Edge Hill University: University of the Year. What Admissions Tutors are looking for; hints and tips on Personal Statements and References

Transcription

1 Edge Hill University: University of the Year What Admissions Tutors are looking for; hints and tips on Personal Statements and References

2 References Personal Statements Comments from Admissions Tutors

3 UCAS References are designed to provide an informed assessment of an applicant's suitability for Higher Education The reference can be the deciding factor in a student being offered a place at university.

4 The Audience Admissions Tutors will read applications for a variety of courses. Some courses may choose to read their own applications and have Faculty Admissions Tutors. They will read the Personal Statement and the reference Applications can be weak where a student has chosen a wide range of different courses, and students may need to be advised about this.

5 What universities are looking for Potential for success Fair and contextual assessment of each individual student Evidence or examples to demonstrate your assessment Acknowledgement of the student s circumstances in school

6 School Information

7 School Information In the changing qualification landscape, the reference will provide an increasingly important role in providing universities with information. UCAS and SPA encourage schools and colleges to consider including the following useful information in an applicant s reference

8 School Information Why the school or college chose to offer the provision that it does (e.g. AS Levels) and what the considerations were when deciding this programme If non-subject specialists are delivering courses e.g. a Core Maths qualification being delivered by a non-mathematician What information is used to determine predicted grades? For example, do you offer internal assessment?

9 School Information Very brief statement detailing the key information, putting the reference in context of the school/college This may include reference to; Size and type of school/college. Number of students in year group and/or class sizes, and the proportion typically progressing to HE. Typical number and patterns of qualifications taken by students, e.g. typical numbers of AS and A level subjects taken by each student, split between BTEC/A-level qualifications. Contextual information about the catchment area/family history of attending HE. Range of opportunities available to all students. The reference is limited to 4,000 characters or 47 lines UCAS recommend linking to this information

10 Student Information

11 Reference Material Try to reflect the student s key messages in their Personal Statement. Utilise the information available on course prospectus pages and information: Entry criteria Desirable student attributes Your personal experience will be essential to comment on student s academic abilities and any personal qualities that will help them to succeed at university. Where learners may be very new to your organisation at the point of application it can be beneficial to provide an additional reference later in the cycle

12 Suitability of a prospective student A fair analysis of the student in the context of: The course Higher Education A particular profession or career Must be positive but honest: admissions tutors are good at reading between the lines *** is capable of hard work could be interpreted as: *** could work hard if they could be bothered, but they can t

13 Academic Achievement and Ability Relevant curriculum enrichment and other activities Academic potential and enthusiasm Performance in individual subjects, modules, assessments and assignments e.g. top 5% in class, grades in internal assessments Factors affecting a student s academic achievement or abilities * you must not give information about an applicant's health or disability without their agreement but encouraging disclosure can help the university support the student effectively.

14 Motivations and Ambitions Attitude, motivation and commitment for HE, their course and their career. General background of behaviour Relevant work experience, such as work placements and voluntary work.

15 Skills and Abilities Any relevant skills and achievements, especially those related to the subject(s) chosen. Skills such as analysis and independent thinking skills that will be relevant to Higher Education e.g. EPQ Make it specific and unique. We recommend *** to your institution // *** would make an excellent teacher because of her ability to interact and engage with younger children effectively.

16 Predicted Grades You do not need to input predicted grades onto the reference If the predicted grades / GCSE grades are not a reflection of the student s potential or abilities, this needs to be explained in the reference. Be clear on qualifications e.g. Diploma or Extended Diploma

17 How much weighting does the reference have? References are a significant element in our decision-making, particularly now not all students will have AS Levels to demonstrate their ability All universities are different The reference is not your only opportunity to provide information about your learners

18 Personal Statements

19 What is a personal statement? 4,000 characters or 47 lines (whichever comes first). This is a student s opportunity to make an institution want to choose them. Many courses don t interview so this is a student s chance to stand out from the crowd.

20 Why is it important? The only way to differentiate between students of similar academic abilities is through a very close reading of the personal statement. Admission Tutor, Russell Group University

21 How should you advise your students? Research by University of Manchester and the HE Access Network has shown that School and College Advisers view personal statements differently to University Admissions Tutors. The research shows that, 'Only ten of the 44 personal statements were awarded the same grade by both teacher and admissions tutor: 20 statements were one grade different, 13 statements were two grades different and one statement was three grades different. Research Brief (January, 2016) Edge Hill University

22 How should you advise your students - Task TASK Look at the personal statements extracts, can you identify whether the feedback was from an Admissions Tutor or a Teacher? Admissions tutors tend to value focused and sustained analysis of a specific topic of interest or case study rather than broad statements about a subject, or attempts to make the statement more personal The research shows that whilst college staff may advise students to make more generic statements, universities view academically written statements as stronger. Edge Hill University

23 Example Statements - Task These quotes are taken from previous personal statements submitted to Edge Hill Study and discuss the quotes in groups Decide on any positive and negative aspects of each

24 PE and School Sport My passion for sport can only be enhanced as I enter university life and I hope to increase my own participation levels in new sports. In addition, I know the knowledge and experience gained will only be enhanced as I progress into higher education eventually fulfilling my aspirations to become a PE teacher. The chance to combine my interests with my desired career is an opportunity I will not take for granted. - Playing sport is an important part of the university experience but not a replacement for the academic demands and purpose of the course - Student has made clear why they are applying and their aspirations - Clear passion and motivation to get involved in university life

25 Midwifery I have asked myself; what have I been taught to value most in life? I have learnt how important it is to be kind, gentle and to listen. How I help and empower people reflects my beliefs and ambitions. To be a part of a woman's pregnancy is a gift. Not only is a baby being born, a mother is too, and how she is treated through this process determines how she feels about herself as a mother. I am committed to pursuing midwifery as a career. My desire is driven by my dedication to be an advocate for women and a leader in normality characters and very generic comments that most people could come up with when talking about the midwifery profession. - A much stronger understanding of the profession would be needed, drawing on experiences or conversations not every applicant would have

26 Animation Due to financial constraints I had to leave education and return to work, initially as a bartender, later progressing up the ladder to a management position. As an ambitious character I seized the chance when offered to become bar and nightclub owner, stepping up my responsibilities yet this did not fulfil my creative needs. While studying I have still continued to develop myself artistically, my personal specialism of illustration and animation has secured private commissions to aid others in logo and branding design. - Good to know about personal experiences but should be kept relevant - The candidate would need to expand on their specific areas of interest within Animation i.e. 2D animation, Stop-Motion, Claymation etc

27 What to Include 5 Key Areas Motivation Relevant Experience - For some courses understanding the role is just as important as relevant experience. Hobbies and Interests - This does not always need to be included. Make sure hobbies and interests are as relevant as possible. Academic Ability Personal Skills and Attributes

28 Q & A Peter Talbot Admissions Manager Charles Knight Associate Director of the Business School Emma Heron Departmental Director of Recruitment and Senior Lecturer in Drama