Think, Reflect, Succeed

Think, Reflect, Succeed (TRS)

The University of Derby’s (UoD) Think, Reflect, Succeed (TRS) programme has been developed in response to drivers to support young learners to raise attainment. The programme offers a new approach for UoD’s Widening Participation (WP) team in the provision of raising attainment outreach and is a move away from its traditional offer of revision technique activities. 

Changes to the programme delivery were introduced this year, including a collaboration with the local Uniconnect partnership, DANCOP.  

In academic year (AY) 23-24, Think, Reflect Succeed was delivered to 175 learners across 8 events. 26 of those were Y12s and 149 were Y10s. Of the 175 learners, 129 were specifically from the 4 DANCOP events that were delivered to Y10, and 46 were delivered on WP specific events. Teachers from all events were also asked to fill in evaluation forms, with 24 teachers filling in those forms. It is important to note that the DANCOP team only delivered their sessions to Y10 learners.  

The evaluation method consisted solely of pre and post evaluations collected in person to determine distance travelled in both the learners' attitudes to higher education and self-reflection on their understanding of all 3 topics that were delivered. The self-reflection was measured on a Likert scale as shown in the evaluation form (Appendix A). 

Impact

The below graphics illustrate the attitudinal responses from learners who took part in all three sessions. The data includes responses from both Year 10 and Year 12 learners from all sessions that were delivered.  

Each question asked whether the learner felt confident that they could apply the skills they had learnt to their current and future studies.  

Evaluation evidence shows significant increases in learners understanding of critical thinking; reflection; and research, and their belief in applying these skills now and in the future. It is clear learners understood the sessions and felt that they were able to more confidently apply these skills to support their attainment. 

Critical Thinking

The number of learners who felt confident that they could apply the skills they had learned to their current and future studies

Reflection

The number of learners who felt confident that they could apply the skills they had learned to their current and future studies

Research

The number of learners who felt confident that they could apply the skills they had learned to their current and future studies

FACE submission

Both Nathan Robertson and Krisha Bainham were successful this year in publishing a chapter for the Forum for Access and Continuation publication on Co-Constructing Education for all. The chapter reviews the development, implementation and evaluation of UoD’s TRS programme and outlined the implementation and emerging findings of the programme within the context of institutional, local, and political drivers, with an analysis of the socio-economic, demographic and geographic factors which have influenced its development. This chapter is available to view publicly and on UoD’s open access repository.