Success for All

Success for All is an NTU-wide initiative which commits to ensuring all our students can achieve success regardless of their background. CADQ works to support this initiative by seeking effective evidence-based, context-specific solutions to enhance students’ academic experience.

Individuals engaging in discussion

  • Aim

    NTU is committed to providing opportunities for all students to achieve success regardless of their background, characteristics or prior educational history.

  • Why

    Like other institutions across the Higher Education sector, we have experienced the challenge of unexplained progression, attainment and outcomes gaps between groups of students. We have prioritised the closing of these gaps to ensure all our students can fulfil their potential.

  • Course-level Case Studies

    Colleagues across NTU have been working to understand course-specific disparities in progression, attainment and engagement, and to test and adopt relevant strategies to address these disparities. A selection of these interventions is shared here in the form of case studies to support course teams looking for ideas to adapt for their own context.

    Examples of course-contextualised interventions into curricula, pedagogies and assessment:

    Active collaborative learning in Cellular PathologyA core module across Biosciences courses has adopted an approach inspired by SCALE-UP to help students grapple with difficult concepts, demystify subject jargon, and build collaborative working skillsBiomedical and Biological Science coursesMatthew Griffiths, course team member

    SCALE-UP, pedagogy, widening participation (WP), collaborative

    Active learning to support engagement and conceptual understanding in Civil EngineeringBSc Civil Engineering has adopted an active learning approach for their ‘Introduction to Structural Engineering’ module resulting in a positive impact on students’ understanding of, and engagement with, difficult content.Civil Engineering BScSyed Mohyuddin, module leadactive learning, engagement, assessment, pedagogy
    Mainstreaming academic skills support in Science courses

    Academic skills support traditionally offered to international students is “mainstreamed” in the curriculum of two subject areas in Science and Technology.

    Courses in: Computing and Technology; Biosciences; Bio-engineering; EngineeringJo Hartley, Principal Lecturercurriculum, international, study skills
    Transforming assessment for fairness and sustainabilityColleagues in BA Costume Design & Making redesigned a core course assessment to ensure that it is accessible for students from lower-income households; resulting in an increase in student satisfaction levels.Costume Design and Making BANadia Malik, course leaderBME, curriculum, assessment
    Engaging BME students to support curriculum diversificationEncouraging BME student engagement on the BA English Literature course has resulted in a more diverse curriculum and simple changes to the degree ensuring it is more inclusive.English Literature BAStephanie Palmer, course leaderBME, curriculum, assessment, inclusive
    Inclusive formative assessment

    The Equestrian Psychology teaching team has incorporated developmental exam skills support to help all students prepare effectively for a summative exam.

    Equestrian Psychology coursesSarah Hallam, course team memberassessment, formative, BTEC
    Engaging BTEC-entry students with sustainability issues in Confetti Film and Television Production coursesColleagues teaching on Film and TV production courses have implemented changes to make learning around sustainability more inclusive, with a particular focus on the needs of students from BTEC backgrounds.BSc and FDSc Film Production TechnologyPaul Wallis, module leadActive learning, pedagogy, BTEC, WP, assessment
    Student-led inclusion: students listening to students' voices in NBSInternational Business courses have empowered student course representatives and CERT (Collaborative Engagement and Retention Team) mentors to create a student-led culture of inclusion, leading to a number of bespoke interventions.Contract LawRyan Murray, Learning and Teaching Manager;

    BTEC, BME, diagnostic, assessment

    Inclusive course designThe new BA Filmmaking course was designed with ‘Success for All’ strategies embedded in learning outcomes, assessment, and activities.Filmmaking BAJools Ayodeji, course team memberActive learning, engagement, assessment, pedagogy
    Diagnostic self-testing for students in Contract LawStudy sessions on exam technique are embedded into the level 4 course curriculum: they are targeted at BTEC students in particular but all students can benefit.LawRyan Murray, Learning and Teaching Manager

    BTEC, BME, diagnostic, assessment

    Internationalising a course: the MA Museum and Heritage Studies experienceThe MA Museum and Heritage course team used strategic group formation for project work and incorporated anglo-Chinese content to make the course more inclusive and representative of the student cohort.Museum and Heritage Development MAKat Massing, course team memberInternationalisation, whole course, diversity.
    Decolonising the Curriculum in a Politics and International Relations moduleThe Politics and International Relations department has been working to move the course content away from “Western-centric” perspectives and support students to critique discourses of privilege and power.Politics and International RelationsJon Mansell, course team member

    decolonising, curriculum,  diversity

    Introducing peer-assessment and feedback for first-year BA Social Work studentsBA Social Work has introduced peer feedback sessions to help students develop their professional and academic skills in giving feedback; the sessions also build student understanding of and trust in marking and moderation practices.Social Work BAEmma Reith Hall, course leaderassessment, peer-feedback, pedagogy

  • School-level Case Studies

    Colleagues across NTU have been working to understand course-specific disparities in progression, attainment and engagement, and to test and adopt relevant strategies to address these disparities. A selection of these interventions is shared here in the form of case studies to support course teams looking for ideas to adapt for their own context.

    Examples of School-wide interventions to address disparities in progression, attainment and engagement:

    InitiativeDescriptionAcademic SchoolContactKeywords

    Supporting academic staff to enhance assessment practices across a whole School

    Responding to the student voice around clarity of assessments, the School of Architecture Design and Built Environment developed compulsory training for permanent staff to ensure parity of practice.

    School of Architecture, Design and the Built Environment

    Naomi Jordan, School Quality Managerassessment, feedback, staff-development.
    FE to HE transition supportThe School of Animal, Rural and Environmental Sciences has implemented many school-wide initiatives to ensure that the transition from FE to HE is as smooth and inclusive as possible for incoming students, for example through the introduction of a staff HE-FE mentoring scheme.School of Animal, Rural and Environmental SciencesSarah Broadberry, Student Academic Experience Managertransition, inclusive, FE, BTEC.
    Personal and academic development core modules in NBSStudents take a credit-bearing module to support their personal and academic development in every year of their course: sessions take a personalised approach which supports Success for All.Nottingham Business SchoolShelley Clark, Principal Lecturer for Personalisationpersonalisation, curriculum, assessment.
    An inclusive approach to reducing academic irregularities in NLSNottingham Law School has developed a training package covering elements of academic irregularities to support all students—in particular, BTEC-entry students and international students.

    Nottingham Law School

    Amanda Rushby, module lead

    academic irregularity, assessment, BTEC, international

    Student-led New Black SocietyStudents have worked closely with staff in Nottingham Law School to set up a student-led society for all students called ‘New Black Society’ aimed at challenging perceptions around ‘race’ and ethnicity, as well as creating a community of students who can relate to one another.Nottingham Law SchoolElyse Wakelin, School Success for All contact

    BME, student-led, belonging, community

    Decolonising and internationalising the curriculum – a new TILT Practice and Scholarship group

    Colleagues in the School of Social Sciences are collaborating with colleagues across the university to form a TILT group/thinktank for sharing resources, practice, and expertise on processes for decolonising a curriculum.

    School of Social SciencesDeanne Bell, Simon Cauvain, Kevin Love, TILT group co-chairscurriculum, international, decolonise, practice-exchange.
    Success for All stories—Video resource to support inclusivityColleagues in Social Sciences are developing video interviews with final year students, with the aim of troubling stories of (ex)inclusion and (un)support. The videos will be used as a staff-facing resource to support inclusive teaching strategies and understanding barriers to learning; and as a student-facing resource to build belonging.School of Social SciencesAnne Owen, Student Outcomes ManagerTransition, mentoring, belonging, community, staff development.

  • Current Status

    We continue to work on evidence-based, context-specific solutions to understand and implement what works to support all students to succeed in their studies.

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+44(0)115 848 2100