Schools and Institutes should already have received a copy of the below but it is replicated here for you to edit as appropriate. Please ensure that this web page is widely promoted to students.
STUDENT ENGAGEMENT POLICY FRAMEWORK – {insert School name here}
INTRODUCTION {Suggested text - School to amend as appropriate. For the convenience of students, Schools should briefly outline their preferred criteria for student engagement here. Also add here: that Joint Honours Students are to note any variations in relevant School policies}
For the timely and effective administration of support, the School wishes to use the following markers of student engagement. This is to ensure that students are well supported and given every opportunity to progress with their studies and to achieve to their fullest potential whilst here.
1. MARKERS OF STUDENT ENGAGEMENT {Delete or amend specific marker(s) – depending on individual School’s preferred criteria for student engagement}
1.1Attendance: All undergraduate students are expected to attend scheduled taught sessions including lectures, practical classes, group work, workshops, tutorials, seminars, field work, computer lab sessions, problem-solving classes, exercise classes, lab sessions, project meetings, and other events which are associated with the modules for which they are registered as part of their programme of study {insert here: attendance requirements at relevant session(s), and for information compliance - what data the School will capture, and how this will be used}
1.2Coursework Submission: All undergraduate students are expected to submit reports, exercises essays, and other pieces of coursework associated with each module for which they are registered as part of their programme of study, by the individually advertised deadlines and method of submission {insert here: specified or general submission requirements, and for information compliance - what data the School will capture, and how this will be used}
1.3Participation in Formative Assessments: All undergraduate students are expected to participate in a range of activities (with or without the allocation of marks) that help to inform teaching and learning during the learning process. Examples of such activities are subject related quizzes, or exercises linked to module materials on QMPlus. {insert here: specified or general participation requirements, and for information compliance - what data the School will capture, and how this will be used}
1.4Marks from Summative Assessments: All undergraduate students are expected to participate in a range of activities assessing the outcomes of a learning process. Provisional and/or confirmed marks allocated from such summative assessments e.g weekly tests, coursework,andExaminations, often contribute to the overall module grade and programme degree classification. {insert here: specified or general mark threshold, and for information compliance - what data the School will capture, and how this will be used}
1.5Other Student Engagement Activities: All undergraduate students are expected to participate in a range of formal or informal activities that signify continued engagement with their programme of study. Examples of such activities are scheduled meetings with Personal Tutors/Academic Advisors, and group work {insert here: participation requirements for specified activity/activities, and for information compliance - what data the School will capture, and how this will be used}
2 ACTION FOLLOWING IDENTIFICATION OF STUDENTS WHO MAY REQUIRE SUPPORT {Suggested text - School to amend stated procedure where necessary.
2.1 Actions by Schools are designed to support students to engage or re-engage with their study programme. The underpinning principles are that the School, once it has admitted a student to a programme of study, has a duty of care to that student, whilst in turn the student has a responsibility to engage with the available support. In such cases, support will be designed by the School around the needs of the individual student.
2.2 A student identified as approaching or falling below the minimum requirements of engagement set by their School will be contacted alerting them to this, outlining support mechanisms to deal with the issues that may be contributing to this.
2.3 Once a student is identified as in need of support in order to re-engage with their studies, they will be invited to a meeting with their Personal Tutor/Academic Advisor to discuss issues that might be affecting their studies, and for the provision of encouragement/advice (with possible referral to QMUL support services if necessary). The first port of call is the Personal Tutor/Academic Advisor, who in turn may liaise with the Senior Tutor and the School’s Student Support/Experience Manager. In exceptional circumstances, a senior member of the School team, such as the Head of Department or the Head of School, may be involved in this process.
2.4 The School will always try to help students who are experiencing problems, but we cannot do so if we are not kept informed of them. If there are factors making a student’s engagement with their programme difficult, it is essential that the student discusses these with their Personal Tutor/Academic Advisor, or an appropriate person in the School, at an early stage. This will give us the opportunity to intervene and provide the necessary support.
