SPACE - Progressive and Accompanied Specialization of Student Courses

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The SPACE project Progressive and Accompanied Specialization of Student Courses

In April 2018, UPPA obtained the label named « Investissement d'avenir » for its « New university course » proposed in its “SPACE” project. SPACE’s general goal is to contribute to the designing of each undergraduate students’ career objectives. SPACE emphasizes professionalizing and internationalized training, in order to meet the needs of the socio-economic world.

 

The first expected impacts of SPACE are:

  • a decrease in dropout rate,
  • an increase in success rates, at Bachelor level (Licence in France)
  • and an increase in student’s pursuit of their studies, in Master

 

SPACE’ settlement policy is centred on three main actions, detailed hereafter.:

    1. The development of a new architecture for degree courses
          (Resp.: Patrice CASSAGNARD)

The 3 years of Bachelor (French curriculum) integrate a progressive specialization of teaching, oriented towards the students projects, and facilitate the establishment of bridges both between programmes and between statuses (initial training, lifelong learning, apprenticeship ...). The specialization is related to the students’ disciplinary field and their career goals.

Depending on these, there are three possible paths:

  • Professionalization towards research,
  • Professionalization towards companies, local governments or associations,
  • Professionalization towards teaching.

    2. The implementation of a policy of reception, orientation and individual support
         
  (Resp. : Eve PERE)


Training session of SPACE referees, January 2020

The goal is to increase students success by helping them to gradually build both their study curriculum and professional project during the three years of Bachelor.

The first phase is the reception of 1st year students with a device allowing an  early identification of their needs, during the first semester, and the development of attractive paths for students with high potential. A back-to-school questionnaire and the students’ first evaluations allow the teaching team to provide the best possible support to all students (route planning, peer tutoring, reorientation, etc.)

The second phase consists in supporting the development of their study project: from support for orientation (L1) and project definition (L2), to applying (L3) in a Master's degree.

     3. The transformation of teaching practices and tools
          
(Resp. : Danièle LAPLACE)

The dissemination of new learning methods (professional speakers, reverse class, project-based learning, e-learning, workshops, internships, tutorials in English, etc.),the adaptation of pedagogies to the different career objectives, and the development of distance learning with their adapted support… are all a manifestation of this transformation. For example, SPACE enabled the acquisition of multipurpose telepresence robots:

 

This transformation of practices also implies a “training of trainers” component for all the teaching teams involved in the process.

Experimented on three pilot programmes, in 2018/2019, the system is gradually extending to all the university's undergraduate training.

 

Frédéric Tesson (frederic.tesson @ univ-pau.fr), scientific and technical manager of SPACE, and Vice-president of the UPPA, coordinates the implementation of SPACE’s action plan , with the collaboration of a steering committee and  all Bachelor’s programmes supervisors, along with the assistance of all the university’s support services.

 

SPACE project manager: Fabrice Floch fabrice.floch @ univ-pau.fr