Making the second year count: embedding learning development in a progressive student journey

In over a decade of working on embedding skills within the curriculum, it became apparent to us that the second or intermediate year was rather neglected in terms of intervention. Across the UK higher education sector, focus has been on supporting first year transition and final year projects (Yor...

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Autores principales:	Pat Hill, Amanda Tinker
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2018
Materias:	Embedding skills progressive learning development student journey curriculum design. Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/64d95c45905f418d9501a9e62f9092ea
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id	oai:doaj.org-article:64d95c45905f418d9501a9e62f9092ea
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spelling	oai:doaj.org-article:64d95c45905f418d9501a9e62f9092ea2021-11-29T14:02:44ZMaking the second year count: embedding learning development in a progressive student journey10.47408/jldhe.v0i0.4821759-667Xhttps://doaj.org/article/64d95c45905f418d9501a9e62f9092ea2018-10-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/482https://doaj.org/toc/1759-667X In over a decade of working on embedding skills within the curriculum, it became apparent to us that the second or intermediate year was rather neglected in terms of intervention. Across the UK higher education sector, focus has been on supporting first year transition and final year projects (Yorke, 2015; Whittle, 2018). The aim of this paper is to explore a progressive approach to learning development within the curriculum which ensures that the second year is fully exploited in terms of bridging the gap between first and final years. Focus groups were used to investigate perceptions of students, subject specialists and learning developers and the subsequent issues are thematically analysed and discussed. Two case studies are then used to demonstrate the design of a curriculum which supports a collaborative and progressive approach to student learning in which learning developers can play a key role. Pat HillAmanda TinkerAssociation for Learning Development in Higher Education (ALDinHE)articleEmbedding skillsprogressive learning developmentstudent journeycurriculum design.Theory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	Embedding skills progressive learning development student journey curriculum design. Theory and practice of education LB5-3640
spellingShingle	Embedding skills progressive learning development student journey curriculum design. Theory and practice of education LB5-3640 Pat Hill Amanda Tinker Making the second year count: embedding learning development in a progressive student journey
description	In over a decade of working on embedding skills within the curriculum, it became apparent to us that the second or intermediate year was rather neglected in terms of intervention. Across the UK higher education sector, focus has been on supporting first year transition and final year projects (Yorke, 2015; Whittle, 2018). The aim of this paper is to explore a progressive approach to learning development within the curriculum which ensures that the second year is fully exploited in terms of bridging the gap between first and final years. Focus groups were used to investigate perceptions of students, subject specialists and learning developers and the subsequent issues are thematically analysed and discussed. Two case studies are then used to demonstrate the design of a curriculum which supports a collaborative and progressive approach to student learning in which learning developers can play a key role.
format	article
author	Pat Hill Amanda Tinker
author_facet	Pat Hill Amanda Tinker
author_sort	Pat Hill
title	Making the second year count: embedding learning development in a progressive student journey
title_short	Making the second year count: embedding learning development in a progressive student journey
title_full	Making the second year count: embedding learning development in a progressive student journey
title_fullStr	Making the second year count: embedding learning development in a progressive student journey
title_full_unstemmed	Making the second year count: embedding learning development in a progressive student journey
title_sort	making the second year count: embedding learning development in a progressive student journey
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2018
url	https://doaj.org/article/64d95c45905f418d9501a9e62f9092ea
work_keys_str_mv	AT pathill makingthesecondyearcountembeddinglearningdevelopmentinaprogressivestudentjourney AT amandatinker makingthesecondyearcountembeddinglearningdevelopmentinaprogressivestudentjourney
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Making the second year count: embedding learning development in a progressive student journey

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