Transcript Academic and study skills in business education Separate

The integration of skills into the first year
curriculum - a key item in the student support
agenda.
A Portsmouth perspective
Andy Perrins (PBS)
Paul Ramsay (ASK)
Department for Curriculum and Quality Enhancement
“The central aim of DCQE is to enhance the quality of the
student learning experience and promote student success.”
Vice Chancellor
Deans of Faculty
Learning & Teaching
Curriculum
Development
Marketing
Pro VC (Academic)
Pro VC
(IS/International/
Estates & Campus)
Pro VC
(Personnel/R & D/
External relations)
Academic
Student Support
Registry
Library
ASK
ASDAC/Counselling/
eLearning
Director of Finance
Background to the Academic Skills
Unit (ASK) at Portsmouth
• Constituted 2001
“Any student, any course, any level”
1:1/small group skills tutoring
Resource development
• Capacity increased 2004
• Faculty linkage 2005
• 2008…
Academic literacies practices
paradigm
Unit structure
Teaching capacity
2400 hrs
Business
Senior
Lecturer
Technology
Senior
Lecturer
Senior
Lecturer
Creative
and Cultural
Industries
Unit Head
Unit
Head
Resource
Co-ordinator/
Lecturer
Lecturer
P/t tutors
(0.5 fte)
Humanities
Science
A snapshot of the business
• 2005/06
– Registered students:
1604 (9% of Institution
total)
– Individual teaching:
2520 sessions/2236
hours
– Faculty-based
teaching: 200 hours
Referral
24%
40%
8%
28%
Self
Tutor
Peer
All other
ASK’s core mission
“To provide additional teaching for students
in the area of academic and study skills
that are vital to achievement in Higher
Education.”
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Session topic breakdown (2005/06)
900
820
220
176
140
70
56
34
31
20
(Data summarised from ASK session database)
ACADEMIC
Skills
Unit
Debates
• Pedagogic
– Study skills /Academic Socialisation/Academic
Literacies practices
(e.g. Lea & Street, 2000)
• Organisation
– Embedded/Targeted/Modular/External
(Fallows, 2003)
– Specialist/Semi-integrated/Integrated
(Warren (2002) cited in Thomas (2006))
Adding value
Complementary
• Teaching input
– “Off the peg”
– Generous consultant
• Writing genre analysis
– Subject, Academic Skills &
Linguist specialists
• Development of generic
e-learning environment
– Specific articulation of
learning objects
• FL&TC prioritised
projects
• Top-down sponsorship
• Local ownership and
championing
• Complementary strengths
• Managed engagement
and evolutionary strategy
• Success breeding
success
• Interdisciplinarity:
adopting best practices
Fallows, S. (2003). Teaching and learning for student skills development. In H. Fry,
S. Ketteridge, & S. Marshall (Eds.), A Handbook for Teaching & Learning in Higher
Education: Enhancing Academic Practice (2nd ed., pp.121-133).
Oxford: Routledge/Palmer.
Lea, M. and Street, B. (2000). Student Writing and Staff Feedback in Higher Education:
An Academic Literacies Approach. In M. Lea & B. Stierer (Eds.), Student Writing in
Higher Education. (pp. 32-46). Buckingham: Open University Press.
Thomas, L. (2006). Widening participation and the increased need for personal
tutoring. In L.Thomas, & P. Hixenbaugh (Ed.), Personal Tutoring in Higher Education
(pp. 21-31). Stoke on Trent: Trentham Books Ltd.T