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UAL Research Online

What next? supporting student progression

Atkinson, Sarah (2010) What next? supporting student progression. In: University of the Arts London Teaching and Learning Conference, 2010, University of the Arts London. (Unpublished)

Type of Research: Conference, Symposium or Workshop Item
Creators: Atkinson, Sarah

This case study describes the development of a resource for supporting student progression to Higher Education from level 3 and 4 courses at London College of Fashion.

The experience of completing the applications process is fraught with anxiety for students, considering their own strengths and abilities, selecting an appropriate course, preparing both their work and themselves for interview, the financial implications of acceptance and the need to deal with possible rejection.

For tutors supporting these students at this very sensitive time there is a need to have good, relevant and current information, advice and guidance. Information has to be consistent and easily accessible and suitable for dissemination to a very large and very diverse student body.

This project was developed in consultation with staff and students who recognized a need for a better more user friendly way of accessing this information and building on the already existing good practice. The project was funded through a joint Creative Learning in Practice Centre for Excellence in Teaching and Learning (CLIP CETL) Fellowship between Sarah Atkinson and Vija Vilcins at The University of the Arts London.

Keywords/subjects not otherwise listed: progression, peer, tutorial, resource, visual, support, teaching and learning research
Your affiliations with UAL: Colleges > Chelsea College of Arts
Date: 2010
Related Websites: http://www.adm.heacademy.ac.uk/resources/case-studies/what-next-supporting-student-progression-from-further-to-higher-education
Related Websites:
Event Location: University of the Arts London
Date Deposited: 30 May 2012 09:59
Last Modified: 02 Aug 2016 14:19
Item ID: 5355
URI: https://ualresearchonline.arts.ac.uk/id/eprint/5355

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