Pre-entry self-assessment and mapping to relevant services as a means of developing learner autonomy in undergraduates.

Journal article


Leadley-Meade, Z. and Goodwin, R. (2019). Pre-entry self-assessment and mapping to relevant services as a means of developing learner autonomy in undergraduates. The Journal of Inclusive Practice in Further and Higher Education. 1 (11), pp. 4-13.
AuthorsLeadley-Meade, Z. and Goodwin, R.
Abstract

A pre-entry self-assessment protocol was developed by academics and professional services staff with input from students at London South Bank University (LSBU). It was trialed with a cohort of undergraduate students in the Division of Education. The purpose was to help the students to identify the practical and academic skills they would need to develop in order to succeed and to understand what sort of support would be available to help them to do so. By completing the exercise pre-entry, students were able to generate a personal profile and access advice on how to go about developing their skills. The profile formed the basis of a useful conversation with their academic advisor in the early stages of the course. Self-assessment was repeated during the first semester enabling students to consider their changing requirements. Students reported finding the exercise helpful and empowering in that they were able to take control of their own help-seeking. They were surprised by the support available. Staff reported an uptake in accessing services. Principles of Universal Design for Learning (UDL) underpinned the project. London South Bank is a university providing the sort of infrastructure which enables students to access support easily and not assuming that they will know what sort of skills they need to develop and where to find help proved to be a useful and positive starting point which was of benefit to all students. DSA reforms are prompting the sector to think more coherently in terms of embedding UDL and inclusive practices. This initiative represents a practical response to the task with the potential to be useful beyond LSBU.

Keywordsundergraduate; student support; self-assessment; widening participation; universal design; learning environment
Year2019
JournalThe Journal of Inclusive Practice in Further and Higher Education
Journal citation1 (11), pp. 4-13
Publication dates
Print10 Jun 2019
Online10 Jun 2019
Publication process dates
Accepted25 Mar 2019
Deposited29 Jan 2020
Accepted author manuscript
License
CC BY 4.0
File Access Level
Open
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https://openresearch.lsbu.ac.uk/item/88xq8

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