Supporting Transition in Mainstream Curriculum: Opportunities and Limitations
This study explores opportunities and limitations in supporting transition within the mainstream curriculum, focusing on drivers, activities, and observations in academic support and development. It discusses balancing teaching activities, resource development, and the demand for contextualized academic support. The analysis highlights the need for timely workshops, feedback integration, and thematic modules to enhance student learning and success.
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When you say, in the curriculum, you actually mean on the time-table , don t you? Opportunities and limitations when supporting transition in the mainstream curriculum. Steve Rooney and Marta Ulanicka
A (very) brief introduction www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
Our work consists of resource development www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
Balance of teaching activities Central Provision Departmental Provision 2000 - 2004 2004 - 2008 2008 - 2012 www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
Drivers, Fuel and Co-travellers Drivers Demand from students for contextualised academic support Demand from academic departments to support them in supporting their students Team s commitment to supporting the development of learning across the institution Fuel 3 x full-time Learning Developers (1 post currently vacant) 1 x 0.3 Learning Developer 1 x 0.7 Information Specialist Co-travellers Academic colleagues in departments Course Designers and Developers Librarians Educational Developers Learning Technologists Soon to be more formally aligned www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
Some (inconsistent) observations yes Module with strong links to formative and summative assessment and feedback Interactive and timely workshop or consultation Integrated? Generic, untimely content-heavy, workshop Themed transitional skills module (e.g. year 1, semester 1) no Embedded? no yes www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
Activities not always as timely as they might be www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
Lecturer A asks for an essay writing workshop in the first week of the autumn term. The deadline for the submission of the students first essay is in January www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
sometimes departmental provision comes at a pedagogic cost www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
Youve been assigned 50 mins. to teach presentation skills to a group of 80 students. The venue is a tiered lecture theatre www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
provision might remain separated from relevant assessment and feedback processes www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
The assessment for module X (on writing development) consists of one summative assignment www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
pressure on resources and impact on sustainability www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
In year 1, department B asks you to run two workshops. In year 2 this rises to 4 and in year 3 requests for 8 sessions are made (meanwhile demand from other departments is growing, too) www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
Over to you (1) How have you sought, or how might you seek to address and overcome these, and other, challenges in your own interactions with academic departments? www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
Feedback www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
Over to you (2) Have a look at the examples we ve brought along and: 1) raise any questions you have 2) comment on any experiences you have had of trying similar approaches 3) discuss any concerns, risks, limitations you perceive www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
Steve Rooney Learning Development Manager, University of Leicester sgr3@le.ac.uk estebanrooney Marta Ulanicka Learning Development Adviser, University of Leicester mmu1@le.ac.uk marta_u www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies www.le.ac.uk/succeedinyourstudies
