Birmingham City University

1. School of Law
Connect Project
School of Law
Connect Project

2. Why Connect?
• Current ‘mixed-bag’ of qualifications
• Almost polar academic skills i.e. either examination or coursework focussed
• Higher than average number of ‘first generation’ students
• Higher than average number of ‘commuter students’
• Higher than average number of BAME students
• Students from a lower socio-economic background

3. Connecting ….
Student
Mentors
Fellow
students
Academics
E.D.S.
Student
Affairs
BCU

4. Connect Aims
• To enhance transition between studying at FE and HE
• To develop professional skills
• To enable independent learning
• To promote inclusive learning
• To create a greater sense of belonging within the School of Law
Students need a clear, accurate perception about what success looks like in their course, in
order to be more able to meet academic expectations.
University of York, Canada

5. Connect – Design & Delivery
Funding
• Proposal
• Funding Bid
Mentors
• Advertised
• Shortlisted
• Interviewed
Design
• Staff and mentors working in partnership
• Delivery Method and Facilitation
• Pre-Induction, Induction and Post-Induction
Content
• Personal Study Skills
• Academic Skills
• Professional Skills

6. Student
Achievement
Evaluation

7. Student Feedback
“They helped to explain about
degree level essays and
problem questions and
explained how it differs from
A-levels.”
“To have students advice on
university has helped me to
understand what to do and
how to go about it.”
“The best benefit is that we
can ask anything during
Connect sessions. That helps a
lot”
“They helped us form a clear
understanding of how to
approach formatives and how
to revise more efficiently.”
“We were given first-hand
experiences of the benefits of
engaging in wider reading
and advice on how to improve
our written abilities.”
“Having other students do the
Connect sessions has been
helpful as they understand
due to their past experience,
and they give us advice on
how to do well in our studies.”
“The Connect sessions have
helped me settle into uni by
setting up a support system
with second and third years
and with students from the
first year.”

8. Discussion Point 1: Project Design
• Aims
• Funding v Voluntary?
• Role of Mentors
• Recruitment of Mentors
• Training of Mentors
• Delivery – bespoke facilitated sessions, drop-in
sessions, on-line support, blended approach?

9. Discussion Point 2: Content
• Content – learning materials
• Personal study skills?
• Academic skills?
• Professional skills?
• Key messages?

10. Discussion Point 3: Challenges
• Persuasive conversations
• Staff buy-in
• Resourcing implications
• Timetabling
• Room Booking
• Engagement of all students
• Impact on staff project managers
• Adaptability – plan B?

11. References
• Kift, S., Articulating a transition pedagogy to scaffold and to enhance the first year student learning
experience in Australian higher education.
• Kuh, G., (2008) High-Impact Educational Practices: What they are, who has access to them and why they
matter. Association of American Colleges and Universities.
• Lizzio, A., (2006) Designing an Orientation and Transition Strategy for Commencing Students
• Millard, L. and Gough, K., et al (2016) Students as co-designers in revitalising the first year student
experience. In P. Bonne and D. Knutt, eds. Ten Times the First Year; reflections on ten years of the European
First Year Experience Conference. Tielt: Lannoo Campus Publishers, pp.91-121
• Morrison, J., Conrad, M., et al, (2013) A case for Change: A first year experience framework at York
University.
• Tinto, V., Establishing Conditions for Student Success
• Thomas, L., (2012). Building Student Engagement and Belonging in Higher Education at a Time of Change: A
Summary of Findings and Recommendations from the What Works? Student Retention and Success
Programme.
• Zacharopoulou, A, and Turner, C., (2013) Peer assisted learning and the creation of a “learning community”
for first year law students