Innovative learning in action (ILIA) issue two: Enhancing student diversity, progression & achievement

Caruana, V

Abstract

Welcome to the second edition of the University of Salford’s ‘Innovative Learning in Action’ (ILIA). The journal is published biannually and is intended to provide
recognition for and to celebrate the good practice of staff who – across campus – strive to innovate in
pursuit of the quality learning experience. The dissemination of good practice will provide positive
encouragement to those considering new approaches to
student learning and support and act as a springboard for
collaboration, shared experience, mutual support and reflection within and across the faculties.
The theme of this edition is ‘Enhancing Student Diversity,
Progression and Achievement’, reflecting the University’s widely recognised strategic commitment to widen participation, and its expertise in curriculum innovation to meet the needs of our students.
Contributors deal with a range of challenges to practitioners at key stages in the student life-cycle and
offer highly reflective insights of relevance across the University. The journal therefore provides a valuable
opportunity to share and learn from the experiences of colleagues.

Citation

Caruana, V. (2004). Innovative learning in action (ILIA) issue two: Enhancing student diversity, progression & achievement. Salford, UK

• Other Type: Other
• Publication Date: Sep 1, 2004
• Deposit Date: Apr 3, 2009
• Publicly Available Date: Apr 3, 2009
• Related Public URLs: http://www.edu.salford.ac.uk; http://www.edu.salford.ac.uk/scd/ltprac/05/; http://www.edu.salford.ac.uk/docs/ilia_issue2.pdf
• Additional Information: Additional Information : Contributions: The personal, the professional and the political: reflections on a Black and Asian summer school, by Suryia Nayak, Philomena Harrison and Parveen Marrington-Mir; Can student retention and progression be improved by active participation in learning?, by Helen Crabtree and Jane A. K. Silver; What works and in what ways? The contributions of mentoring towards diversity, progression and achievement, by Iain Jones; Enhancing the early student experience, by Eileen Trotter; Promoting student progression and achievement through intra-partnership working – a model of best practice, by Rory Daly and Jane McDermott; Promoting equality and diversity in health and social care curricula: report on a widening participation project, by Bernard Melling, Allison Coleman, Lis Bourne and Joan Livesley; Developing independent language learning (DILL): reflections on progress, by Linda Altshul; Conceptualising student support in the Faculty of Health and Social Care, by Sandra Shaw and Rita Haworth.