1. Andrew Clutterbuck, a.clutterbuck@herts.ac.uk @UH_Andrewa.clutterbuck@herts.ac.uk Sarah Flynn, s.j.flynn@herts.ac.uk @sarahjaneflynns.j.flynn@herts.ac.uk Nathan Ghann n.1.ghann@herts.ac.uk @nathanghannn.1.ghann@herts.ac.uk “No one can do everything, but everyone can do something”: An holistic approach to reducing the attainment gap

2. Introduction We will present our discussion from three key perspectives: Institutional Commitment Staff development and an inclusive curriculum Empowerment of students We will report on the activities that we have initiated and will share some of the challenges and successes that have enabled us to reduce the gap. We hope you will Discuss the rewards and challenges associated with reducing the attainment gap; consider an Institutional approach to reducing the attainment gap and identify initiatives and/or activities that may be applicable within your own Institution

3. Institutional commitment: the people RoleReason for involvementRepresentation of minority ethnic staff and students Pro Vice-Chancellor (UK Education Partnerships) I am committed to achieving a fairer and more equal society in which diversity and cultural difference is celebrated. Being involved in the SAT is a fantastic opportunity to make things happen that will benefit everyone in the University community. I am a British white male and my wife identifies herself as black British, and my two daughters as mixed Black British/white. My academic expertise is in Religious Studies - which I've taught in secondary schools and on degree level courses at the University - and my especial research interests are in Islam and Religious Education/Religious Studies.

4. Institutional commitment: the data

9. Institutional commitment: the rationales The Business rationale The Social Justice rationale The Educational rationale

10. Institutional commitment: the goals Our objectives In 2012 we set agreed measurable, strategic equality objectives for 2012-16: Objective 1 - Provide effective equality advice, guidance and support to all staff and students. Objective 2 - Enhance engagement and communication with staff and students on equality matters. Objective 3 - Work towards reducing the differential in degree attainment between White and Black and Minority Ethnic (BME) students by 10 percentage points by 2014/15. Objective 4 - Enhance employment opportunities and identify and address barriers to the recruitment and career progression of staff. Objective 5 - Collect and analyse monitoring information effectively to advance equality of opportunity for diverse groups.

11. Institutional commitment: the goals

12. Identification of performance gap Institutional commitment to reduce the attainment gap from Development of Institutional wide action plan Staff development Student empowerment Tackling the attainment gap at UH No one can do everything but everyone can do something

13. BME Student Success Project at UH

14. Staff development approaches 2 University Committee Away Days (60 attendees) Professional Units and Academic School Conferences/Away Days (500 attendees) Discussion Forums (40 attendees) Unconscious Bias workshops (over 500 attendees) Bespoke Workshops for Academic Schools (60 attendees) Generic Workshops (20 attendees) Annual L&T conference (220 attendees) PGCertLTHE (50 attendees/year) Students’ Union Executive Meeting (10 attendees)

15. Toolkit Development http://tinyurl.com/7gmmmnu

16. Tutor’s desk Inclusive group work 2 4 3 2 3 1 4 5 2 5 1 4 1 3 2 3 5 4 3 1 4 2 5 2 1 3 5 154 Set first task in pairs e.g. checking understanding of previous seminars Set next task in 3s and give people roles in the group

17. Top Tips to support BME student success Learn student names Invite participation from all students Manage student groups to move students beyond friendship groups Assess your own racial or cultural biases Consider opportunities for students to be inspired by BME role models (e.g. guest lecturers, video clips or interviews) Whenever possible, use anonymous marking

18. Conference

19. Hertfordshire Business School Student Empowerment through the Student Development Programme

20. Student Demographics 88 students were registered onto the programme – 65 of whom signed up voluntarily – An additional 23 students referred to us as ‘At Risk’

21. 1. Academic writing (67%) 3. Exams & Exam revision (51%) 2. Time management (55%) What skills do you most want to develop?

22. As a result of the programme, which areas are you more confident in? 1.Understanding lecturers expectations in assignments and exams (87%) 2.Knowing where to find appropriate resources that help you on your academic course? (86%) 3.Undertaking an exam (80%) Engagement and Confidence results: 72% students stated they felt more engaged in their degree course 77% of the students felt much more confident in their degree course 100% of the students were satisfied with the support they received and would recommend the Student Development program to a friend

23. Overall Results 55% achieved a good degree average (2.1 or higher) with 66% of all students achieving a First Class in one or more of their modules Overall 9 out of 10 students (93%) stated they felt the programme had been effective in helping them develop academically 100% of ‘At risk’ students that engaged were retained on their course of study

25. Student empowerment Key learnings and best practices 1.Assessment comprehension Recommendation: Self-evaluation forms/checklist 2.Lower self-perception of academic ability Recommendation: More inclusive teaching 3.Incorrect academic expectations Recommendation: Expectations effectively communicated

26. Getting comfortable with being uncomfortable Andrew Clutterbuck, a.clutterbuck@herts.ac.uk @UH_Andrewa.clutterbuck@herts.ac.uk Sarah Flynn, s.j.flynn@herts.ac.uk @sarahjaneflynns.j.flynn@herts.ac.uk Nathan Ghann n.1.ghann@herts.ac.uk @nathanghannn.1.ghann@herts.ac.uk