Study gets sticky with new CEP

QAA has published the final report of a Collaborative Enhancement Project (CEP) which explores approaches to improving student retention and attainment.

The QAA-funded CEP has identified, developed and evaluated ways in which higher education courses can embed 'sticky' strategies in induction, assessment, online peer learning communities and enquiry-based learning pedagogy to maximise student experience and engagement.

The project was led by Dr Claire Orwin, Professor Susan Orr and Professor Alasdair Blair from De Montfort University, in collaboration with colleagues from the University of Brighton, Glasgow Caledonian University and the University of the Arts London.

As the final report observes, the CEP provided a framework to draw together four institutions that hadn't previously worked together in order to build a network of colleagues with shared interests and expertise, to develop future opportunities for collaboration, and to draw on these partners' collective expertise and experience to cultivate a deeper understanding of how retention and student engagement can be developed at the heart of the curriculum.

Alongside the final report, the project team has produced a range of related blogs, case studies and resources, including guidelines on how to make a course sticky, a succinct toolkit which synthesizes key areas of learning from the initiative, and recordings, transcripts and insights from a seminar held last December to discuss approaches to student transitions, peer communities and student-centred and enquiry-based learning, in the context of the development and delivery of the 'sticky' course.

The project's outputs also include an extensive set of resources exploring such topics as preparedness to study, promoting peer communities online and enquiry-based learning.

All of these resources are now available on the QAA website.