S 3 Student Support System

Transcription

1 S 3 Student Support System Help & Tutorials Please note, student details etc. may be obscured in this video to ensure anonymity. Site Developed and Managed by Paul Dowland, Centre for Security, Communications and Network Research (CSCAN), Plymouth University

2 Introduction to S3 S3 has been developed since 2009 to support: Adhoc feedback Attendance monitoring/reporting (at module, stage and programme level) Easy to access class/programme lists/maps with overlaid attendance alert data Management and reporting of student assessment and marks Peer review management Personal tutee management with many more features under development

3 Role-based S3 is role based: Senior Manager Senior Personal Tutor Subject Group Leader Programme Manager* Professional Services Other Module Staff Module Leader* Stage Tutor The subject group leader is typically the SAP chair for a group of modules. Those marked * can only be linked to a single person per module or programme.

4 Senior Manager (typically heads, deputy heads and associate heads) Add/archive staff users (academic and professional services) Assign module leadership roles to academics and link modules to relevant subject group leader (commonly the SAP chair) Assign a programme manager for each programme Assign senior personal tutor(s) for each programme Assign roles to staff (e.g. programme managers, subject group leaders, peer observation coordinator, senior personal tutor)

5 Programme manager role Flag any stages to be excluded from attendance monitoring alerts (e.g. placement year) Log URL for programme handbook Log stage tutors Log stage reps (students) Manage programme spec (add/remove modules from each stage) - once defined, this will roll-over to the next academic year, but, any changes will need S3 to be updated. Review assessment loading for the cohort Review attendance for each cohort (may be delegated to stage tutors in some schools) Report attendance issues as appropriate (to the faculty) and record against the respective student record card (may be delegated to stage tutors in some schools)

6 Stage tutor role Review assessment loading for the cohort Review attendance for each cohort (may be a programme manager responsibility in some schools) Report attendance issues as appropriate (to the faculty) and record against the respective student record card (may be a programme manager responsibility in some schools)

7 Subject group leader (usually the SAP chair) role Assign module leaders to modules under your management

8 Module leader role Add additional academic staff to module Check DAS MAP/adjustment data Check assessment loading for student cohort before setting SCOLAR/faculty coursework submissions or scheduling in-class tests Manually record any assessments conducted outside of SCOLAR/faculty submission (e.g. in-class tests) Log coursework return dates Define schedule of delivery for module (only needs to be done once per year) Record attendance 'Opt-in/out' to use adhoc feedback (students can leave feedback direct to lecturer's)

9 Senior personal tutor role Assign students to tutors (and check periodically for new students/transfers with incorrect or missing tutor allocations) Manage tutor workload (ensure fair distribution of tutees) Review tutee meetings for compliance with university personal tutoring policy

10 Personal tutor role Responsibilities Review tutee alerts on home page Log tutee meetings (can also invite students to meetings via S3 - invite is logged in audit trail) Record notes from meetings if appropriate Discuss attendance/assessments/marks with tutees

11 Peer review coordinator role Periodically review dates for academic staff in school to ensure peer reviews have been logged Review data (e.g. best practice/generic training requirements) for reporting upwards and to demonstrate compliance with peer review policy

12 Accessing S3 S3 is a web site accessible both on and off campus from:

13 Help and support S3 has a help section available from the menu on the left of the site (at the bottom) including PDF guides and videos. Each school should have one or more champions who can provide some limited support or can escalate if it requires further assistance.