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: | , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Association for Learning Development in Higher Education (ALDinHE)
2018
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/64d95c45905f418d9501a9e62f9092ea |
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