Stephen Thornton School of European Studies

1. ‘I've been studying for 15 years and so know some things!’: Some adventures in trying to make a study skills programme relevant. Stephen Thornton School of European Studies

2. Background • ‘The skills approach to developing learning that currently predominates in UK universities fails to address [some] fundamental requirements’ (Wingate 2007, p.403) • Institutions ‘need to move beyond a “bolt-on” or “built-in” approach to academic provision and move towards a “build-up” approach’ (Dowling and Ryan 2007, p.1)

3. ‘window of opportunity’ • Re-organisation of 1st year provision for Politics degrees • Re-organisation of Erasmus provision

4. Problems • Students arrive at university ‘skilled to death’ (Vernon quoted in Foyster 2002, p. 9) • Limited resources • Together or apart?

5. Some results of a diagnostic questionnaire Responses to: ‘I am confident that I can write good essays and others forms of academic writing’

6. I am confident I can perform well in examinations

7. I am confident that I can create and perform good oral presentations

8. What grades do you generally expect to be receiving this year?

9. Observations • Many students arrive at university (over-) confident about their abilities (‘skilled to death’?) • The responses of home and international students were not that dissimilar

10. Introduction to Academic Study (in the UK) • Erasmus (language) students (full module) • Politics students (enrolled through participation on 1st year Politics module) • Lectures and workshops • Assessment through portfolio (for fully enrolled students)

11. Example of assessment-driven learning • See handout, the research trail

12. Feedback (positive) • It has been very useful in every field it intended to cover. • This module was particularly useful since it helped me develop my research skills. • Useful, all purpose introduction university academic life. • very useful for politics modules and also other modules such as french and spanish history modules. The workshop was helpful and provided plenty of information in order to complete the research trail.

13. Feedback (negative) Spend more time on the content that is new to being a student AT UNIVERSITY rather than in general as I've been studying for 15 years and so know some things, such as how to do a presentation, and being told these things seems pointless and patronising. More time could be spent on referencing etc as this is something that is new at university.

14. I found this module, other than the info on referencing and help with the research trail, a bit pointless. I can understand that it may be useful for some international students who have not gone through the British education system and therefore have had been taught to do things differently, but I feel I was being taught things that I have been since year seven.

15. Thoughts on the feedback • Enough positive feedback to warrant continuation • However, revision necessary to provide more tailored learning opportunities

16. Changes to provision • Politics and Erasmus (language) students de-coupled • More practical, discipline-specific activities included

17. Feedback What features of the programme did you find particularly helped your learning? • Every aspect of it – it took everyone though what we should expect at university, especially important aspects like examination, presentation, research, assessment, etc. • I found particularly useful the samples of examination papers and coursework and the exercise of trying to assess other people’s work

18. Put at ease my fears of what is to be expected in regards to assessed work. Highlighted areas and methods of helping my private study and subsequent skills base.

19. Feedback What could be improved? It would help if we got a look at more essays that were actually corrected by lecturers, with their notes & feedback on the essays, to see what lecturers look for in essays

20. Facial hair. Too formal – try shorts and beret combination, no more gingham shirts

21. Recommendations • Structured ‘learning to learn’ provision is relevant • Despite being ‘skilled to death’, there is an appetite for such provision from many students • Discipline-specific rather than generic learning appears to be more popular with students (and is easier to teach)

22. Bibliography • Dowling, L, and Ryan, O (2007) Academic Skills Development and the Enhancement of the Learning Experience, Paper presented at AISHE conference 2007 available online at: www.aishe.org/events/2006-2007/conf2007/proceedings/paper-32.pdf[accessed 12 March 2011] • Foyster, E. (2002), ‘Evaluating the Learning and Teaching of History Study Skills Among 1st Year’, Report for the Higher Education Academy available online at: www.heacademy.ac.uk/.../round_1_evaluating_history_study_skills [accessed 12 March 2011] • Wingate, U. (2007), ‘A Framework for Transition: Supporting “Learning to Learn” in Higher Education’, Higher Education Quarterly, 61 (3), July 2007, 391–405.