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Established in March 2022, the Student Success Office focuses on initiatives that enable all UCL students to be successful, regardless of their background.
What we do
The Student Success Office is a team that sits within Education Services at UCL. Our team leads on the design, development and implementation of UCL’s strategies to support academic success and to close awarding and retention gaps across UCL.
We deliver initiatives and provide resources for UCL staff and students to create cultural and institutional change. We focus on evaluation and research and we take an evidence-led approach to facilitate success for student groups where there are unexplained gaps in degree outcomes.
Who we work with and why
Student Success initiatives are guided by UCL’s Access and Participation Plan. The Office currently works to support UK undergraduate students who belong to at least one of the following groups:
- Access UCL students
- Disabled students
- Mature students
- Care experienced and estranged students
- Black, Asian and Minority Ethnics students
The Access and Participation Plan identifies three key barriers to success for these groups: students' wellbeing; sense of belonging; and their teaching and learning experience. These barriers are interconnected and we aim to tackle these holistically and address awarding gaps, along with existing support services.
Meet the Student Success Team
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Paulette WilliamsHead of Student Success | Rebecca SurinStudent Success Manager | Luther MayersStudent Success Manager |
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Jodie ConnonSenior Student Success Officer | Kathleen TrippSenior Student Success Officer | Tash NewtonSenior Student Success Officer |
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Suzanne HewingsSenior Student Success Officer | Darsh HawtinSenior Student Success Officer | Shireen QureshiSenior Impact and Evaluation Officer |
Meet the Student Success Faculty Leads
Student Success Faculty Leads are key academic staff members who work within each faculty to support the university’s efforts to improve student outcomes and reduce awarding and retention gaps, particularly for underrepresented groups. These interventions can be student facing or address and/or improve structural, systemic inequities.
