Bailey, Rowan, Tinker, Amanda and Hill, Pat (2013) Ensuring Progression in Learning Development. In: 10th ALDinHE Conference 2013: Celebrating Learning Development, 25th – 27th March 2013, Plymouth University, UK. (Unpublished)

What is commonly known as the ‘sophomore slump’ or ‘second year blues’ can be attributed to
several stress related factors: fears surrounding increased levels of independent learning and self-directed study, social group cohesion with peers, personal development issues with pressures to
cope with new life challenges, such as housing and finance issues (Schreiner, 2010). Evidence suggests that due to the amalgamation of these factors, students often experience a loss of
engagement, struggle to manage a smooth transition into year two and, consequently, to get the
best out of their intermediate level of undergraduate study (Grump, 2007). At the University of Huddersfield, we have found that fewer students access academic skills provision in their second year and that this pattern is mirrored in taught academic skills session delivery, with sessions being ‘front-loaded’ at foundation level. Our role as facilitators for the learning journey of a student requires that we engage with the progression levels of a degree programme holistically, but, are we successfully identifying and implementing relevant ‘progression points’ for each level?

This workshop aims to generate a discussion around innovative pedagogical methods and strategies
which work to ensure progressive development throughout the student experience and in particular at the intermediate level.


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