsChair should be o¤ered/re-o¤ered to studentsTake place at least once per term, at least 3 times a year

Scheduled meetings should be publicisedAny member + 2 secs to call an additional meetingAll reports to CQAECAnnual report to SRSAB (unde�ned?)SRSAB reports to the UQAECVice-President reports to the Guild Council



Guidelines on:


Wide range of academic topics but not: individualsta¤/students, or personal complaintsChair should be o¤ered/re-o¤ered to studentsTake place at least once per term, at least 3 times a yearScheduled meetings should be publicised

Any member + 2 secs to call an additional meetingAll reports to CQAECAnnual report to SRSAB (unde�ned?)SRSAB reports to the UQAECVice-President reports to the Guild Council



Guidelines on:


Wide range of academic topics but not: individualsta¤/students, or personal complaintsChair should be o¤ered/re-o¤ered to studentsTake place at least once per term, at least 3 times a yearScheduled meetings should be publicisedAny member + 2 secs to call an additional meeting

All reports to CQAECAnnual report to SRSAB (unde�ned?)SRSAB reports to the UQAECVice-President reports to the Guild Council



Guidelines on:


Wide range of academic topics but not: individualsta¤/students, or personal complaintsChair should be o¤ered/re-o¤ered to studentsTake place at least once per term, at least 3 times a yearScheduled meetings should be publicisedAny member + 2 secs to call an additional meetingAll reports to CQAEC

Annual report to SRSAB (unde�ned?)SRSAB reports to the UQAECVice-President reports to the Guild Council



Guidelines on:


Wide range of academic topics but not: individualsta¤/students, or personal complaintsChair should be o¤ered/re-o¤ered to studentsTake place at least once per term, at least 3 times a yearScheduled meetings should be publicisedAny member + 2 secs to call an additional meetingAll reports to CQAECAnnual report to SRSAB (unde�ned?)

SRSAB reports to the UQAECVice-President reports to the Guild Council



Guidelines on:


Wide range of academic topics but not: individualsta¤/students, or personal complaintsChair should be o¤ered/re-o¤ered to studentsTake place at least once per term, at least 3 times a yearScheduled meetings should be publicisedAny member + 2 secs to call an additional meetingAll reports to CQAECAnnual report to SRSAB (unde�ned?)SRSAB reports to the UQAEC

Vice-President reports to the Guild Council



Guidelines on:




2.b Policy on consulting students about major changes

MC � if it impacts on a cohort of students such as a yeargroup

Aim: to provide accurate/complete info on changes andcollect feedback from groups of students that may be a¤ected

This feedback should be analysed/addressed and plansadjusted where necessary and possible (academicallyappropriate?)

Applies to academic/service/central mgt depts

Process:

Posted on NB � 1 month before deadline for feedbackResponses collated by Guild or reps � 2 wks after deadlineUB response � 1 mth; should demonstrate that concerns havebeen taken into account







Process:

Posted on NB � 1 month before deadline for feedback

Responses collated by Guild or reps � 2 wks after deadlineUB response � 1 mth; should demonstrate that concerns havebeen taken into account







Process:

Posted on NB � 1 month before deadline for feedbackResponses collated by Guild or reps � 2 wks after deadline

UB response � 1 mth; should demonstrate that concerns havebeen taken into account







Process:

Posted on NB � 1 month before deadline for feedbackResponses collated by Guild or reps � 2 wks after deadlineUB response � 1 mth; should demonstrate that concerns havebeen taken into account


2.c Accommodating students�religious observances policy

Any student who wishes to be absent from a requiredattendance must obtain permission of HOS

Requests for absence for RO are responded consistently tothose on other groundsSchools may limit these absences for sound pedagogic reasonsDeadlines for handing in assessed work should be publicisedwell in advance and in case of a clash with a RO studentshould be prepared to make earlier submissionTwo special periods when PAU should attempt toaccommodate student duties so that these periods areavoided:

Friday 1 hr before dusk to nightfall (Sabbath)Friday 1-2.30 (Muslim prayers)

Examinations: Student should complete RO forms in Februaryand exams o¢ ce will make every e¤ort to accommodateexams so that to avoid these clashes; if impossible, PAU needto arrange special sitting



Any student who wishes to be absent from a requiredattendance must obtain permission of HOSRequests for absence for RO are responded consistently tothose on other grounds

Schools may limit these absences for sound pedagogic reasonsDeadlines for handing in assessed work should be publicisedwell in advance and in case of a clash with a RO studentshould be prepared to make earlier submissionTwo special periods when PAU should attempt toaccommodate student duties so that these periods areavoided:





Any student who wishes to be absent from a requiredattendance must obtain permission of HOSRequests for absence for RO are responded consistently tothose on other groundsSchools may limit these absences for sound pedagogic reasons

Deadlines for handing in assessed work should be publicisedwell in advance and in case of a clash with a RO studentshould be prepared to make earlier submissionTwo special periods when PAU should attempt toaccommodate student duties so that these periods areavoided:





Any student who wishes to be absent from a requiredattendance must obtain permission of HOSRequests for absence for RO are responded consistently tothose on other groundsSchools may limit these absences for sound pedagogic reasonsDeadlines for handing in assessed work should be publicisedwell in advance and in case of a clash with a RO studentshould be prepared to make earlier submission

Two special periods when PAU should attempt toaccommodate student duties so that these periods areavoided:





Any student who wishes to be absent from a requiredattendance must obtain permission of HOSRequests for absence for RO are responded consistently tothose on other groundsSchools may limit these absences for sound pedagogic reasonsDeadlines for handing in assessed work should be publicisedwell in advance and in case of a clash with a RO studentshould be prepared to make earlier submissionTwo special periods when PAU should attempt toaccommodate student duties so that these periods areavoided:






Friday 1 hr before dusk to nightfall (Sabbath)

Friday 1-2.30 (Muslim prayers)



2.d Policy on outside employment

It is students�responsibility to determine the extent of outsidework taking into account the potential e¤ects on their study

1 credit � 10 hours of work (notional)

Existing UB limits for FT students:

UG: 15 hrs/wk during term time, none during vacationPG: 15 hrs/wk throughout the year






UG: 15 hrs/wk during term time, none during vacation

PG: 15 hrs/wk throughout the year






UG: 15 hrs/wk during term time, none during vacationPG: 15 hrs/wk throughout the year


2.e Student complaint procedure

Individual/collective related to

programmes/modules/services/facilitiesactions/lack of actions by UB/sta¤

Not for:

Racial/Sexual harassmentAppeals against assessment/progress decisionsAppeals against admissions decisionsetc...




programmes/modules/services/facilities

actions/lack of actions by UB/sta¤

Not for:






Not for:






Not for:

Racial/Sexual harassment

Appeals against assessment/progress decisionsAppeals against admissions decisionsetc...





Not for:

Racial/Sexual harassmentAppeals against assessment/progress decisions

Appeals against admissions decisionsetc...





Not for:

Racial/Sexual harassmentAppeals against assessment/progress decisionsAppeals against admissions decisions

etc...





Not for:




Informal (local level) complaints

Within 1 mth of incidentAdvice is available from the Advice and Rep Center (ARC) inthe GuildStudent should �rst raise the complaint with yrdirector/ST/supervisorNext level - HOS/HCS (Corp.Serv.): meeting, attended by a"friend" (member of UB), this proceeds even if student isunwilling to attend; response within 20 working daysIf all parties agree, mediation may be attempted via studentcomplaint mediatorsPossible outcomes: Letter ofexplanation/apology/recommendations for actions withinPAU/changes of UB policies/reimbursement of expenses up to£ 100Students should consult ARC before proceeding to formal stage




Within 1 mth of incident

Advice is available from the Advice and Rep Center (ARC) inthe GuildStudent should �rst raise the complaint with yrdirector/ST/supervisorNext level - HOS/HCS (Corp.Serv.): meeting, attended by a"friend" (member of UB), this proceeds even if student isunwilling to attend; response within 20 working daysIf all parties agree, mediation may be attempted via studentcomplaint mediatorsPossible outcomes: Letter ofexplanation/apology/recommendations for actions withinPAU/changes of UB policies/reimbursement of expenses up to£ 100Students should consult ARC before proceeding to formal stage




Within 1 mth of incidentAdvice is available from the Advice and Rep Center (ARC) inthe Guild

Student should �rst raise the complaint with yrdirector/ST/supervisorNext level - HOS/HCS (Corp.Serv.): meeting, attended by a"friend" (member of UB), this proceeds even if student isunwilling to attend; response within 20 working daysIf all parties agree, mediation may be attempted via studentcomplaint mediatorsPossible outcomes: Letter ofexplanation/apology/recommendations for actions withinPAU/changes of UB policies/reimbursement of expenses up to£ 100Students should consult ARC before proceeding to formal stage




Within 1 mth of incidentAdvice is available from the Advice and Rep Center (ARC) inthe GuildStudent should �rst raise the complaint with yrdirector/ST/supervisor

Next level - HOS/HCS (Corp.Serv.): meeting, attended by a"friend" (member of UB), this proceeds even if student isunwilling to attend; response within 20 working daysIf all parties agree, mediation may be attempted via studentcomplaint mediatorsPossible outcomes: Letter ofexplanation/apology/recommendations for actions withinPAU/changes of UB policies/reimbursement of expenses up to£ 100Students should consult ARC before proceeding to formal stage




Within 1 mth of incidentAdvice is available from the Advice and Rep Center (ARC) inthe GuildStudent should �rst raise the complaint with yrdirector/ST/supervisorNext level - HOS/HCS (Corp.Serv.): meeting, attended by a"friend" (member of UB), this proceeds even if student isunwilling to attend; response within 20 working days

If all parties agree, mediation may be attempted via studentcomplaint mediatorsPossible outcomes: Letter ofexplanation/apology/recommendations for actions withinPAU/changes of UB policies/reimbursement of expenses up to£ 100Students should consult ARC before proceeding to formal stage




Within 1 mth of incidentAdvice is available from the Advice and Rep Center (ARC) inthe GuildStudent should �rst raise the complaint with yrdirector/ST/supervisorNext level - HOS/HCS (Corp.Serv.): meeting, attended by a"friend" (member of UB), this proceeds even if student isunwilling to attend; response within 20 working daysIf all parties agree, mediation may be attempted via studentcomplaint mediators

Possible outcomes: Letter ofexplanation/apology/recommendations for actions withinPAU/changes of UB policies/reimbursement of expenses up to£ 100Students should consult ARC before proceeding to formal stage




Within 1 mth of incidentAdvice is available from the Advice and Rep Center (ARC) inthe GuildStudent should �rst raise the complaint with yrdirector/ST/supervisorNext level - HOS/HCS (Corp.Serv.): meeting, attended by a"friend" (member of UB), this proceeds even if student isunwilling to attend; response within 20 working daysIf all parties agree, mediation may be attempted via studentcomplaint mediatorsPossible outcomes: Letter ofexplanation/apology/recommendations for actions withinPAU/changes of UB policies/reimbursement of expenses up to£ 100

Students should consult ARC before proceeding to formal stage




Within 1 mth of incidentAdvice is available from the Advice and Rep Center (ARC) inthe GuildStudent should �rst raise the complaint with yrdirector/ST/supervisorNext level - HOS/HCS (Corp.Serv.): meeting, attended by a"friend" (member of UB), this proceeds even if student isunwilling to attend; response within 20 working daysIf all parties agree, mediation may be attempted via studentcomplaint mediatorsPossible outcomes: Letter ofexplanation/apology/recommendations for actions withinPAU/changes of UB policies/reimbursement of expenses up to£ 100Students should consult ARC before proceeding to formal stage



Formal complaints

Only after informal, must be in writing using a form, within 1mth of the response of HOS/HCS at the informal stageStudent complaints o¢ cer ack�s receipt within 5 daysMediationComplaints Review Panel - chaired by the PVC (AQS) -con�rms the judgment/ refers the case to an earlierstage/proposes an alternative resolutionO¢ ce of the Independent Adjudicator - only if all UB internalprocedures are exhausted



Formal complaints

Only after informal, must be in writing using a form, within 1mth of the response of HOS/HCS at the informal stage

Student complaints o¢ cer ack�s receipt within 5 daysMediationComplaints Review Panel - chaired by the PVC (AQS) -con�rms the judgment/ refers the case to an earlierstage/proposes an alternative resolutionO¢ ce of the Independent Adjudicator - only if all UB internalprocedures are exhausted



Formal complaints

Only after informal, must be in writing using a form, within 1mth of the response of HOS/HCS at the informal stageStudent complaints o¢ cer ack�s receipt within 5 days

MediationComplaints Review Panel - chaired by the PVC (AQS) -con�rms the judgment/ refers the case to an earlierstage/proposes an alternative resolutionO¢ ce of the Independent Adjudicator - only if all UB internalprocedures are exhausted



Formal complaints

Only after informal, must be in writing using a form, within 1mth of the response of HOS/HCS at the informal stageStudent complaints o¢ cer ack�s receipt within 5 daysMediation

Complaints Review Panel - chaired by the PVC (AQS) -con�rms the judgment/ refers the case to an earlierstage/proposes an alternative resolutionO¢ ce of the Independent Adjudicator - only if all UB internalprocedures are exhausted



Formal complaints

Only after informal, must be in writing using a form, within 1mth of the response of HOS/HCS at the informal stageStudent complaints o¢ cer ack�s receipt within 5 daysMediationComplaints Review Panel - chaired by the PVC (AQS) -con�rms the judgment/ refers the case to an earlierstage/proposes an alternative resolution

O¢ ce of the Independent Adjudicator - only if all UB internalprocedures are exhausted



Formal complaints

Only after informal, must be in writing using a form, within 1mth of the response of HOS/HCS at the informal stageStudent complaints o¢ cer ack�s receipt within 5 daysMediationComplaints Review Panel - chaired by the PVC (AQS) -con�rms the judgment/ refers the case to an earlierstage/proposes an alternative resolutionO¢ ce of the Independent Adjudicator - only if all UB internalprocedures are exhausted


3. Examples of good practice

Chemistry: Carefully designed and welcoming studentinduction with strong emphasis on detail, intended to help�rst years with the transition, to settle down as easily aspossible and making them feel well at Bham

Mathematics:

Robust mitigation system, in particular e¢ ciently maintainedreliable database that enables to make quali�ed decisions foryearsQuestionnaire system (every module every year):

Mid-term questionnaires enable to promptly take correctivemeasures in the teaching provision and student supportfollowing student feedbackEnd-of-year questionnaires are set after examinations andprovide therefore a complete picture of a module




Mathematics:

Robust mitigation system, in particular e¢ ciently maintainedreliable database that enables to make quali�ed decisions foryears

Questionnaire system (every module every year):





Mathematics:






Mathematics:


Mid-term questionnaires enable to promptly take correctivemeasures in the teaching provision and student supportfollowing student feedback

End-of-year questionnaires are set after examinations andprovide therefore a complete picture of a module




Mathematics:





Physics:

Tutorial system: Intensive provision in both years 1 and 2 - onehour weekly meetings in groups of 4 or less to provide feedbackon marked assessed workAlternative mathematics programme - specially designedteaching and support for students who need some extra help inyear 1. Following the introduction of this programme themaths fail rate of students in yrs 1 and 2 signi�cantly reduced

CS:

Induction week includes activity-based learning sessions toencourage social networking. 2nd year buddies are assigned tofreshers.Welfare Tutor Scheme: online record keeping system



Physics:

Tutorial system: Intensive provision in both years 1 and 2 - onehour weekly meetings in groups of 4 or less to provide feedbackon marked assessed work

Alternative mathematics programme - specially designedteaching and support for students who need some extra help inyear 1. Following the introduction of this programme themaths fail rate of students in yrs 1 and 2 signi�cantly reduced

CS:




Physics:


CS:




Physics:


CS:

Induction week includes activity-based learning sessions toencourage social networking. 2nd year buddies are assigned tofreshers.

Welfare Tutor Scheme: online record keeping system



Physics:


CS:



4. Key Processes Checklist

Gathering and responding to student feedback on academicissues

Gathering and responding to student feedback onnon-teaching/non-academic mattersProviding welfare support for all studentsFeeding back promptly and constructively to students on theiracademic work in accordance with the Feedback PracticeRequirement GuideProviding twice-yearly progress tutorials to meet student needsAnnual review and planning of careers provision for studentsAnnually reviewing student handbooksSupporting e¤ective student representation andcommunication with studentsInvestigating and responding to informal complaints inaccordance with the Student Complaints ProcedureSetting up panel(s) and consistent working arrangements formitigations



Gathering and responding to student feedback on academicissuesGathering and responding to student feedback onnon-teaching/non-academic matters

Providing welfare support for all studentsFeeding back promptly and constructively to students on theiracademic work in accordance with the Feedback PracticeRequirement GuideProviding twice-yearly progress tutorials to meet student needsAnnual review and planning of careers provision for studentsAnnually reviewing student handbooksSupporting e¤ective student representation andcommunication with studentsInvestigating and responding to informal complaints inaccordance with the Student Complaints ProcedureSetting up panel(s) and consistent working arrangements formitigations



Gathering and responding to student feedback on academicissuesGathering and responding to student feedback onnon-teaching/non-academic mattersProviding welfare support for all students

Feeding back promptly and constructively to students on theiracademic work in accordance with the Feedback PracticeRequirement GuideProviding twice-yearly progress tutorials to meet student needsAnnual review and planning of careers provision for studentsAnnually reviewing student handbooksSupporting e¤ective student representation andcommunication with studentsInvestigating and responding to informal complaints inaccordance with the Student Complaints ProcedureSetting up panel(s) and consistent working arrangements formitigations



Gathering and responding to student feedback on academicissuesGathering and responding to student feedback onnon-teaching/non-academic mattersProviding welfare support for all studentsFeeding back promptly and constructively to students on theiracademic work in accordance with the Feedback PracticeRequirement Guide

Providing twice-yearly progress tutorials to meet student needsAnnual review and planning of careers provision for studentsAnnually reviewing student handbooksSupporting e¤ective student representation andcommunication with studentsInvestigating and responding to informal complaints inaccordance with the Student Complaints ProcedureSetting up panel(s) and consistent working arrangements formitigations



Gathering and responding to student feedback on academicissuesGathering and responding to student feedback onnon-teaching/non-academic mattersProviding welfare support for all studentsFeeding back promptly and constructively to students on theiracademic work in accordance with the Feedback PracticeRequirement GuideProviding twice-yearly progress tutorials to meet student needs

Annual review and planning of careers provision for studentsAnnually reviewing student handbooksSupporting e¤ective student representation andcommunication with studentsInvestigating and responding to informal complaints inaccordance with the Student Complaints ProcedureSetting up panel(s) and consistent working arrangements formitigations



Gathering and responding to student feedback on academicissuesGathering and responding to student feedback onnon-teaching/non-academic mattersProviding welfare support for all studentsFeeding back promptly and constructively to students on theiracademic work in accordance with the Feedback PracticeRequirement GuideProviding twice-yearly progress tutorials to meet student needsAnnual review and planning of careers provision for students

Annually reviewing student handbooksSupporting e¤ective student representation andcommunication with studentsInvestigating and responding to informal complaints inaccordance with the Student Complaints ProcedureSetting up panel(s) and consistent working arrangements formitigations



Gathering and responding to student feedback on academicissuesGathering and responding to student feedback onnon-teaching/non-academic mattersProviding welfare support for all studentsFeeding back promptly and constructively to students on theiracademic work in accordance with the Feedback PracticeRequirement GuideProviding twice-yearly progress tutorials to meet student needsAnnual review and planning of careers provision for studentsAnnually reviewing student handbooks

Supporting e¤ective student representation andcommunication with studentsInvestigating and responding to informal complaints inaccordance with the Student Complaints ProcedureSetting up panel(s) and consistent working arrangements formitigations



Gathering and responding to student feedback on academicissuesGathering and responding to student feedback onnon-teaching/non-academic mattersProviding welfare support for all studentsFeeding back promptly and constructively to students on theiracademic work in accordance with the Feedback PracticeRequirement GuideProviding twice-yearly progress tutorials to meet student needsAnnual review and planning of careers provision for studentsAnnually reviewing student handbooksSupporting e¤ective student representation andcommunication with students

Investigating and responding to informal complaints inaccordance with the Student Complaints ProcedureSetting up panel(s) and consistent working arrangements formitigations



Gathering and responding to student feedback on academicissuesGathering and responding to student feedback onnon-teaching/non-academic mattersProviding welfare support for all studentsFeeding back promptly and constructively to students on theiracademic work in accordance with the Feedback PracticeRequirement GuideProviding twice-yearly progress tutorials to meet student needsAnnual review and planning of careers provision for studentsAnnually reviewing student handbooksSupporting e¤ective student representation andcommunication with studentsInvestigating and responding to informal complaints inaccordance with the Student Complaints Procedure

Setting up panel(s) and consistent working arrangements formitigations



Gathering and responding to student feedback on academicissuesGathering and responding to student feedback onnon-teaching/non-academic mattersProviding welfare support for all studentsFeeding back promptly and constructively to students on theiracademic work in accordance with the Feedback PracticeRequirement GuideProviding twice-yearly progress tutorials to meet student needsAnnual review and planning of careers provision for studentsAnnually reviewing student handbooksSupporting e¤ective student representation andcommunication with studentsInvestigating and responding to informal complaints inaccordance with the Student Complaints ProcedureSetting up panel(s) and consistent working arrangements formitigations
