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Simon Brooman & Sue Darwent

This study explores enhancing student support, involvement in curriculum redesign, and induction techniques to combat the sophomore slump in law school. It addresses failures in the curriculum structure and interactive learning process through focus groups and student-informed redesign.

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Simon Brooman & Sue Darwent

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  1. A tripartite approach to tackling the Sophomore Slump in the School of Law: enhanced induction, enhanced support and student involvement in curriculum redesign Simon Brooman & Sue Darwent

  2. Overview

  3. Student voice Lack of specific evidence Local context Influences

  4. Hearing the student voice • Considerations:- • Impartiality • Engaging participants • Focus groups in curriculum re-design study • Digital voice recordings in Critical Incident Technique study of induction experience

  5. Curriculum re-design • Carried out over three years • 11 focus groups of 3-7 participants (n=44) • Underperforming 2nd year core module, with low mean marks and pass rate • 1. Teacher-centred re-design 2008-9 • 2. Focus groups • 3. Student-informed re-design 2009-10

  6. Curriculum re-design • Three year project • 11 focus groups of 3-7 participants (n=44) • Underperforming 2nd year core module, with low mean marks and pass rate Failure of some basic structural elements of the curriculum:- • Timing of lectures and seminars • Module assessment • Workload • Resources • 1. Teacher-centred re-design 2008-9 • 2. Focus groups • 3. Student-informed re-design 2009-10 Failure of the interactive learning process:- • Rule re: attendance/preparation • Language/vocabulary • Relationship with lecturer and tutor • Not relating to content • Failure to engage had behavioural and emotional outcomes

  7. Curriculum re-design • Three year project • 11 focus groups of 3-7 participants (n=44) • Underperforming 2nd year core module, with low mean marks and pass rate • 1. Teacher-centred re-design 2008-9 • 2. Focus groups • 3. Student-informed re-design 2009-10

  8. Induction Critical Incident Technique study

  9. Transition?

  10. Over to you…. • 1. Find a good way of listening to the second year voice that one of you uses now. • 2. Good practice:- what is the best thing that someone in your group does to support second year transition? • 3. Your burning issue – what do you need to know or what is your key question that you are left with?

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