Author: cava_admin

Our Communication and Events Officer, Georgia Green, recently caught up with Zoë Chapman, author of the upcoming Access to HE Student Handbook, set to release in October. Zoë’s dedication to Access to Higher Education (HE) is clear through following her fascinating career journey.

Zoë’s journey began as an Access to HE Diploma student in Medical Science, which led to a Biochemistry degree at the University of Liverpool. After a tutor suggested she’d make a great teacher, she returned to her college to teach Access to HE Diploma students. Her passion for the field only grew, eventually leading her to run her own Access to HE provision and now write the first-ever handbook for Access to HE students. “If you cut me open, I’d bleed Access!” she joked.

The Access to HE Student Handbook is part journal, part textbook, offering comprehensive support to Access learners. It covers everything from assessment strategies and academic skills to preparing for university, with a focus on addressing the unique needs of adult learners—something Zoë felt was missing in other resources.

The idea for the book came from Zoë’s experience as a lecturer, often answering the same student questions—about distinctions, ungraded units, or how to structure academic work. She realised there was no single resource to guide students through the entire process, so she decided to write it herself. With support from Sage Publications and valuable input from multiple AVAs, including CAVA, the book took shape.

While the book isn’t an official QAA publication, Zoë received strong support from them. Rob Stroud from the QAA even wrote the foreword, and Zoë was thrilled to be granted permission to use the Access to HE logo on the cover, lending the book extra credibility.

Writing wasn’t without its challenges. Midway through the project, the grading system for Access to HE changed, requiring Zoë to rewrite large sections. Though it was a challenge, she found it rewarding as it deepened her understanding of the new standards.

The hardest part? “Just getting started!” she admits. With 80,000 words ahead of her, it felt like a mountain to climb. But once she found her rhythm, writing became a natural extension of her teaching. She also had to overcome some imposter syndrome about her more informal tone, but feedback from her publisher reassured her that her accessible style was exactly what the book needed.

What’s next for Zoë? She’ll continue to take on more Access-related consultancy in the future and she’s excited to see what opportunities come her way.

The Access to Higher Education Student Handbook is available for pre-order now on the Sage website. For those working in Access to HE, you can request a free inspection copy. Use code CHAPMAN30 for 30% off your order. The book will also be available through major retailers like Amazon and Waterstones, with a tentative release date of late October. Pre-orders are live, so be sure to check it out.

AI continues to develop at a rapid speed, presenting both exciting opportunities and unique challenges within education. As part of our commitment to staying at the forefront of these developments, we wanted to share how we’ve been integrating AI into our work, ensuring its safe and effective use to support our team and members.

Over the past year, we have continued to find ways to implement AI tools into our work, without removing the personal approach we pride ourselves on. Last year we shared guidance on generative AI, and believe this is still a relevant and useful document. We continue to review and update it where relevant to reflect on recent changes.

Integrating AI into our Workflow

As a team we have started to integrate AI into our workflows, particularly around event preparation. We use ChatGPT to support the creation of scripts based on our team’s notes and discussions and eventually transform these into visually engaging slides and social media posts with tools like Canva Magic. By automating some of the more routine tasks, we can focus more on content quality and delivery. 

While we continue to embrace AI, we are meticulous about safety. We never input personal information into AI tools, instead, a human staff member handles sensitive details manually, ensuring data is protected. Every AI-generated output continues to be reviewed by a team member to ensure it meets our values and standards. This ensures that AI supports, rather than replaces, the human touch in everything we produce.

CAVA’s 2024 annual conference

Looking ahead, we’re excited for AI to once again feature at CAVA’s annual conference. This year we are focusing on the future of teaching and assessment, with a clear understanding that AI will have an impact. We also have a specific workshop on using AI within education, where attendees will have the opportunity to explore AI and how they can use it.

If you’d like to attend the conference, please register here: https://forms.gle/UdJLbAxizjFCJ4we7 

At the end of each academic year, we survey our course leaders and external moderators to understand what we did well and what we could improve for the future. We received feedback from 33 course leaders and 45 external moderators on our performance in 2022-23. 

Feedback was positive overall, reflected in the following key statistics:

• Course leaders gave an average score of 5.7 out of 6 (maximum), in agreement with the statement “CAVA staff members are always helpful and supportive.”
• External moderators gave an average score of 5 out of 6 (maximum), in agreement with the statement “Moderators receive a planned programme of induction, training, including written guidance and support of CAVA staff which allows them to carry out their role effectively.”

CAVA provider sites

We requested feedback on the CAVA provider sites introduced and have reviewed the structure and information provided. 

The majority of respondents commented that they had used the provider site and most found it easy to navigate. Suggestions for improvement included: 

• a clear link to all CAVA paperwork templates
• examples of training materials and shared resources
• examples of successful combinations of courses
• accessible assignment briefs.

In response to requests for exemplar assignment briefs we have been pleased to release the assignment library and the teaching and learning resource library. Both of the libraries can be found on the Diploma sites.

The assignment library contains a collection of current, and relevant past, assignment briefs, all voluntarily shared by the CAVA community and compliant with the revised QAA Access to HE Diploma Specification and Grading Scheme. We encourage tutors to contribute to the library to support and enrich our collective assessment practices.

The teaching and learning resources library is a collaborative platform, designed to support the enhancement of Access to HE course delivery across all modes of delivery. Within this library, you’ll find a variety of resources—from lecture notes and case studies to interactive activities—shared by the CAVA community. We invite tutors to assess and adapt these resources to fit your curriculum. These resources can also be shared with us by emailing them to CAVA.

In response to our members feedback in 2023-24 we have:

• updated the internal moderation sampling form to allow the names of three students to be included on the form
• increased networking opportunities within our training sessions
• offered our briefing sessions on different days of the week including morning and afternoon sessions
• extended the range of information available on the Provider sites
• set up monthly drop in sessions with CAVA officers on the last Wednesday of each month
• ensured that our standardisation sessions were subject based
• updated the external moderator’s aide-mémoire to meet the requirements of the revised grading scheme
• used calendar invitations for participants to CAVA briefing sessions. 

Abdullah

At just 20 years old, Abdullah decided to return to education after not achieving as high grades in his A-levels as he had wished. He decided to take the Access to HE Diploma (Science) at Peterborough College, with determination to progress onto a top university.

Abdullah shared that his favourite parts of the experience were the friendships he formed, as well as the lessons which were carried out in supportive and enriching ways, strongly led by incredible tutors. He mentioned how different teachers had different styles of teaching, each helping him increase his knowledge.

The Access to HE Diploma equipped Abdullah with the skills needed for university life, with a variety of assignments, including presentations which significantly boosted his confidence.

He would highly recommend the course to anyone with ambitions for higher education, emphasising its intense but rewarding nature. He added, a testament to the course’s transformative impact on students striving for academic success.

Now accepted to King’s College to study Chemistry, Abdullah is looking forward to the exciting journey ahead. He’s most looking forward to the friendships he will make at university and the chance to continue achieving fantastic grades.

The entire CAVA team wishes Abdullah all the best for his future studies.

Recently, we detected a small cyber incident targeting our members area on the CAVA website. Our team responded immediately and has taken all necessary steps to secure our systems. As a precautionary measure, we have decided to close down the members area to reduce any further risk. All documentation within the members area has been moved to either your private college sites, the Diploma sites or elsewhere on the public-facing website.
While most documents were already available in multiple locations, you can now find everything you need using the detailed list below.

• The colour books: within the ‘CAVA Documentation’ tab on your private college site
• Promotional Resource Library (testimonies): within the ‘Publicity’ dropdown on each subject specific Diploma sites
• Access to the Diploma sites: Links to each Diploma site has been added within the ‘CAVA Documentation’ tab on your private college site
• Database user guide: within the ‘CAVA Documentation’ tab on your private college site
• CAVA key statistics: within each Diploma-specific promotional pack, which can be found on each Diploma site.
• Forms and templates: within the ‘CAVA Documentation’ tab on your private college site
• Validation forms: within the ‘CAVA Documentation’ tab on your private college site
• Publicity protocol: within the ‘CAVA Documentation’ tab on your private college site
• QAA guidance: within the ‘CAVA Documentation’ tab on your private college site
• ESFA guidance: within the ‘CAVA Documentation’ tab on your private college site
• Standardisation guidance: within the ‘CAVA Documentation’ tab on your private college site
• UCAS information: Certification page on the CAVA website
• Recordings of previous events: CAVA’s Youtube channel
• Exemplar science exams: within the Science Diploma site’s assignment library
• Newsletter registration: within the ‘CAVA Support’ tab on your private college site

Please let us know if you have any questions about these changes or need support in locating resources by emailing admin@cava.ac.uk.

Over the 2023-24 academic year, CAVA’s Promotion and Recruitment Working Group (PRWG) has met four times to discuss how different providers are promoting and recruiting for the Access to HE Diploma. Over the year, 13 providers have attended the meetings.

Engagement and Collaborations

PRWG have discussed the different ways to enhance promotional strategies for the Access to HE Diploma. This has included sharing case studies, digital assets and alumni stories to enrich marketing materials. Each session encouraged sharing of best practices and networking opportunities with members from higher education institutions and local colleges, especially in the fields of sustainability, AI, and adult learning.

Marketing Innovations and Events

This year CAVA has highlighted a range of promotional material including Diploma sites, Diploma packs and the Retention and Recruitment handbook. Within these materials, there is crucial information on sustainability and using artificial intelligence (AI). We have actively promoted all of our Diplomas through various channels, including social media, where our spotlight posts highlighted individual Diplomas across the year.

Providers have prioritised events in their outreach efforts. From open evenings to webinars and special events like mock trials, our colleges utilised every opportunity to engage with potential students and the broader community. These events not only raised awareness but also provided a platform for direct engagement with the Access to HE Diploma.

Challenges and Solutions

Recruitment remains a challenge within the evolving educational landscape and broader economic pressures. PRWG members discussed the impacts of the cost of living crisis and mental health issues on student retention. Because of this, CAVA has created the Recruitment and Retention handbook, which contains a range of case studies, to support providers facing these issues. This will be updated with more recent case studies from the 2023-24 academic year.

Looking Ahead

As we move forward, our focus will remain on supporting providers to increase their marketing opportunities, enhancing the visibility and appeal of the Access to HE Diploma. We will also continue to focus on topics such as AI and sustainability within marketing and share good practice across our different platforms.

If you are interested in joining CAVA’s PRWG, please email Georgia Green, our communication and events officer, at g.green@cava.ac.uk.

In recent years, artificial intelligence (AI) has rapidly grown in various sectors, including education. Understanding how different demographic factors influence the adoption of AI among teachers is crucial for developing strategies to maximise its benefits. Georgia Green, CAVA’s Communication and Events officer, recently focused on this very topic, examining how age, gender, teaching experience, and academic stream impact teachers’ use of AI in the classroom. The findings provide valuable insights that can help educational institutions tailor their approaches to integrate AI more effectively.

Research approach

This research was undertaken as part of Georgia’s dissertation for her Masters in Psychology. She produced a survey to gain information about educator’s demographics and how it correlated to their use of AI. She shared it with various schools and colleges around the country, as well as sharing on social media. Overall, data was collected from 98 participants from a range of ages, gender and academic stream. 

Key Findings

Gender Differences in AI Adoption

One of the most striking findings was the disparity between teachers identifying as male and female in using AI. The data revealed that men are significantly more likely to incorporate AI tools into their teaching practices than women. This gender gap suggests a potential area for intervention, perhaps through targeted training and support programs aimed at encouraging female teachers to engage with AI technology.

Age as a Determinant Factor

Age emerged as a critical factor in AI adoption, with younger teachers being more inclined to use AI than their older counterparts. The analysis indicated that age 34 appears to be a pivotal point, after which AI usage begins to drop. This lines up with the digital native generation, aligning with the broader pattern of technology adoption, where younger individuals are often more tech-savvy and quicker to embrace new technologies.

Experience Level and AI Usage

Experience in teaching also plays a significant role in the use of AI, with less experienced teachers more likely to utilise these tools. However, it’s important to note that age and experience are closely correlated. This near-perfect correlation makes it challenging to determine if the willingness to use AI is driven more by age or by teaching experience. Nonetheless, the data clearly shows that those newer to the profession are more open to integrating AI into their classrooms.

Academic Stream and Student Age Group

Interestingly, the academic stream did not show a clear impact on AI usage. However, there were patterns indicating that teachers instructing older students were more likely to use AI, with primary school teachers significantly less engaged with AI tools than their colleagues teaching FE or HE. This could be due to the perceived appropriateness or utility of AI in different educational contexts, where AI tools might be seen as more beneficial or easier to implement in FE and HE compared to primary education.

Implementations for CAVA

These findings can support CAVA and our members, by highlighting the importance of understanding and assisting staff who are not currently utilising AI. Many educators are unaware of the available AI tools or what they can do. Last year we released a blog post highlighting 5 useful AI tools for educators. These tools are still some of our favourite ones, and a useful starting point for anyone exploring AI.

Support moving forward may require practical demonstrations and time to experiment with these technologies. The research emphasises that colleges should focus their efforts on supporting their older and female staff members. By providing targeted training, showcasing AI applications, and allocating time for exploration and experimentation, institutions can foster a more inclusive and effective adoption of AI across all teaching demographics. 

Insights from Georgia Green.