1. Success for All Esther Akanya, Janette Thompson and Jalpa Ruparelia Centre for Academic Development and Quality

2. We will “continue to be a destination of choice for an increasingly diverse group of students and professionals”, and “continue to address differences in attainment between and obstacles to equal access to opportunities across all student groups” (Creating the University of the Future: Creating Opportunity)

3. The groups that Success for All focus on are:
Gender Ethnicity Disability Age Widening Participation Qualification (BTEC+) Residency

4. Curriculum Refresh
Our work as education developers aims to reduce the attainment gap and is embedded in the Success for All element of Curriculum Refresh. Reducing the attainment gap is one element of Curriculum Refresh
The educational development team is made up of 8 developers – assigned in each of the schools across four sites
Social Sciences
Science and Technology
Arts and Design
Nottingham Law
Arts and Humanities
Animal, Rural and environmental Sciences
Nottingham Business School
Architecture, Design and the Built Environment

5. Success for all in the Curriculum Refresh framework
Action
CO303 We will continue to address differences in attainment between and obstacles to equal access to opportunities across all student groups. S1
Is the course design informed by data on disparities in progression and attainment for the equality and diversity groups, and international, BTEC, and students from disadvantaged backgrounds? S2
Is student engagement reviewed regularly during the course to identify and support at risk students, and to encourage highly engaged students? S3
To build students' social and cultural capital, to what extent does the course include: communication of high expectations for all students; support for students' confidence to achieve these; discussion of expectations of learning in HE; and the steps required to achieve academic success? S4
To what extent does the course design recognise that students learn in different ways (implementing a range of practices such as active learning, ongoing induction, co-curricular activities and pre-arrival and post-arrival strategies)? S5
To what extent is developing students' understanding of assessment practices integrated into course design? S6
To what extent does the course facilitate early social integration to support peer relations through, for example, induction activities, collaborative learning and teaching, opt-out peer mentoring, and staff-organised social events?

6. What we do:
Success for All is reliant on the Ed Devs’ development of ongoing relationships with course teams and academic colleagues
We support the development of the student academic experience by working with colleagues to develop inclusive learning, teaching and curricula.
We analyse institutional, School and course data on, for example, achievement and progression, using this data to prioritise support and to engage colleagues in curriculum and pedagogic development. 
We proactively network with stakeholders to engender the effective sharing of knowledge and practice exchange, raising the profile of the Success for All work across NTU. 
****Please ensure that you note that the Ed Dev strand is one of the key programmes in the SfA work –but there are lots of other initiatives and project across the University.
****Please also note that you are based in CADQ and that allows the team to work with quality processes that are taking place—e.g., CR

7. For Example:
Targeted, data-informed strategies to enable greater success in BTEC-entry students success in BTEC-entry students

8. Inclusive Curriculum Evaluation Tool TESTA-style approach: using data to generate a course-level inclusivity profile. Figures available on disparities in student outcomes across all groups, including BTEC entrants. Facilitates data-informed strategic approaches to student support, assessment design and curriculum development.
Transforming the Experience of Students through Assessment

9. Student progression & attainment data
Although the University offers this information at an institutional and School level, ICET enables Educational Developers to access these figures at course level.

10. Inclusive assessment
Information on the range, load and weighting of assessments can be used to inform strategic approaches to supporting BTEC students.
Inclusive assessment can be understood as taking into account the range, load and weighting of different assessment types, in order to best support students with a diverse range of strengths.
These are major elements of inclusion and perhaps when considering assessment at the level of a course, they are the most important

11. ‘How to Succeed’ video at Nottingham Law School
Use the Aurasma app to have a look at the finished video.
Acknowledging the talents and skills of our BTEC entry students.
The HEPI report tells us that there is significant stigma surrounding BTEC that students will no doubt have been privy to and perhaps been negatively affected by. There is an allusion in the HEPI report to ‘BTEC’ being used as a synonym for ‘inferior’ in the parlance of many young people. Rugby being ‘the BTEC version’ of football, for example, or Pepsi being ‘the BTEC version of Coco Cola’.
We know, however, that the students from our BTEC entry cohort are individuals with an awful lot to offer. At the Law School, two of our most successful students have BTEC as part of their qualifications. Billy, for example, has just finished his degree with a first in every module and was awarded NTU’s Vice-Chancellor’s Award. What better person to offer advice on how to learn effectively when studying Law at NTU?
The video is 12 minutes long and is packed full of advice and information which touches on , for example, first term tips for making the transition into HE successfully, the importance of pastoral support and how to use 1:1 tutorials, how to prepare for assessments, what do to make up for lost learning in the case of absence, and the use of the best electronic teaching and learning resources to enable the most effective and enjoyable learning.
Working with BTEC students to produce an NLS-specific, peer-to-peer advice video. How to learn most effectively.

12. Ensuring successful student transition for BTEC entry students in ADBE.
Events designed to ease transition, build peer-to-peer relationships and increase sense of belonging.
“A furniture making spa day.”
In ADBE there has been an emphasis on supporting students through the 1st year and enabling students from BTEC entry routes to integrate with peers from other entry routes by building a greater sense of community. This has been achieved through more workshops, event and trips that focus on the social aspect of being at university and which get students together to learn new skills and make new friends within the context of the field. An example of this is what a students referred to as “a spa day” bit for “furniture making” where students were able to get together in a relaxed atmosphere and make connections with peers from different backgrounds and with different educational experiences.
Alongside these events, there has been an emphasis on the approach that transition will take longer than Welcome Week and Induction and that students will need more long term, bespoke support. This led to an increase in 1:1 tutorials, informed by big data collated by our dashboard which shows levels of student engagement. This way, 1:1s can be used to discuss attendance, engagement, and, from there, whether students feel they are making the transition into HE effectively and whether they feel they belong here.
Increased 1:1 tutorials for highly personalised support enhanced by usage of the NTU Data Dashboard to monitor engagement.

13. Thank you. Further comments or questions.